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					                                                                         Component 3
                                                                     2007 Table of Contents

1. Evaluation of Aggregated Data - Narrative Response Required .................................................................................................................. 2
Part I: Non-Academic – Aggregated Data ........................................................................................................................................................ 2
Part II: K-8 Academic - Aggregated Data ......................................................................................................................................................... 2
Part III: 9-12 Academic - Aggregated Data ...................................................................................................................................................... 3
Part IV: K-8 Value Added - Aggregated Data .................................................................................................................................................. 3
Part V: 9-12 Value Added -Aggregated Data ................................................................................................................................................... 4
Part VI: Vocational Data - Aggregated Data .................................................................................................................................................... 4
What evidence/sources support your response? ................................................................................................................................................ 4

2. Evaluation of Disaggregated Data - Narrative Response Required .............................................................................................................. 6
Part I: Academic – Disaggregated Data ............................................................................................................................................................ 7
Part II: K-8 Academic - Disaggregated Data .................................................................................................................................................... 7
Part III: 9-12 Academic - Disaggregated Data .................................................................................................................................................. 7
Part IV: K-8 Value Added - Disaggregated Data ............................................................................................................................................ 10
Part V: 9-12 Value Added -Disaggregated Data ............................................................................................................................................. 13
Part VI: Career and Technical/Perkins Data - Disaggregated Data ................................................................................................................. 13
An In-depth Review of the ACS Disaggregated Data for the 2006-07 SY ..................................................................................................... 15
Disaggregated Individual Elementary School Reports, 2007 .......................................................................................................................... 18
Disaggregated Individual Middle School Information, 2007 .......................................................................................................................... 32
Disaggregated High School Data, 2007 .......................................................................................................................................................... 49
What evidence/sources support your response? .............................................................................................................................................. 54

3. Evaluation of Non-Academic Data- Narrative Response Required ........................................................................................................... 56
a.    District Membership- 2007 .................................................................................................................................................................. 56
b.    Special Populations .............................................................................................................................................................................. 57
c.    District Attendance- 2007 .................................................................................................................................................................... 58
d.    Students with Disabilities-2007............................................................................................................................................................ 58
e.    Economically Disadvantaged- 2007 ..................................................................................................................................................... 59
f.    Title I - 2007 ........................................................................................................................................................................................ 59
g.    Suspensions and Expulsions- 2007 ...................................................................................................................................................... 60
h.    Promotions-2007 .................................................................................................................................................................................. 60
i.    District Cohort Drop-Out Rate-2007 .................................................................................................................................................... 61
j.    Graduation- 2007 ................................................................................................................................................................................. 61
k.    Student Characteristics, 2007 ............................................................................................................................................................... 62
l.    Staff Characteristics, 2007 ................................................................................................................................................................... 63
m.    School Characteristics, 2007 ................................................................................................................................................................ 64
n.    Parent/Guardian Demographics (Preschool Family Information) ........................................................................................................ 64
o.    Community Characteristics .................................................................................................................................................................. 65
p.    Perceptual Data, 2007 .......................................................................................................................................................................... 66
q.    Attendance Data, 2007 ......................................................................................................................................................................... 71
Non-Academic Aggregated Data, 2007 (Strengths and Weaknesses) ............................................................................................................. 74
What evidence/sources support your response? .............................................................................................................................................. 75

4. Evaluation of the System‘s Current Approach in Meeting the Needs of All Students - Narrative Response Required ............................. 76
Reading In Anderson County.......................................................................................................................................................................... 76
Literacy Learning............................................................................................................................................................................................ 76
Reading Recovery ........................................................................................................................................................................................... 78
Special Education Student Data, 2006 and 2007 ............................................................................................................................................ 79
Technology ..................................................................................................................................................................................................... 93
Career and Technical Educational Needs........................................................................................................................................................ 97
What evidence/sources support your response? ............................................................................................................................................ 100
Evaluation of the Prioritized Goals, 2007 - Narrative Response Required ................................................................................................... 101




                                                                         Anderson County Schools
                                                                             Component 3-1
                                                     2007-08 SY Up-Date, Year 3
                                                       TCSPP TEMPLATE 3.1
                      Evaluation of Our Process for Developing Priorities for Improving Schools

The following summary questions address the use of various data in Component 3. They are designed as a culminating activity to
help you assimilate the work of Component 3. This information comprises Component 3 of the TCSPP to be turned in to the
Tennessee Department of Education.


1. Evaluation of Aggregated Data - Narrative Response Required
What are the strengths and needs of your system based on the aggregated data?
It is evident that ACS is improving, making progress in most all areas. However, after careful review of our cumulative district data the following
strengths and needs have come to our attention.
Pink- 2007 Data (Improved over 2006)
Blue = 2006 Data RED = Below State (Yr 2006) Green = Above State(Yr 2006)

 Part I: Non-Academic – Aggregated Data
                        Strengths                                                                   Areas of Need
           NCLB- Good Standing                                                     Highly Qualified Teacher – 92.6%
           Good Standing                                                           980 Core Courses Taught by Highly Qualified Teachers
                                                                                   97.4%
                                                                                   1,064 Core Courses Taught by Highly Qualified Teachers
           All School Safe
           All School Safe
                                                                                   Core Courses Not Taught by Highly Qualified Teachers
                                                                                   2006- 7.4%
           K-8 Attendance Continuing to Improve                                    2007- 1.6%        (Below State)
           2005 - 94.6%
           2006 - 94.8% (Above State)
           2007- 95.4%        (Above State)                                        Graduation Percent Continuing to Improve
                                                                                   2005 - 75.6%
                                                                                   2006 – 81% (Below State)
           9-12 Attendance Continuing to Improve                                   2007- 80.5% (Below State)
           2005 - 92.1%
           2006- 92.6% (Below State)
           2007- 94.2%        (Above State)                                        Cohort Drop
                                                                                   2005 - 11.8%
                                                                                   2006 - 10% (Equal to State)
                                                                                   2007- 8.9% (Below State)

 Part II: K-8 Academic - Aggregated Data
                        Strengths                                                                        Areas of Need
      K-8 Criterion Referenced Academic Achievement
          Math
           2005 – B compared to 2006- A (57) (Above State)
           2007- A (59)      (Same as the State)

           Reading / Language Arts
           2005 – B compared to 2006- B (54) (Equal to State)
           2007- B (55)      (Same as the State)

           Social Studies
           2005 – C compared to 2006- B (54) (Above State)
           2007- B (56)      (Above the State)

           Science
           2005- C compared to 2006- B (55) (Above State)
        2007- B (57) (Above the State)
 K-8 Writing
        Writing 4th – 5th
                                                                Anderson County Schools
                                                                    Component 3-2
        2005- A (4.3)
        2006- A (4.2) (Above State)
        2007- A (4.1) (Same as the State)

        Writing 7th – 8th
        2005- A (4.2)
        2006 A (4.3) (Above State)
        2007- A (4.3) (Same as the State)

Part III: 9-12 Academic - Aggregated Data
                           Strengths                                                              Areas of Need
Gateways:                                                          Gateways:
       Algebra I                                                          English II
        2005- 82.8 (Prof & Adv)                                             2005- 91.3 (Prof & Adv)
        2006- 80.9 (Prof & Adv) (Above State)                               2006- 94.1 (Prof & Adv) (Above State)
        2007- 87.3 (Prof & Adv)                                             2007- 88.6 (Prof & Adv)

        Biology I
        2005- 97.1 (Prof & Adv)
        2006- 97.1 (Proficient and Advanced) (Above State)
        2007- 99.3       (Prof & Adv)
End of Course                                                      End of Course
        English I                                                          Math Foundations
        2005- 92.3 (Prof & Adv)                                             2005- 76.8 (Prof & Adv)
        2006- 94.3 (Prof & Adv) (Above State)                               2006- 75.7 (Prof & Adv) (Below State)
        2007- 98.9 (Prof & Adv)                                             2007- 86 (Prof & Adv)

        Physical Science
        2005- 87.8 (Prof & Adv)
        2006- 93.8 (Prof & Adv) (Above State)
        2007- 97.6 (Prof & Adv)

        US History
        2005- 92.2 (Prof & Adv)
        2006- 90.4 (Prof & Adv) (Below State)
        2007- 98 (Prof & Adv)
                                                                   Writing 9-12
                                                                           Writing 11th Grade
                                                                            2005- B (3.8)
                                                                            2006- B (3.9) (Below State)
                                                                         2007- B 3.9 (Below the State)
                                                                   ACT
                                                                      Composite (3 Yr Average)
                                                                       2005- 20.7
                                                                       2006- 20.5 (Below ACS 2005 Score)
                                                                       2007- 20.3 (Below the State)
                                                                         English – 20.3 (Below the State)
                                                                         Math – 19.4 (Below the State)
                                                                         Reading – 20.7 (Below the State)
                                                                         Science/Reasoning – 20.1 (Below the State)

Part IV: K-8 Value Added - Aggregated Data
                           Strengths                                                              Areas of Need




                                                         Anderson County Schools
                                                             Component 3-3
K-8 TVAAS (3 Yr Average / District Scores)                     Subjects / Grades in 2007 which declined and were below the state average.
    Math
     2005 – B compared to 2006- A (Mean Gain 2.2)                                                  2005         2006             2007
     2007- A (2.3)            (Above the State)                 4th Math                            .8           3.8             -2.4
                                                                4th Reading / LA                    1.5           .9             -0.4
     Reading / Language Arts                                    5th Math                             2.4          1.3
     2005 – C compared to 2006- A (Mean Gain 1.4)
                                                                                                                                  -1
     2007- A (1.8)           (Above the State)                   th
                                                                6 Social Studies                     2.3          0              -1.9
                                                                6th Science                          3.2         -0.7            -1.2
     Social Studies
     2005 – B compared to 2006- A (Mean Gain 1.3)               7th Reading / LA                     0.8          -1              -2
     2007- A (2)         (Above the State)                       th
                                                                8 Math                               5.4          2.5            -1.2
                                                                8th Social Studies                   4.4           2             -2.2
     Science
     2005- B compared to 2006- A (Mean Gain 1.5)                8th Science                          1.7          0.6            -1.1
     2007- A (2)             (Above the State)

Part V: 9-12 Value Added -Aggregated Data
                     Strengths                                                        Areas of Need
Gateway / End of Course Test (Value Added)                    Gateway / End of Course Test (Value Added)
                                                              3 Yr Average
     Physical Science
      2007           2007           2007
 Observed Score Predicted Score    Status                              Gateway /        2006        2006       2006       2007     2007         2007
                                                                      End of Course   Observed    Predicted   Status    Observed Predicted     Status
      518            514.7         Above                                               Score        Score                Score     Score
                                                                      Math (Alg I)        534.1       541.0   Below      533.1         540.7   Below
                                                                      Science                                            539.8         544     Below
                                                                                          541.8       548.6   Below
                                                                      (Bio I)
                                                                      English                                            524.7         529.6   Below
                                                                                          528.4       533.3   Below
                                                                      (Eng II)
                                                                      Math                                               519.2         527.8   Below
                                                                                          520.2       527.1   Below
                                                                      Foundations
                                                                      English I           512.8       519.0   Below       513          518.4   Below
                                                                      US History                                         514.5         517.9   Below

                                                                         Writing (Value Added)
                                                                         2006 - Writing Grade 11
                                                                               Observed Score 4.1
                                                                               Predicted Score 4.0 (Above Predicted Score)
                                                                         2007- Observed 3.9
                                                                               Predicted Score 9.89 (Below Predicted Score)


Part VI: Vocational Data - Aggregated Data
                         Strengths                                                                Areas of Need
                    Core Competencies
Academic Attainment (1S1) – made gain
Skill Proficiencies (1S2) - made gain                         Did not meet performance goals despite gains in the following core
Completion (2S1) – met goal, exceeded state average.          competencies: 1S1, 1S2, 2S1, 4S1, & 4S2
Placement (3S1) – met goals last five years, exceeded state
average.                                                      1S1, 1S2, 2S1, 4S1, & 4S2
Participation Non-Traditional (4S1) - made gain
Completion Non-Traditional (4S2) - made gain



What evidence/sources support your response?
            MGT Operational Audit
            Student Management Software, Star Student
            Reading Data, K-2
            TVAAS, Reading and Math
            CRT / AYP, Reading and Math
                                                    Anderson County Schools
                                                        Component 3-4
Sample Student Work from Component #1
Sample (local) mid-term reports send home to all parents each grading period
Gateways
State and Local Report Card Data
Career and Technical Data
ACT Data
MIS Report Data
NAEP from Component #1




                                          Anderson County Schools
                                              Component 3-5
2. Evaluation of Disaggregated Data - Narrative Response Required




                                 Anderson County Schools
                                     Component 3-6
What are the strengths and needs of your system based on the disaggregated data?
It is evident that ACS is improving, making progress in most all areas. However, after careful review of our disaggregated data the following strengths and needs have
come to our attention.


 Part I: Academic – Disaggregated Data
                        Strengths                                                                          Areas of Need
            K-8 Attendance Continuing to Improve                                      Cohort Drop
            2005 - 94.6%                                                              2005 - 11.8%
            2006 - 94.8% (Above State)                                                2006 - 10% (Equal to State)
            2007- 95.4%          (Above State)                                        2007- 8.9% (Below State)


            9-12 Attendance Continuing to Improve                                     Graduation Percent Continuing to Improve
            2005 - 92.1%                                                              2005 - 75.6%
            2006- 92.6% (Below State)                                                 2006 – 81% (Below State)
                                                                                      2007- 80.5% (Below State)
            2007- 94.2%          (Above State)
                                                                                      Highly Qualified Teacher – 92.6%
                                                                                      980 Core Courses Taught by Highly Qualified Teachers
                                                                                      97.4%
                                                                                      1,064 Core Courses Taught by Highly Qualified Teachers

                                                                                      Core Courses Not Taught by Highly Qualified
                                                                                      Teachers
                                                                                      2006- 7.4%
                                                                                      2007- 1.6%
 Part II: K-8 Academic - Disaggregated Data
 2007- Please refer to the narrative in the section which spotlights each Anderson County school for additional disaggregated data. The purpose of
 the chart below is to highlight at a glance the strengths and areas of need of the district.
                         Strengths                                                                    Areas of Need
       K-8 Criterion Referenced Academic Achievement                                K-8 Criterion Referenced Academic Achievement
           Math                                                                             Math
            2005 – B compared to 2006- A (57) (Above State)                                        (State Target- 79% Prof & Adv)
            (State Target – 79% Prof & Adv)                                                        Students with Disabilities- 71% Prof & Adv
             White- 93% Prof & Adv                                                                  (Grades 3-8)
             African American- 82% Prof & Adv
             Economically Disadvantaged- 89% Prof & Adv
             Females- 84% Prof & Adv
             Males- 91% Prof & Adv

             (State Target- 79%)
             All- 92% Prof & Adv (Above 79%)                                                   Math
             White- 92% Prof & Adv (Above 79%)                                                 Students with Disabilities 2007- 71% (Below 79%)
             African American- 90% Prof & Adv (Above 79%)
             Economically Dis- 88% Prof & Adv (Above 79%)
             Limited English Proficient- NA (<45)
             Migrant- NA (<45)

            Reading / Language Arts Plus Writing
            2005 – B compared to 2006- B (54) (Equal to State)
                                                                                               Reading / Language Arts Plus Writing
            (State Target- 83% Prof & Adv)                                                         (State Target- 83% Prof & Adv)
            White- 90% Prof & Adv                                                                  African American- 75% Prof & Adv
            Economically Disadvantaged- 85% Prof & Adv                                              Grades 7th -8th
            Females- 84% Prof & Adv                                                                 Students with Disabilities- 73% Prof & Adv
            Males- 91% Prof & Adv                                                                  Grades 7th -8th

            (State Target 83%)
             All- 91% Prof & Adv (Above 83%)
             White- 91% Prof & Adv (Above 83%)                                                     Reading 2007
             African American- 84% Prof & Adv (Above 83%)                                          Students with Disabilities 2007 – 75% (Below 83%)
             Economically Dis- 87% Prof & Adv (Above 83%)
             Limited English Proficient- NA (<45)
             Migrant- NA (<45)
 Part III: 9-12 Academic - Disaggregated Data
 2007- Please refer to the narrative in the section which spotlights each Anderson County school for additional disaggregated data. The purpose of
 the chart below is to highlight at a glance the strengths and areas of need of the district.
                                Strengths                                                                    Areas of Need
                                                                 Anderson County Schools
                                                                     Component 3-7
Gateways:                                                             Gateways:
       Algebra I                                                             Algebra I
         2005- 82.8 (Prof & Adv)                                              2005- 82.8 (Prof & Adv)
         2006- 80.9 (Prof & Adv) (Above State)                                2006- 80.9 (Prof & Adv) (Above State, but ACS had a drop in score
                                                                              from the 2005 SY.)
         Biology I
         2005- 97.1 (Prof & Adv)
         2006- 97.1 (Prof & Adv) (Above State)

         English II
         2005- 91.3 (Prof & Adv)
         2006- 94.1 (Prof & Adv) (Above State)
Gateway Disaggregated, 9-12 (Achievement Data)                        Gateway Disaggregated, 9-12 (Achievement Data)

Math Algebra I – 2007                                                 Math Algebra I - 2007
                         System      State        Standing
                                                                       Hispanic                 66.7       73.6       Below
 All Students             82.7       76.7          Above
                                                                       Native                   60.0       74.2       Below
 African American         79.3       58.8          Above               American/Alaskan
 Ethnic Origin Not        75.0       62.5          Above               White                    83.1       85.5       Below
 Reported
                                                                       Economic Status          40.0       53.8       Below
 Economically             76.0       67.6          Above               Not Reported
 Disadvantaged
                                                                       Gender Not               61.5       62.5       Below
 Not Economically         87.1       84.6          Above               Reported
 Disadvantaged
 Students with            53.1       45.9          Above
 Disabilities
 Students without         88.2       81.1          Above
 Disabilities
 Not LEP                  82.7       77.0          Above
 Non-Migrant              82.7       76.7          Above
 Male                     81.0       75.2          Above
 Female                   85.6       78.4          Above


Biology I                                                             Biology I
                         System     State        Standing                                     System      State     Standing
 All Students             96.4      94.5          Above                Native                  83.3       95.5       Below
 African American         95.7      87.5          Above                American/Alaskan
 Asian/Pacific            N/A       96.6           N/A                 White                    96.6      97.2       Below
 Islander
 Hispanic                 100        91.5         Above
 Ethnic Origin Not        85.7       85.0         Above
 Reported
 Economically             93.3       90.6         Above
 Disadvantaged
 Not Economically         98.1       97.3         Above
 Disadvantaged
 Economic Status         100.0       83.8         Above
 Not Reported
 Students with            83.7       77.7         Above
 Disabilities
 Students without         98.2       96.6         Above
 Disabilities
 Not LEP                  96.4       94.7         Above
 NonMigrant               96.4       94.5         Above
 Male                     96.7       93.6         Above
 Female                   96.2       95.4         Above
 Gender Not               N/A        90.0          N/A
 Reported

English I                                                             English I
                         System     State    Standing                                         System      State    Standing
 All Students             95.7      94.5      Above                    African American        88.2       90.1      Below
 Asian/Pacific            N/A       97.2       N/A
                                                             Anderson County Schools
                                                                 Component 3-8
 Islander                                                      White               95.8    96.2     Below
 Hispanic              100.0     90.8      Above               Economically        90.1    90.9     Below
 Native                 N/A      94.3       N/A                Disadvantaged
 American/Alaskan                                              Students with       71.6    76.3     Below
 Ethnic Origin Not      N/A      91.5       N/A                Disabilities
 Reported
 Not Economically       99.0     97.3      Above
 Disadvantaged
 Economic Status        87.5     87.5       Even
 Not Reported
 Students without       98.7     96.1      Above
 Disabilities
 Not LEP                95.7     94.7      Above
 NonMigrant             95.7     94.5      Above
 Male                   93.9     92.8      Above
 Female                 97.6     96.4      Above
 Gender Not            100.0     89.3      Above
 Reported



Math Foundations
                                                              Math Foundations
                       System    State    Standing
                                                                                  System   State   Standing
 African American       75.0     70.1      Above
                                                               All Students        79.5    79.9     Below
 Asian/Pacific          N/A      85.7       N/A
                                                               White               79.2    82.8     Below
 Islander
 Hispanic              100.0     68.2      Above               Economically        73.5    75.4     Below
                                                               Disadvantaged
 Native                 N/A      81.9       N/A
                                                               Not Economically    84.3    84.6     Below
 American/Alaskan
                                                               Disadvantaged
 Ethnic Origin Not      N/A      74.3       N/A
                                                               Students with       48.9    57.0     Below
 Reported
                                                               Disabilities
 Students without       87.4     84.1      Above
 Disabilities                                                  Not LEP             79.5    80.5     Below
                                                               Non-Migrant         79.5    79.9     Below
 Male                   78.2     78.2       Even
 Gender Not             N/A      74.2       N/A                Female              80.6    82.0     Below
 Reported

Physical Science
                     System     State    Standing
 All Students        94.1       90.1     Above
 African American    100.0      82.4     Above
 Hispanic            N/A        85.5     N/A
 White               94.2       94.1     Above
 Ethnic Origin Not   N/A        82.1     N/A
 Reported
 Economically        92.3       84.8     Above
 Disadvantaged
 Not Economically    95.1       94.5     Above
 Disadvantaged
 Economic Status     N/A        81.0     N/A
 Not Reported
 Students with       100.0      69.5     Above
 Disabilities
 Students without    93.5       91.7     Above
 Disabilities
 Not LEP             94.1       90.4     Above
 NonMigrant          94.1       90.1     Above
 Male                96.3       89.0     Above
 Female              92.1       91.3     Above


                                                              US History
US History
                                                                                  System   State   Standing
                      System     State    Standing
                                                               Native             83.3     95.0    Below
 All Students         94.5       93.7     Above
                                                     Anderson County Schools
                                                         Component 3-9
 African American         100.0       86.9     Above                     American/Alaskan
 Asian/Pacific            100.0       95.0     Above                     White                       94.4       96.2    Below
 Islander                                                                Not Economically            95.5       96.5    Below
 Hispanic                 N/A         87.3     N/A                       Disadvantaged
 Ethnic Origin Not        N/A         88.2     N/A                       Male                        93.4       93.7    Below
 Reported
 Economically             91.9        88.3     Above
 Disadvantaged
 Students with            75.4        74.3     Above
 Disabilities
 Students without         97.0        95.3     Above
 Disabilities
 Not LEP                  94.5        93.9     Above
 NonMigrant               94.5        93.7     Above
 Female                   95.8        93.6     Above
 Gender Not               N/A         95.0     N/A
 Reported


                                                                       Writing
Writing
                                                                                                     System     State   Standing
                           System     State     Standing
                                                                         All Students                 72.4      80.2     Below
 African American           77.8      73.6       Above
                                                                         Hispanic                     60.0      67.1     Below
 Asian/Pacific              N/A       81.7        N/A
                                                                         White                        72.8      82.9     Below
 Islander
                                                                         Economically                 55.3      69.8     Below
 Native                     N/A        72.0        N/A
                                                                         Disadvantaged
 American/Alaskan
                                                                         Not Economically             78.8       85.6    Below
                                                                         Disadvantaged
 Ethnic Origin Not          N/A        72.2        N/A
                                                                         Not LEP                      72.4       80.7    Below
 Reported
                                                                         Non-Migrant                  72.4       80.2    Below
 Economic     Status        N/A        64.4        N/A
                                                                         Male                         67.0       73.2    Below
 Not Reported
                                                                         Female                       78.9       87.1    Below
 Gender         Not         N/A        75.7        N/A
 Reported                                                                Students with                21.4       31.4    Below
                                                                         Disabilities
                                                                         Students without             80.3       85.0    Below
                                                                         Disabilities


                                                                       ACT
                                                                             Composite (3 Yr Average)
                                                                             2005- 20.7
                                                                             2006- 20.5 (Below ACS 2005 Score)
                                                                             2007- 20.3 (Below the State)
                                                                               English – 20.3 (Below the State)
                                                                               Math – 19.4 (Below the State)
                                                                               Reading – 20.7 (Below the State)
                                                                               Science/Reasoning – 20.1 (Below the State)
Part IV: K-8 Value Added - Disaggregated Data
2007- Please refer to the narrative in the section which spotlights each Anderson County school for additional disaggregated data. The purpose of
the chart below is to highlight at a glance the strengths and areas of need of the district.
                            Strengths                                                                 Areas of Need
K-8 TVAAS, 2007
          ACS only has enough students in the following sub-groups for complete mathematical calculations.
          * Special Education Students                        * Economically Disadvantaged Students
          * White Students                                    * Black Students

Special Education, 2007
                               SpEd Math
                                       Grade                      Not Proficient        Proficient          Advanced
                               4th                                     7.4                 1.8                -4.2
                               5th                                    12.8                 -0.9               -4.0
                               6th                                     0.1                 -0.6                 -
                               7th                                     3.9                 4.8                  -
                               8th                                     4.1                 -3.7               -3.3
                                                           Anderson County Schools
                                                              Component 3-10
                       SpEd/Reading/Language
                                Grade                Not Proficient   Proficient   Advanced
                       4th                                -2.3           -2.9         3.0
                       5th                                -4.0           3.6         -3.1
                       6th                                1.0            0.9           -
                       7th                                5.7            -1.8          -
                       8th                               11.4            2.1         -0.4

                       SpEd/Science
                                 Grade               Not Proficient   Proficient   Advanced
                       4th                                6.4            1.3          1.9
                       5th                                6.9            -0.8         6.4
                       6th                                4.9            -1.4          -
                       7th                                5.2            -1.8          -
                       8th                                -2.2           -3.7        -7.7

                       SpEd/Social Studies
                                 Grade               Not Proficient   Proficient   Advanced
                       4th                               17.0            2.9          -
                       5th                                4.4            -1.6         -
                       6th                                -5.4           -3.4         -
                       7th                                5.3            -0.7         -
                       8th                                1.0            -2.4         -


Economically Disadvantaged, 2007

                       EcDis/Math
                                Grade                Not Proficient   Proficient   Advanced
                       4th                               10.8            0.2         -8.2
                       5th                               12.5            -0.5        -3.2
                       6th                                2.2            0.2          2.1
                       7th                                3.9            3.0         -0.9
                       8th                                1.3            -1.9         0.9

                       EcDis/Reading/Language
                                Grade                Not Proficient   Proficient   Advanced
                       4th                                4.4            -1.1        -1.8
                       5th                                 -             3.6         -2.0
                       6th                                 -             1.5          0.8
                       7th                                4.6            -1.0        -5.5
                       8th                                7.0            2.7          1.0

                       EcDis/Science
                                 Grade               Not Proficient   Proficient   Advanced
                       4th                                6.2            1.0         -1.2
                       5th                                6.2            0.1         -1.6
                       6th                                3.1            -1.4        -5.4
                       7th                                5.9            1.6          2.3
                       8th                                0.2            -0.3        -3.9

                       EcDis/Social Studies
                                 Grade               Not Proficient   Proficient   Advanced
                       4th                               12.3            3.3         -0.7
                       5th                                -1.5           0.7          2.4
                       6th                                -1.6           -4.3         0.5
                       7th                                5.3            0.3         -3.9
                       8th                                0.4            -3.5        -3.2


White Students, 2007
                       White/Math
                                Grade                Not Proficient   Proficient   Advanced
                                                Anderson County Schools
                                                   Component 3-11
                       4th                               9.6              1.5           -9.6
                       5th                               12.8             0.5           -2.5
                       6th                               0.0              1.7            3.8
                       7th                               2.9              3.7           -1.8
                       8th                               2.2              -1.8           0.3

                       White/Reading/Language
                                Grade                Not Proficient    Proficient    Advanced
                       4th                                 3.0            -0.1         -1.5
                       5th                                -0.8            3.9           0.3
                       6th                                 4.5            1.8           1.8
                       7th                                 5.8            -1.7         -2.7
                       8th                                 7.0            3.1          -0.8

                       White/Science
                                 Grade               Not Proficient     Proficient    Advanced
                       4th                         6.4                1.6            -1.7
                       5th                         4.8                1.1            -2.1
                       6th                         5.8                -1.1           -1.6
                       7th                         6.2                1.0            5.7
                       8th                         0.4                -0.1           -2.9

                       White/Social Studies
                                 Grade               Not Proficient    Proficient    Advanced
                       4th                               13.6             3.5          -1.1
                       5th                                1.8             0.8           2.2
                       6th                                -1.1            -2.3         -0.1
                       7th                                5.3             0.6          -3.1
                       8th                                0.7             -2.7         -1.2


Black Students, 2007
                       Black/Math
                                 Grade               Not Proficient    Proficient    Advanced
                       4th                                 -               -            -
                       5th                                 -               -            -
                       6th                                 -               -            -
                       7th                                 -               -            -
                       8th                                 -              1.3           -

                       Black/Reading/Language
                                 Grade               Not Proficient    Proficient    Advanced
                       4th                                 -               -            -
                       5th                                 -               -            -
                       6th                                 -               -            -
                       7th                                 -               -            -
                       8th                                 -              7.3          2.6

                       Black/Science
                                 Grade               Not Proficient    Proficient    Advanced
                       4th                                 -               -            -
                       5th                                 -               -            -
                       6th                                 -               -            -
                       7th                                 -               -            -
                       8th                                 -              2.9           -

                       Black/Social Studies
                                 Grade               Not Proficient    Proficient    Advanced
                       4th                                 -               -            -
                       5th                                 -                -            -
                       6th                                 -                -            -
                       7th                                 -                -            -
                       8th                                 -              -4.2           -

                                                Anderson County Schools
                                                   Component 3-12
K-8 TVAAS, 2006                                                        K-8 TVAAS, 2006
    Math                                                                     Social Studies
     2005 – B compared to 2006- A (Mean Gain 2.2)                                  6th and 7th
     4th, 5th, 6th, 7th, 8th
                                                                                   Science
     Reading / Language Arts                                                       2005- B compared to 2006- A (Mean Gain 1.5)
     2005 – C compared to 2006- A (Mean Gain 1.4)                                  6th and 8th
     4th, 5th, 6th, 7th, 8th

     Social Studies
     2005 – B compared to 2006- A (Mean Gain 1.3)
     4th, 5th, 8th

     Science
     2005- B compared to 2006- A (Mean Gain 1.5)
     4th, 5th, 7th
Part V: 9-12 Value Added -Disaggregated Data
2007- Please refer to the narrative in the section which spotlights each Anderson County school for additional disaggregated data. The purpose of
the chart below is to highlight at a glance the strengths and areas of need of the district.
                                 Strengths                                                  Areas of Need
                                                                       Gateway / End of Course Test (Value Added)
Physical Science

     2007           2007             2007                                    Gateway /        2006         2006       2006      2007     2007       2007
Observed Score Predicted Score      Status                                  End of Course   Observed     Predicted   Status   Observed Predicted   Status
                                                                                             Score         Score               Score     Score
     518            514.7           Above                                   Math (Alg I)         534.1       541.0   Below     533.1     540.7     Below
                                                                            Science                                            539.8      544      Below
                                                                                                 541.8       548.6   Below
                                                                            (Bio I)
                                                                            English                                            524.7     529.6     Below
                                                                                                 528.4       533.3   Below
                                                                            (Eng II)
                                                                            Math                                               519.2     527.8     Below
                                                                                                 520.2       527.1   Below
                                                                            Foundations
                                                                            English I            512.8       519.0   Below      513      518.4     Below
                                                                            US History                                         514.5     517.9     Below


Writing (Value Added) 2006                                             Writing (Value Added) 2007
        Writing Grade 11                                                       Writing Grade 11
           Observed Score 4.1                                                      Observed Score 3.87
           Predicted Score 4.0 (Above Predicted Score)                             Predicted Score 4.02 (Below Predicted Score)


Part VI: Career and Technical/Perkins Data - Disaggregated Data
Course Enrollment by School
Anderson County Career Technical Center-1,816, 285
Anderson County High School -750, 1,478
Clinton High School-1,760, 1,576

CTE Enrollment by Grade
Grade 12 – 576- 376
Grade 11 – 495- 467
Grade 10 – 663- 565
Grade 9 - 626- 551
Grade 8 - 437- 551
Grade 7 - 387- 522
Grade 6 - 2-6
Grade 0 - 5-1
Core Curriculum and Enrollment
Agriculture Education - 506, 498
Business Technology Education - 980, 951
Career & Technical Cooperative Methodology -62, 68
Contextual Academics - 581, 505

                                                           Anderson County Schools
                                                              Component 3-13
Family & Consumer Science Education - 741, 667
Health Science Education - 223, 208
Marketing Education - 233, 196
Trade and Industrial Education - 1,030 , 1084

Enrollment of Special Populations in CTE Programs
Students with Disabilities - 316, 232
Economically Disadvantaged - 243, 244
Limited English Proficiencies - 1, 0

                      Strengths                                              Area of Need
(1S1) Academic Attainment 2006                          (1S1) Academic Attainment 2006 - 2007
        Made gain 1.78 from previous year (2005)               Did not meet goal
        African Americans and Hispanic CTE
        students meet Academic Attainment
(1S2) Skill Proficiencies 2006 - 2007                   (1S2) Skill Proficiencies 2006-2007
        Higher than state average by .68, 3.06                  Failed to make goal
        Had 100% Attainment in 2005
        Made 2.43 % gain in 2006-07
(2S1) Completion (Graduation Rate)                      (2S1) Completion (Graduation Rate) 2006- 2007
        Made .83% (2005), 4.0 gain over previous year          Did not meet goal
        (2006-07)
        African Americans and Non Hispanic CTE
        students met graduation rate
        Career and Technical students exceeded
        county graduation rate by 9.78 in 2007, 4.28%
        (2006) and 10% in 2005
        Anderson County graduation rate 2007- 80.5,
        2006 – 82%
        Anderson County C & T student graduation
        rate 2007-90.28, 2006-86.28%
        Anderson County graduation rate 2005-75.6
        Anderson County CT student graduation rate-
        85.45
(3S1) Placement rate of CTE students                    (3S1) Placement rate of CTE students
        Meet performance goals all 5 years                      None
        96.65% placement rate – 2006
        94.94- 2007
        4.5% higher than state average
        .09 higher than state average in 2007
        All categories meet performance goal
(4S1) Participation non-traditional                     (4S1) Participation non-traditional
        made gains from previous year (2005) by 4.6%            Did not meet performance goal
        (2006)                                                  Participation non- traditional dropped 7.13% in
        African American and non-Hispanic attained              2006-07
        performance standard (43.75%)-compared to
        negotiated standard of (24.63) exceeded by
        19.12%
        Students with disabilities exceeded
        performance goal by 2.93%
        Exceeded state for CTEAA by 5.95% for
        African American CTE Students, 2006-07
(4S2) Completion of non-traditional students            (4S2) Completion of non-traditional students
        Made gain of 4.39% (2006) over previous year           Did not meet performance goals
        (2005)                                                 Dropped by 5.45% 2006-07
        2006-07- 100% African American CTE
        Students from previous year completed non-
        traditional courses

                                              Anderson County Schools
                                                 Component 3-14
An In-depth Review of the ACS Disaggregated Data for the 2006-07 SY

       Adequate yearly progress (AYP) during the past year was determined based upon:

       •      TCAP scores for grades 3 through 8 in math, reading, language arts and Writing Assessment scores for grades
              5 and 8.
       •      Gateway Math, Gateway English and the 11th grade Writing Assessment are used for the high schools.
              (Although Gateway Science is administered, it is not included in AYP calculations.

                                                   No Child Left Behind Benchmarks
                                                    Elementary and Middle Schools
                                                       Reading/Language Arts                Mathematics
                          School Year              Anderson      State    National Anderson    State    National
                                                    County                          County
                       2002 through 2004                                        77%                                       72%
                       2004 through 2007               91%           90%        83%           92%            89%          79%
                       2007 through 2010                                        89%                                       86%
                       2010 through 2013                                        94%                                       93%
                       2013 through 2014                                        100%                                   100%

       Since TCAPs are factored into the AYP, they can be compared with the No Child Left Behind (NCLB)
       Benchmarks in the table above. The scores for Anderson County Schools elementary and middle schools,
       tabulated on the next page, reveal that our children continue to meet the benchmarks for the 2006-2007 school
       year, and exceed the benchmarks for NCLB through 2010 for all grades but one in reading/language arts (short by
       only 3%), and all grades in mathematics. It is interesting to note that the one grade falling, grade 4, falls short
       state-wide. The Anderson County Schools percent proficient/advanced scores compare favorably with state scores
       in reading/language, and exceed state scores in all grades in mathematics.

       Examination of the subgroups reveals:

  •    We continue to see a challenge in reading in grades 4 and 6 through 8 and mathematics
       in grades 4 through 8 with our special education students, although they are outperforming
       the state.

  •    Our economically disadvantaged children are meeting and in some cases exceeding the
       benchmarks.

  •   Females continue to generally perform at a higher level in grades 3 through 8 in Anderson
      County and across the state.

       System-Wide TCAP Data / 2004-2005, 2005-2006, 2006-2007
       % Proficient / Advanced

                                                             Total Population
                         Reading                         Math                          Science                     Social Studies
                  Anderson County       State    Anderson County       State    Anderson County      State     Anderson County    State
                 2004     2005   2006   2006    2004   2005    2006    2006    2004    2005   2006   2006     2004   2005   2006     2006
      Grade        -        -      -      -       -      -       -       -       -       -      -      -        -      -      -        -
                 2005     2006   2007   2007    2005   2006    2007    2007    2005    2006   2007   2007     2005   2006   2007     2007
       3          92       90    92        92   85      91      92      87     83      89     87      83      79     81         85   81
       4          91       90    86        88   91      92      91      90     87      90     86      83      92     91         87   84
                                                       Anderson County Schools
                                                          Component 3-15
      5           92          95         95         95      93       95       93       93      85      90      88      83      80      90      84      80
      6           89          86         90         92      92       91       90       89      86      83      89      84      81      82      84      79
      7           88          86         89         90      90       93       91       88      83      85      83      78      77      80      83      76
      8           89          89         92         92      91       90       93       88      80      82      81      74      83      79      79      71


                                                                          Special Education
                    Reading                                         Math                              Science                       Social Studies
             Anderson County                   State       Anderson County           State     Anderson County        State     Anderson County        State
          2004-        2005-       2006-       2006-     2004-    2005-     2006-    2006-   2004-   2005-   2006-    2006-   2004-   2005-   2006-    2006-
Grade     2005         2006        2007        2007      2005     2006      2007     2007    2005    2006    2007     2007    2005    2006    2007     2007
  3         89           90         88          79        67       67        84       66      73      78      87       66       56     59      76       55
  4         72           82         74          69        62       72        74       63      74      77      71       61       72     71      76       61
  5         77           87         87          84        71       77        76       67      63      74      79       60       49     71      64       49
  6         76           70         77          71        67       72        69       58      64      69      75       60       58     64      61       50
  7         58           65         64          65        60       68        70       55      53      55      64       48       40     46      58       41
  8         64           60         75          72        56       59        69       54      48      49      53       41       48     37      52       36


                                                                 Economically Disadvantaged
                   Reading                                          Math                              Science                       Social Studies
            Anderson County                    State       Anderson County           State     Anderson County        State     Anderson County        State
          2004-        2005-       2006-       2006-     2004-    2005-     2006-    2006-   2004-   2005-   2006-    2006-   2004-   2005-   2006-    2006-
Grade     2005         2006        2007        2007      2005     2006      2007     2007    2005    2006    2007     2007    2005    2006    2007     2007
 3          89           89         89          89        80       89        88       83      75      85      85       75       70     77      78       72
 4          88           86         82          82        87       91        87       84      83      85      80       73       88     85      83       75
 5          89           92         92          92        90       91        91       89      77      85      84       73       69     84      76       69
 6          84           82         85          87        89       87        85       83      79      77      83       76       73     77      76       69
 7          81           79         84          84        86       88        87       82      74      77      79       66       66     71      77       63
 8          84           83         87          87        85       87        88       81      71      73      73       62       74     68      70       58


                                                                          African American
                   Reading                                          Math                              Science                       Social Studies
            Anderson County                   State        Anderson County           State     Anderson County       State      Anderson County       State
          2004-        2005-       2006-      2006-      2004-    2005-    2006-    2006-    2004-   2005-   2006-   2006-    2004-   2005-   2006-   2006-
Grade     2005         2006        2007       2007       2005     2006     2007     2007     2005    2006    2007    2007     2005    2006    2007    2007
 3                                  89         88                           100       79                     89       66                       89      65
 4                                 100         79                           100       81                     100      63                      100      67
 5                                 100         94                           100       87                     89       83                       89      63
 6                                  67         85                            50       81                     67       68                       67      63
 7                      71         100         83                  88        73       79              82     73       59               76      73      56
 8                      70          86         87                  70        95       79              65     76       53               60      67      52


                                                                                    Male
                   Reading                                          Math                               Science                      Social Studies
            Anderson County                   State        Anderson County          State      Anderson County       State      Anderson County       State
          2004 2005 2006                      2006       2004 2005 2006             2006     2004 2005 2006          2006     2004 2005 2006          2006
Grad        -      -      -                     -          -      -      -            -        -      -       -        -        -      -       -        -
 e        2005 2006 2007                      2007       2005 2006 2007             2007     2005 2006 2007          2007     2005 2006 2007          2007
 3         91     90     91                    91         88     92     93           88       86     89      87       82       78     81      83       80
 4         89     90     84                    85         91     94     90           88       90     95      86       83       91     90      88       82
 5         90     94     95                    93         94     95     93           92       88     90      93       83       78     88      87       78
 6         87     80     85                    90         92     89     87           87       87     83      88       85       77     77      79       77
 7         86     81     84                    87         92     90     90           86       87     83      82       77       82     77      82       74
 8         85     87     87                    89         89     90     90           86       81     84      80       75       81     80      77       71


                                                                                  Female
                     Reading                                        Math                               Science                      Social Studies
             Anderson County                  State        Anderson County          State      Anderson County       State      Anderson County       State
           200 2005 2006                      2006       2004 2005 2006             2006     2004 2005 2006          2006     2004 2005 2006          2006
Grade       4-      -      -                    -          -      -      -            -        -      -       -        -        -      -      -         -
                                                                   Anderson County Schools
                                                                      Component 3-16
        200    2006     2007       2007   2005    2006    2007      2007   2005    2006     2007   2007        2005   2006   2007     2007
          5
3        93     91       94         94     83      90       91      89      80         89    87        84       79    82         87   82
4        93     90       89         91     92      91       92      91      84         85    86        82       93    91         86   85
5        95     97       95         97     92      95       93      94      81         91    82        82       81    92         80   81
6        92     91       96         94     93      94       93      91      85         82    90        84       86    87         90   81
7        91     91       94         93     88      95       93      91      79         88    83        79       72    82         85   77
8        94     92       98         95     93      91       96      90      79         80    82        73       84    78         80   72



                                                 No Child Left Behind Benchmarks
                                                           High Schools
                                                     Reading/Language Arts                             Mathematics
                     School Year                 Anderson        State       National       Anderson          State     National
                                                  County                                     County
              2002 through 2004                                                  86%                                       65%
              2004 through 2007                    91%           92%             90%         84%              84%          74%
              2007 through 2010                                                  93%                                       83%
              2010 through 2013                                                  97%                                       91%
              2013 through 2014                                               100%                                         100%

    The NCLB benchmarks, which may be compared with the Gateway test performance, reveal that we meet the
    benchmarks in Reading/Language, and exceed the benchmarks in Mathematics. Closer examination on the next
    page reveals that our special education students, while falling short of the benchmarks, are outperforming the state.
    Our economically disadvantaged children meet the NCLB Benchmarks in Mathematics, and exceed the state in
    Reading/Language, but still fall short of the benchmark (3%) in that subject.

    System-Wide Gateway Data / 2004-2005, 2005-2006, 2006-2007
    % Proficient / Advanced

                                                         Total Population
                                     Reading                                         Math
                             Anderson County                State           Anderson County                 State
                          2004-   2005-   2006-             2006-        2004-   2005-   2006-              2006-
                          2005    2006     2007             2007         2005    2006     2007              2007
                           92      95       91               92           86      81       84                84

                                                         Special Education
                                     Reading                                         Math
                             Anderson County                State           Anderson County                 State
                          2004-   2005-   2006-             2006-        2004-   2005-   2006-              2006-
                          2005    2006     2007             2007         2005    2006     2007              2007
                           70      69       70               66           56      48       56                51


                                              Economically Disadvantaged
                                          Reading                      Math
                             Anderson County                State           Anderson County                 State
                          2004-   2005-   2006-             2006-        2004-   2005-   2006-              2006-
                          2005    2006     2007             2007         2005    2006     2007              2007
                           88      87       87               86           76      70       76                75


                                     System-Wide Writing Assessment / 2004-2007
                                                   Anderson County Schools
                                                      Component 3-17
                       (These cannot be compared directly with the NCLB benchmarks.)
                                 Total Population                Special Education
                                 Anderson County         State       Anderson County         State
                    Grade     2004-   2005-   2006-      2006-    2004-   2005-   2006-      2006-
                              2005    2006     2007      2007     2005    2006     2007      2007
                      5        73      82       78        78       19      38       49        31
                      8        84      89       89        87       27      38       61        47
                      11       68      80       72        80       23      26       21        31

      Academic Growth
      (Value Added)
      Value added, a predictor based upon past performance of students in all subject areas, may be used to determine
      whether the rate of academic growth for our children is being maintained or even exceeded. We have reason to
      celebrate that Anderson County Schools earned an A in all four core subject areas in grades K through 8 for the
      second year in a row and our mean gain increased in all four areas. Closer examination by grade reveals that we
      are falling short of predicted gains across grades and subject areas. This suggests that, while we have reason to
      celebrate earning straight A‘s, we also have a challenge to maintain academic rigor in order for our children to
      exceed adequacy and achieve excellence.

      Again, although Anderson County Schools has reason to celebrate our students‘ achievement, examination of the
      Value Added data for grades 9 through 12 reveals that we have come in below predicted scores in all subject areas.
      This appears to reinforce our challenge to maintain academic rigor through all grades.

      Academic Achievement Grades
      Anderson County Schools has much to celebrate here, maintaining an A and three B‘s in grades 3 through 8 for
      two years in a row, and matching the state. Additionally, we have maintained an A in writing in grades 5 and 8
      for three years in a row, matching the state. Our writing grade of B for grade 11 has remained steady for three
      years in a row, falling short of the state‘s A.

      Academic ACT Achievement
      We continue to see a slight but steady decline in ACT scores for our students across the past three years, coming in
      below the state across subject areas. This also reinforces our challenge to maintain academic rigor through all
      grades.

Disaggregated Individual Elementary School Reports, 2007
(Individual Snapshot Reports written by each school’s TCSPP committee.)

Andersonville Elementary 2007
      Test data analysis of the 2007 TVAAS scores for Andersonville Elementary School included a review of the three-
      year average in the areas of reading/language arts, which was 2.6, the area of mathematics, which was a minus 0.8,
      in science the yearly gain was 2.5, and in social studies the 3 year average gain was 5.3. In drawing conclusions,
      based on these scores, the following were determined to be areas of concern. Mathematics still falls short of state
      expectations with a grade of ―D‖ on the State Report Card. The math three year average for fifth grade was -1.7
      this is an area of concern. In social studies, the school‘s three-year average showed gains from the previous year,
      and significantly exceeded the three-year average for the state. The science three-year average improved from the
      average for 2006. The next step in this analysis was to examine each grade level‘s 2007 TVAAS scores to
      determine if the required standard was met each grade level in the areas of reading/language arts and mathematics.

      In the area of reading/language arts for the 2006-07 school year, fourth graders met or exceeded the required
      standard with a score of 0.8. Fifth grade students at Andersonville Elementary School also had a positive result
      with a score of 1.9, in the area of reading/language arts. The area of mathematics in fourth grade showed a
      significant loss from the 06 grade level score of 3.5 to minus 4.7 in ‗07. Fifth grade appears to be an area of
                                              Anderson County Schools
                                                 Component 3-18
concern falling below last years -3.5 to a score of -3.8 (0.0 shows a years growth). Science scores fell in fourth
grade science from 4.3 in 2006 to 1.4 in 2007. The fifth grade scores also decreased to 1.8 from 2.6. Social
studies scores decreased in 2007. The largest decrease was in fifth grade. The scores in 2006 were 6.6 while the
fifth grade scored 0.7 in 2007.

In conclusion, Andersonville did not meet state required growth based on the three-year average in 06-07 in math.
The strongest yearly gain was seen in fifth grade language arts. This same class had strong gains in fourth grade in
language arts. The major areas of concern are in fifth and fourth grade math, science, and social studies. The
fourth grade language arts showed less growth than the expected. Both classes show significant decreases in gains
from the ‗06 school year to ‗07. These should be monitor closely to see if further interventions will be necessary.

TCAP Data
Based on the 2007 TCAP AYP data in the area of mathematics, Andersonville Elementary School‘s all student
category scored 94%, which is 1% above the district with 93% of the students scoring proficient or advanced, and
4% about the state at 90%. The subgroup of economically disadvantaged students at the school out scored both the
district and state with 91% scoring proficient or advanced. This was 3% higher than the district average and 6%
higher than the state. Andersonville‘s subgroup of students with disabilities had 76% scoring proficient or advance
also showing a higher than district or state average. The district average was 75% and the state average was 61%.
The category of all students made no gain in the number of students scoring proficient or advanced from 2006 to
2007. The subgroup economically disadvantaged and the students with disabilities categories lost one percentage
point each from the ‗06 AYP. Both the total population and the economically disadvantage groups exceeded the
targeted percentage of expectation of 79%. Even though the students with disabilities‘ gains were above the
district and state average, they still fall below the 79% targeting percentage. Math should remain an area of
concern.

In the analysis of reading/language arts 2007, TCAP AYP scores for Andersonville Elementary School, it was
noted that all students scored 93% in the proficient & advanced range that was better than the district and the state
with scores of 90%. Students in the subgroup of economically disadvantaged at AES scored 88% in the proficient
and advanced range, which was higher than the scores reported by the district and the state (86%).
Andersonville‘s students with disabilities subgroup had 86% scoring proficient or advanced. The district average
was 73% and the state average was 70%. The all students category and the economically disadvantage category
fell from last year. The students with disabilities improved 3% from the previous year (2006).

Strengths and Weaknesses
TVAAS scores in reading language arts, science, and social studies showed a higher mean gain in 2007 than 2006.
These areas received an ―A‖ on the report card. Even though both math and reading/language arts at
Andersonville show scores at or above district and state averages, they are a concern since there was a slight
decline in two areas from the previous year. Math had a decline in two subgroups but only 1%. The economically
disadvantaged and students with disabilities subgroups should be monitored to find ways to increase the number of
students scoring proficient or advanced.

Andersonville Elementary-2006
Test data analysis of the 2006 TVAAS scores for Andersonville Elementary School included a review of the three-
year average in the areas of reading/language arts, which was 1.8, the area of mathematics, which was 0.2, in
science the yearly gain was 2.0, and in social studies the 3 year average gain was 4.8. In drawing conclusions,
based on these scores, the following were determined to be areas of concern. The reading/language arts three year
average still exceeds state expectations with a score of 1.8, however this is an area of concern with a school drop
of .9 from the previous years average. In math, Andersonville‘s three year average made a gain of 0.4. Even
though a gain was seen, mathematics still falls short of state expectations and maintained a grade of ―C‖ on the
State Report Card. In both science and social studies the school‘s three year average showed gains from the
previous year, and significantly exceeded the yearly gain of 0.0. The next step in this analysis was to examine
each grade level‘s 2006 TVAAS scores to determine if the required standard was met at each grade level in the
areas of reading/language arts and mathematics.

In the area of reading/language arts for the 2006 school year, fourth graders met or exceeded the required standard
                                        Anderson County Schools
                                           Component 3-19
      with a score of 1.4. Fifth grade students at Andersonville Elementary School also had a positive result with a score
      of 1.4, in the area of reading/language arts. The area of mathematics in fourth grade showed a significant gain from
      the 05 grade level score of 1.3 to 3.5 in 06, a gain of 2.2. Fifth grade appears to be an area of concern falling
      below a yearly gain with a score of -3.9 (0.0 shows a years growth). This is a decrease from 2.0 in 05.

      In conclusion, Andersonville met state required growth based on the three year average in 06. The strongest yearly
      gain was seen in fourth grade math. The major areas of concern are in fifth grade reading/language arts and Math.
      Both areas showing significant decreases in gains from the 05 school year to 06. These should be monitor closely
      to see if further interventions will be necessary.

      TCAP Data
      Based on the 2006 TCAP CRT data in the area of mathematics, Andersonville Elementary School‘s all student category
      scored 94% which is 1% above the district with 93% of the students scoring proficient or advanced, and 5% about the state at
      89%. The subgroup of economically disadvantaged students at the school out scored both the district and state with 92%
      scoring proficient or advanced. This was 3% higher than the district average and 10% higher than the state. Andersonville‘s
      subgroup of students with disabilities had 77% scoring proficient or advance also showing a higher than district or state
      average. The district average was 83% and the state average was 58%. The total population and the sub groups of
      economically disadvantaged and students with disabilities showed gains from the 2005 CRT scores. The category of all
      students made a 2% gain in the number of students scoring proficient or advanced and the subgroup economically
      disadvantaged made a 3% gain. The students with disabilities category stayed the same. Both the total population and the
      economically disadvantage groups exceeded the targeted percentage of expectation of 79%. Even though the students with
      disabilities‘ gains were above the district and state average, they still fall below the 79% targeting percentage. This should
      remain an area of concern.
      In the analysis of reading/language arts 2006 TCAP CRT scores for Andersonville Elementary School. It is noted that all
      students scored 94% in the proficient & advanced range which was better than the district and the state with scores of 93%
      and 88% respectfully. Students in the subgroup of economically disadvantaged at AES scored 92% in the proficient and
      advanced range which was higher than the scores reported by the district (89%) and the state (82%). This fact also holds true
      in the subgroup of students with disabilities. Andersonville‘s students with disabilities subgroup had 83% scoring proficient
      or advanced. The district average was 73% and the state average was 64%. Even though all three categories had a higher
      number of students scoring proficient/advanced than the district or state, there was a drop in the percentage in all three areas
      from the previous year (2005). This should be monitored closely to see if the trend continues.

      Strengths and Weaknesses
      Even though both math and reading/language arts at Andersonville show scores at or above district and state
      averages, reading/language arts is a concern since there was a slight decline in all three areas from the previous
      year. Both math and reading/language arts in the subgroup of students with disabilities should also be monitored to
      find ways to increase the number of students scoring proficient or advanced.
                              ========================================================


Briceville Elementary- 2007
      Test data analysis of the 2007 TVAAS scores for Briceville Elementary School included a review of the three-year
      averages in the areas of reading/language arts, which was a 1.6. Mathematics showed less than a year‘s growth
      with a negative gain of 4.6. Science had an average gain of .5, and Social Studies had a gain of 1.8, an
      improvement from 06 three year average, which showed a gain of .7.

      The next step in this analysis was to examine each grade level‘s 2007 TVAAS scores to determine if the required
      standard was met at each grade level in the areas of reading/language arts, mathematics, science, and social
      studies. In the area of reading/language arts, Briceville Elementary‘s average increased slightly from a three year
      average gain of 1.2 to 1.6, however, both fourth and fifth grade classes dropped from the 06 year. Fourth grade fell
      from 2.3 to a negative 0.5 and fifth grade dropped from a 1.9 to a negative 2.3. The 3 year average was still a
      positive gain because of good value-added scores the previous two years.

      Scores by grade level in the academic area of Mathematics for the 2007 school year for Briceville Elementary
      School reveal that the fourth and fifth graders fell drastically making negative gains. Fourth grade had a negative
      gain of 14.7 and fifth grade had a negative gain of 6.3. This is the first year that fifth grade has shown a negative
      gain, however, fourth grade has shown a decrease in gains each year. No positive gains have been achieved, and
                                                  Anderson County Schools
                                                     Component 3-20
should be an area of concern.

In drawing conclusions for Briceville Elementary School, based on their TVAAS scores, neither grade achieved a
positive gain for the 07 school year in math or reading. Both of these areas should remain the main areas of
concern because the students are falling below the state standard of growth.

TCAP Data
Based on the 2007 TCAP CRT data in the area of mathematics, Briceville Elementary School‘s total population
scored 87% within the proficient/advanced category which is 5% below the district‘s, and 3% below the state with
90% of the students scoring proficient/advanced. This was a decrease of 9% total students scoring
proficient/advanced in 07 compared to 06, but an increase of 1% compared to the state in the economically
disadvantaged subgroup in mathematics. The subgroup of economically disadvantaged students at this school
outscored the state with 83% of the group scoring proficient and advanced. This same group of students scored
below the district with 88% scoring proficient and advanced.

In the analysis of reading/language arts 2007 TCAP CRT scores for Briceville Elementary School 91% of total
students scored proficient/advanced, matching the district in total students scoring proficient/advanced, and
slightly below the state by 1%. The subgroup of economically disadvantaged students at this school scored slightly
above the district and state with 89% of our students scoring proficient/advanced.

Strengths and Weaknesses
Although the number of students scoring advanced/proficient in math and reading/language arts is high in
achievement, both areas need to improve in making gains from the students score the previous year. Both subject
areas dropped during the 06-07 school year, with math declining considerably.

Briceville Elementary- 2006
Test data analysis of the 2006 TVAAS scores for Briceville Elementary School included a review of the three-year
averages in the areas of reading/language arts, which was a 1.2. Mathematics showed less than a year‘s growth
with a gain of -3.3. Science showed less than a year gain with -1.8, and Social Studies had an average gain of .7,
an improvement from 05 three year average, which showed a negative gain of 1.3.

The next step in this analysis was to examine each grade level‘s 2006 TVAAS scores to determine if the required
standard was met at each grade level in the areas of reading/language arts, mathematics, science, and social
studies. In the area of reading/language arts, Briceville Elementary‘s average dropped from a three year average
gain of 1.3 to 1.2. This is due to both the fourth and fifth grade reading/language arts gains dropping significantly
from the 05 to 06. Fourth grade fell from a 6.6 gain to 2.9, a difference of 3.7. The fifth grade gains dropped from
12.7 in 05 to 1.4 in 06. This is a decline of 11.3, and should be an area of concern.

Scores by grade level in the academic area of Mathematics for the 2006 school year for Briceville Elementary
School reveal that the fourth graders did not meet the standard of improvement with a negative gain of 3.9, even
though this does show an improvement of 5.8. The negative gain of 3.9 is still far below the state standard of 0.0.
Over the past 3 years the fifth has shown a steady increase in yearly gains in math (04/-6.9, 05/-1.5, and 06/3.7).

In drawing conclusions for Briceville Elementary School, based on their reading TVAAS scores, both grades
exceeded the standard gain of 0. In math fourth grade had a negative gain of 3.9 and fifth grade had a positive gain
of 3.7. The areas of math and science should remain the main areas of concern because the students are falling
below the state standard of growth, with negative gains, especially in fourth grade science showing a negative gain
of 11.0 for 06.

TCAP Data
Based on the 2006 TCAP CRT data in the area of mathematics, Briceville Elementary School‘s total population
scored above the district with 96% of their students falling within the proficient/advanced category and outscored
the state with 83% of the students scoring proficient/advanced. This was an increase of 6% more total students
scoring proficient/advanced in 06 compared to 05, and 4% more students scored proficient/advanced in the
economically disadvantaged subgroup in mathematics. The subgroup of economically disadvantaged students at
                                        Anderson County Schools
                                           Component 3-21
      this school outscored both the county and state with 95% of the group scoring proficient and advanced. There
      were no scores given for Briceville‘s special education subgroup.

      In the analysis of reading/language arts2006 TCAP CRT scores for Briceville Elementary School 91% of total
      students scored proficient/advanced, exceeding both the state 88% and the targeted expectation of 83%. Briceville
      did fall below the district by 2% in total students scoring proficient/advanced, and exceeded the state by 1%.

      Strengths and Weaknesses
      Although both math and reading/language arts exceed the targeted percentage both areas need to increase the
      number of students scoring advanced. Both areas have fewer than 30% of the students scoring advanced compared
      to the state which 35% scoring had advanced in total population.
                           =========================================================


Claxton Elementary School- 2007
      Scores at Claxton Elementary School in the area of Reading/Language Arts for fourth grade displayed the three
      year average in 2005 was .2, in 2006 was .6 and 1.4 in 2007. The standard of improvement was met with a gain.
      The fifth grade also showed improvement going from 2.1 in 2005, 4.8 in 2006 and 5.5 in 2007. A conclusion can
      be made based on this data that the Fifth grade students‘ performance exceeded the required standard.

      In the area of Mathematics, the students in grade four went from a 1.7 in 2005 to a 7 in 2006 and then to .4 in
      2007. Based on the three year averages, the standard of improvement was achieved. Students in grade five also
      showed a three year gain going from 2.7 in 2005 to 3.1 in 2006 and decreasing to -2.2 in 2007.

      Claxton students in grades four exhibited gains in Science from 4.5 in 2005, 8.3 in 2006 and a -0.1 in 2007. Fifth
      grade science scores were 3.9 in 2005, 1.5 in 2006, and 1 in 2007. The standard of improvement was met. In the
      subject of Social Studies a gain was also seen, grade four 8.9 in 2005, 9.9 in 2006 and 8.6 in 2007. In grade five
      3.3 in 2005, 1.4 in 2006, and 3.1 in 2007. Improvement was made in both Science and Social Studies.

      Looking at academic achievement of all students tested at Claxton School in both mathematics and read/language
      we find in 2006, 6% of the students were below proficient in mathematics while 55% were proficient and 39 %
      were advanced. Comparing this to 2007 we see 8% below proficient, 58% proficient and 34 % advanced. The
      percentage
      of students below proficient increased by 2 percentile points while the percent proficient and above proficient is
      growing. In read/language in 20056, 10% below, 52% proficient, and 38% advanced. In 2007 we see 12% below,
      57% proficient and 31% advanced. We do see a drop in the percentage that score advanced in reading/language by
      2 percentage points.

      The subgroup African American shows improvement in both math and read/lang. In math 2006 28% below
      proficient in 2007, 0 below, in proficient/advanced in 2006, 72% and in 2007 100%. In reading/language arts
      2006, 17% below proficient in 2007, 11% below, in proficient/advanced 89%. This subgroup is improving in math
      but is staying about the same in reading/language arts. The economically disadvantaged subgroup and the students
      with disabilities are both improving in reading/language arts and math.


      Claxton Elementary- 2006
      Scores at Claxton Elementary School in the area of Reading/Language Arts for fourth grade displayed the three
      year average in 2004 was-1.8, in 2005 was .2 and .9 in 2006. The standard of improvement was met with a gain.
      The fifth grade also showed improvement going from .7 in 2004, 2.6 in 2005 and 4.8 in 2006/ A conclusion can
      be made based on this data that the Fifth grade students‘ performance exceeded the required standard.

      In the area of Mathematics, the students in grade four went from a -2.6 in 2004 to a 1.8 in 2005 and then to 7 in
      2006. Based on the three year averages, the standard of improvement was achieved. Students in grade five also
      showed improvement going from .3 in 2004 to 2.4 in 2005 and to a 3 in 2006.

                                              Anderson County Schools
                                                 Component 3-22
      Claxton students in grades four and five exhibited gains in Science from -2.6 in 2004 , -.9 in 2005 and a 1.6 in
      2006. The standard of improvement was not met but a gain was seen. In the subject of Social Studies a gain was
      also seen, going from -3.2 in 2004 to -1 in 2005 and to a 2.3 in 2006. Improvement was made in both Science and
      Social Studies although the negative scores indicate that the required standard was not met in either subject.

      Looking at academic achievement of all students tested at Claxton School in both mathematics and read/.language
      we find in 2005, 16% of the students were below proficient in mathematics while 57% were proficient and 27 %
      were advanced. Comparing this to 2006 we see 6% below proficient, 55% proficient and 39 % advanced. The
      percentages of students below proficient is decreasing while the percent proficient and above proficient is growing.
      This is not true in read/language in 2005 8% below, 62% proficient, and 30% advanced. In 2006 we see 10%
      below, 56% proficient and 34% advanced. We do see a growth in the percentage that score advanced in
      reading/language.

                               ====================================================

Dutch Valley Elementary School- 2007
      According to our results on our TVASS in math for 4th grade we have had gains in the previous 3 years. It started
      at 5.2 in 2005, then 7 in 2006, and 10.4 in 2007. In math for fifth grade we have had a decline each year. It started
      at 0.9 in 2005, then -2.9 in 2006, and -4.1 in 2007. Also our CRT 3 year average went up four points from a 54 to
      a 58 and also from a B to an A.

      In reading we have met the state 3 year average mean in fourth grade which was a 1.2. In fifth grade our score was
      below the state average. Our 3 year average was 0.6 and the state was 4.7.

      In both science and social studies we improved our CRT 3 year average. It went from a 50 to a 54 in social studies
      and from a 52 to a 56 in science. Also the grade improved by one in each category from a C to a B.

      According to the academic achievement percentages in reading/language arts plus writing the amount of student
      below proficient went down from 16% to only 13%, which was still not at the state percentage of 10%. Our
      percentage in math went up from 8% to 10%, but it did meet the state percentage of 10%.

      On our writing test we remain consistent by scoring a B for the past 3 years.

      Strengths- We have had improvements in science, social studies, and math according to our CRT 3 year averages
      and grades. Math is our only A so that is definitely a strength for Dutch Valley even though 5th grade did not
      meet the state goals. Also our writing score continues to be a B.

      Weaknesses-Reading is our only grade that has not improved and also it is the only grade that is a C. Every area
      we are working to improve.


      Dutch Valley Elementary School-2006
      TCAP Data
      Test data analysis of the 2006 TVAAS scores for Dutch Valley Elementary School included a review of the three-
      year average in the area of reading/language arts, which showed a positive gain of 1.3. Mathematics showing a
      gain of .6. Science which showed a gain of 3.3, social studies showing a gain of 1.7. All four core area made
      significant gains in the 3 year TVAAS average. The least being a positive gain of 1.8 in science to the greatest
      gain in the area of math with a positive gain of 5.4.

      The next step in this analysis was to examine each grade level‘s 2006 TVAAS scores to determine if the required
      standard was met at each grade level in the areas of reading/language arts, mathematics, science, and social
      studies. The only areas not showing a positive gain from the previous year and not making a years growth were
      fifth grade math with a negative gain of 3.0 and fifth grade science with a negative gain of 1.1. In both fourth and
      fifth grade the area science had less gain in 06 than in 05. In social studies the fifth grade, while still a positive
      gain, showed less of a gain in 06 than in 05. The main area of concern would be fifth grade math, which needs to
                                               Anderson County Schools
                                                  Component 3-23
      continue to be monitor to see if strategies are in place to improve the yearly gain.

      Dutch Valley should be commended for going from 3 F‘s and 1 D on the State report card in 2005 to 3 A‘s and 1 B
      in 2006.

      TCAP Data
      Based on the 2006 CRT report Dutch Valley had 92% of the total student population score proficient/advanced in
      mathematics. This was an increase from 87% total population in 2005. This was 1% lower than the district average
      and 2% higher than the state average. In the subgroup of economically disadvantaged 94% scored
      proficient/advanced in 2006 at DVES as compared to 96% in 2005. The 94% was 5% higher than the district
      average and 12 % higher than the state average. The students with disabilities subgroup showed 63% of Dutch
      Valley‘s students scoring proficient/advanced in mathematics as compared to 71% of the district and 58% of the
      state in this subgroup. Dutch Valley exceeded the state average by 5% and was 8% less than the county average.

      In the area of reading/language arts Dutch Valley‘s 2006 CRT average for total student population was 84%. This
      is 1% higher than the state targeted standard, however it is 6% lower than the district average and 4% less than the
      state average. In the subgroup of economically disadvantaged 81% of the subgroup scored proficient/advanced in
      reading/language arts. This was a 5 % increase from the previous year‘s percentage in this subgroup. However, it
      fell below both the district and the state average which were 85% and 82% respectfully. In the subgroup of
      students with disabilities, Dutch Valley had 69% of the students score proficient/advanced. This was a decrease
      from the previous year‘s percentage by 4%, and less than the district average for students with disabilities by 4%.
      Dutch Valley‘s percentage was above the state in this subgroup by 5%.

      Strengths and Weaknesses
      Even though both areas need to be monitored to show improvement, both have a larger percentage of students
      scoring in the advanced range for total students and both subgroups than the previous year. Especially the
      subgroup in reading/language arts economically disadvantaged. This subgroup went from 11% of the subgroup
      scoring in the advanced range in 2005 to 25% in 2006.

      Reading/language arts should be an area of concern for both the subgroups of economically disadvantaged and
      students with disabilities. Both areas fell below the state targeted standard for 2006 of 83% proficient/advanced.
                               ====================================================


Fairview Elementary- 2007

      TCAP Data
      Scores at Fairview Elementary School in the area of Reading/Language Arts for fourth grade displayed the three
      year average in 2005 was 6.0, 5.0 in 2006 and -1.8 in 2007. The standard of improvement was met although there
      was a decline in the scores. The fifth grade showed improvement going from 4.8 in 2005 to 9.7 in 2006. In 2007
      standard growth was met with a 5.5. A conclusion can be made based on this data that the fifth grade students‘
      performance exceeded the required standard.

       In the area of Mathematics, the students in grade four went from 4.2 in 2005 to 14.2 in 2006 and 7.9 in 2007. The
      growth standard was met even though there was a decrease from 2006. Students in grade five also showed
      improvement going from 5.7 in 2005 to 10.5 in 2006. In 2007, there was a slight decrease with a 7.6, but, the 3
      year gain was made.

       Social Studies for the students of Fairview in grade four was 10.1 in 2005, 7.0 for 2006 and 2.7 in 2007. Even
      though there was a decrease, the 3 year gain was made. The students of grade five displayed a 0.3 in 2005, in 2006,
      5.4 and 3.9 in 2007. However, the standard of improvement was met.

      Fairview students in the area of Science in grade four went from a 4.9 in 2005 to 8.3 in 2006. The year 2007
      showed a 3.7. A drop occurred in 2007, but the standard of improvement for the 3 year gain was met. Students in
      grade five displayed a significant increase from 0.3 in 2005 to 9.6 in 2006. In 2007 a 4.7 was made and the growth
                                               Anderson County Schools
                                                  Component 3-24
      standard was made.

       Comparing the academic achievement of all students tested at Fairview School in reading and language,
      mathematics, social studies and science, we find in 2007 that the standard growth area either met or exceeded state
      standards. An exception was noted in the area of reading for grade four with a drop (-1.8) below the growth
      standard as well as the state average.

      Strengths and Weaknesses
      Fairview Elementary continues to meet or exceed the state standards in the 2005 and 2006 school years. In
      addition, the three year gain was made for both 4th and 5th grades in reading/language arts, science, social studies,
      and math.

      Our challenges include raising the growth standard in the area of 4th grade reading. Also, there should in an
      increase in the number of students from the level of proficient to advanced for the 4th and 5th grade students in each
      of the academic areas.

      Fairview Elementary-2006

      TCAP Data
      Scores at Fairview Elementary School in the area of Reading/Language Arts for fourth grade displayed the three
      year average in 2004 was 8.2, 5.8 in 2005 and 5.2 in 2006. The standard of improvement was met although there
      was a decline in the scores. The fifth grade showed improvement going from -1.5 in 2004 to 4.9 in 2005 and to 9.5
      in 2006. A conclusion can be made based on this data that the fifth grade students‘ performance exceeded the
      required standard.

      In the area of Mathematics, the students in grade four went from 5.1 in 2004 to 4.3 in 2005 and 14.2 in 2006. An
      increase was noted and the standard of improvement was met. Students in grade five also showed improvement
      going from 3.9 in 2004 to 5.9 in 2005 and 10.3 in 2006.

      Fairview students in grades four and five exhibited gains in Science from .7 in 2004 to 1.5 in 2005 and 3.9 in 2006.
      In Social Studies they had 1.5 in 2004 and went to 3.3 in 2005 and then to a 3.9 in 2006. The standard of
      improvement was met in both Science and Social Studies.

      Comparing the academic achievement of all students tested at Fairview School in math and language we find in
      2005 9% of the students in math were below proficient, 52% proficient and 39% advanced while in 2006 we see
      85 below, 48% proficient and 44% advanced. The below and proficient areas are decreasing as the advanced is
      increasing. In read/language we see 4% below in 2005 and 51% proficient and 45% advanced. Although in 2006
      the below is 9% and proficient is 55% and the advanced is 36%.

                               ====================================================


Grand Oaks Elementary- 2007
      Test data analysis of the 2007 TVAAS scores for Grand Oaks Elementary included a review of the three-year
      averages in the areas of reading/language arts (a gain of 1.9), mathematics (a gain of 3.2.), science (a gain of 2.6)
      and social studies (a gain of 3.5). All areas showed improvement over the previous three year averages reported
      in 2006.

      The next step in this analysis was to examine each grade level‘s 2007 TVAAS scores to determine if the required
      standard was met at each grade level in the areas of reading/language arts, mathematics, science, and social
      studies.

      In the area of reading/language arts,
              Fourth grade had a three year average of 2.1 in 2007. In 2006 the three year average was 2.0. This
              indicates a slight increase over the 2006 three year average. Grand Oaks Elementary did exceed the state‘s
                                               Anderson County Schools
                                                  Component 3-25
        three year average of 1.2
        The fifth grade three year average in 2007 also increased. In 2006 the three year average was 0.3 and in
        2007 it increased to 1.6. Even though data indicates that fifth grade did meet the growth standard for the
        state, they did not exceed the states three year average of 4.7.

In the area of mathematics,
         Fourth grade had a three year average of 5.2 in 2007. In 2006 the three year average was 2.6. This
         indicates a significant increase over the 2006 three year average. Grand Oaks Elementary did exceed the
         state‘s three year average of 2.
         The fifth grade 2007 three year average in mathematics also increased from the previous year. In 2006
         the three year average was a negative 1.1 and in 2007 it increased to 1.2. Although the growth standard
         was met by Grand Oaks Elementary‘ s fifth grade, they did not exceed the states three year average of 2.

In the area of social studies,
         fourth grade had a three year average of 5.8 in 2007. In 2006 the three year average was 3.5. Data from
         2007 indicates an increase over the 2006 three year average. Grand Oaks Elementary‘s fourth grade also
         exceeded the State‘s three year average of 4.7.
         The fifth grade 2007 three year average in social studies also increased from the previous year. In 2006
         the three year average was a negative 0.8 and in 2007 it increased to 1.1. Although the growth standard
         was met by Grand Oaks Elementary‘s fifth grade, they did not exceed the states three year average of 2.4.

In the area of Science,
         fourth grade had a three year average of 4.5 in 2007. In 2006 the three year average was 3.1. This
         indicates an increase over the 2006 three year average. Grand Oaks Elementary did exceed the state‘s
         three year average of 3.7.
         The fifth grade 2007 three year average in science also increased from the previous year. In 2006 the
         three year average was a negative 0.4 and in 2007 it increased to 0.3. Although the growth standard was
         met by Grand Oaks Elementary‘s fifth grade, they did not exceed the states three year average of 1.4.

In drawing conclusions for Grand Oaks Elementary, based on their TVAAS scores, both grades exceeded the
standard gain of 0 in all areas. Fifth grade would be an area of concern in all areas because they are performing
below the state‘s three year average.


TCAP Data
 Through completing this study, we compared the academic achievement percentages in math and
reading/language arts for 2006 and 2007.
         The findings in math for 2006 are: 7% performing below proficient, 40% performing proficient and 53%
         performing advanced. The findings for 2007 in math are: 7% of students scored below proficient, 39%
         proficient and 54% advanced. In summary, the below percentages stayed the same in 2007 while the
         proficient percentages decreased by 1%. In 2007, the students scoring advanced increased by 1%.

         In reading/language arts the findings in 2006 are: 8% performing below proficient, 53% performing
         proficient and 39% performing advanced. In 2007, the findings for reading/language arts are: 9% below
         proficient, while 55% are proficient and 36% are advanced. In summary, the students scoring below
         proficient increased by 1% in 2007, while students scoring proficient increased by 2%. In 2007, the
         students scoring advanced decreased by 3%.


The 2006-2007 CRT/AYP scores for Grand Oaks Elementary as compared to the state average are as
follows:
Grand Oaks Elementary data in total population indicates a higher percentage of students scoring proficient or
advanced than the state in the areas of reading/language arts and mathematics. In reading/language arts, Grand
Oaks Elementary had 91% of the students performing proficient or advanced, while the state had 90% performing

                                        Anderson County Schools
                                           Component 3-26
      proficient or advanced. In Math, Grand Oaks Elementary had 93% of the students performing proficient or
      advanced, while the state had 90% performing proficient or advanced.

      When comparing Grand Oaks Elementary to the state‘s performance for the sub group of economically
      disadvantaged, Grand Oaks Elementary data in reading/language arts showed 88% of the 3rd through 5th graders
      scoring proficient or advanced which is equal to the State‘s performance. In mathematics, Grand Oaks Elementary
      had 88% of the students performing proficient or advanced, while the state had 85% performing proficient or
      advanced.

      When comparing Grand Oaks Elementary to the state‘s performance for the sub group of students with disabilities
      Grand Oaks Elementary data in reading/language arts showed 79% of the 3rd through 5th graders scoring proficient
      or advanced, while the state had 61% scoring proficient or advanced. In mathematics, Grand Oaks Elementary had
      78% of the students performing proficient or advanced, while the state had only 70% performing proficient or
      advanced.

      In 2006-2007, Grand Oaks Elementary‘s attendance rate was 94.4% while the states attendance rate was 93%.

      Strengths and Weaknesses
      Although both math and reading/language arts exceed the targeted percentage, both areas need to increase the
      number of students scoring advanced. Reading/language arts is a concern with only 36% scoring advanced
      compared to the state which had 42% scoring advanced in total population.


      Grand Oaks Elementary-2006
      TCAP Data
      Scores at Grand Oaks Elementary School in the area of Reading/Language Arts for fourth grade displayed the
      three year average in 2004 was .9 , 2.3 in 2005and 2.8 in 2006.. The standard of improvement was met with a
      gain. The fifth grade the three year average was -2.4 in 2004, .4 in 2005, and 2.7 in 2006. This shows that the
      school exceeded the state standard.

      In the area of Mathematics, the students in grade four went from 0 in 2004 to 5.3 in 2005 and to a 2.3 in 2006.
      Based on the three year averages, the standard of improvement was met although there was a decrease in 2006.
      Students in grade five show scores of -4.1 in 2004, 1.7 in 2005 and a decrease to -1 in 2006. Although a decrease
      was shown the standard was met.

      Grand Oaks students in grades four and five exhibited gains in Science -2 in 2004 to .1 in 2005 and 1.3 in 2006.
      The standard of improvement was met. In the subject of Social Studies a gain was also seen, going from -.2 in
      2004 to 0 in 2005 and 1.4 in 2006. Improvement was made in both these academic areas.


      Comparing the academic achievement percentages in math and language for 2005 and 2006 we see in math 2005,
      13% below proficient, 40% proficient and 47% advanced. Looking at 2006 in math 7% below, 40% proficient and
      53% advanced. The below percentages are decreasing while the advance percentages are going up. In
      read/language we see in 2005, below are 11%, and proficient are 59% and advanced is 30%. In 2006 only 8% are
      below while 56% are proficient and 36 are advanced.
                   =====================================================

Lake City Elementary School - 2007

      Fourth Grade
      Reading/Language Arts
      The MNCE gain reflects a loss of -2, from -3.0 in 2005 to a -5.0 in 2006. The 2007 MNCE indicates -8.0 resulting
      in a further loss of -3, thus, yielding a 3 year average of -5.4. Although reported in the negative, the 2007 scores in
      comparison to the state MNCE reveals fourth and fifth grade combined scores at -3.6 for Lake City Elementary
      above the state -6.5 by 2.9.
                                               Anderson County Schools
                                                  Component 3-27
Math
The MNCE gain for 2005 reflects a -6.0, a -6.2 in 2006, and -10.6 in 2007. A loss of -2 from 2005 to 2006
continued with a further loss of -4.4 from 2006 to 2007. The 3 year average is -7.6. By comparison, the 2007
scores indicate a negative, however, the combined grade level scores by fourth and fifth of -3.3 indicate a 2 point
rating above the state at -6.7.

 Science
The MNCE gain for 2005 reveals a -1.2 and a rise to 3.6 in 2006. This signifies a significant gain of 4.8 for the two
year comparison. However, the 2007 MNCE reveals a -7.5 resulting in a loss from 2006 to 2007 of -11.1. The
three year gains report at -1.7. In relation to the state -3.1, by comparison, the combined scores of fourth and fifth
grade growth standard are -0.6 for the three year average resulting in a 2.5 higher score for LCES.

 Social Studies
The MNCE shows a loss of 1.9 from 2.3 in 2005 to a 0.4 in 2006. The MNCE at -7.7 for 2007 reflects a loss of
8.1. The three year average is -1.7. Although, reporting as a negative, comparing the MNCE growth standard of -
0.1 to the state -3.6, the results are a higher score by 3.5.

Fifth Grade
Reading/Language Arts
The MNCE reveals a 4.7 in 2005 to a 1.9 in 2006. This reflects a loss of 2.8. The 2007 shows a further loss to 0.9
by 1.0, resulting in a three year average of 2.5. Comparing the growth standard at -1.4 to the state -4.4 reflects a 3
point higher score.

Math
The MNCE shows a loss of 1.0 from 2005 at 1.5 to a 0.5 in 2006. A gain is reported in 2007 by 0.7 with a 1.2. The
results are a three year average of 1.4. The MNCE gain over grades by growth standard of -3.3 is higher than the
state at -5.2 by 1.9.

Science
The MNCE indicates a 3.9 in 2005, a 1.6 in 2006, and a 0.5 in 2007. A loss is noted from 2005 to 2006 of -5.5 and
a gain from 2006 to 2007 of 1.1. The three year average is 0.6. The MNCE gain over grades is a -0.6 compared to
the state at -3.1 resulting in a higher score than the state by 2.5.

Social Studies
The MNCE for 2005 is a 4.6, 2006 a 0.0, and a 0.0 in 2007. This reflects a loss of 4.6 from 2005 to 2006. The
minimal growth standard was met from 2006 to 2007. The three year average is 1.5. The MNCE gain over grades
is a -0.1 in comparison to the state score of -3.6 a 3.5 higher than the state rating.

Lake City Elementary School-2006
TCAP Data
Scores at Lake City Elementary in the area of Reading/Language Arts for Fourth grade displayed the three year
average in 2004 was a -11.9, a -2.9 for 2005 and -5 for 2006. The standard of improvement was not met in this
area. The Fifth grade however, went from a -1.5 in 2004 to a positive score of 4 in 2005 but decreased to a 3 in
2006. Based on this test data, a conclusion can be made that the Fifth grade students‘ performance exceeded the
required standard.

In the area of Mathematics, the students in grade Four went form a
 -12.8 in 2004 to a -5.8 in 2005 then to a -6.2 in 2006. Based on the three year averages, the standard of
improvement was not achieved. Students in Grade 5, on the other hand, showed a -1.3 in 2004, to a 1.6 in 2005
and .4 in 2006.

Lake City Elementary students of the Fourth and Fifth grades in the area of Science, exhibited a -4.3 in 2004 and a
-4.1 in 2005 and a -.2 in 2006. Social Studies for the same grade levels, showed a -4.6
in 2004 and -2.7 in 2005 and a -.7 for 2006. Although improvement was made in both of these academic areas, the
                                         Anderson County Schools
                                            Component 3-28
      negative scores indicated that the required standard was not met.
                         =============================================


Norris Elementary School- 2007
      TCAP Data
      Norris Elementary scores for the students of Grade 4 in the area of Reading/ Language Arts in 2004 was 3.2 , for
      2005, 4.3 and for 2006, a .3. Although a decline was shown the standard was still met. The Fifth Grade students
      displayed a -1.5 in 2004, 8.4in 2005, and a 6.8 in 2006. A slight decline, but state standards were met.

      In the academic area of Mathematics for the 2004 school year, Fourth Grade students displayed a three year
      average of 2.3, in 2005, a 2.4 and in 2006 a -4,3. This is a decline, but still met the sate standard. Fifth Grade
      students went from a three year average of 1.7 in 2004 to a score of 5.6 in 2005 to a decline of -.6 in 2006. .
      Therefore the students met the required standard.

      The students at Norris Elementary for the school year of 2004 scored a -0.7 in the area of Science, in 2005 a score
      of 0.7 and a 1.5 in 2006. These show the state standards were met. Social Studies went from a 1.8 in 2004 to a 1.9
      in 2005, to 3.3 in 2006.

      Looking at the academic achievement percentages at Norris we see in math for 2005, 2% were below proficient,
      38% proficient and 60 advanced. Comparing this to 2006 we see 1% below, 40 proficient, and 59% advanced. .
      In read/language we see in 2005 less than 5 % below, 53% were proficient, and 47% advanced. In 2006 4%
      below, 49% proficient and 47% remained at advanced.


      Norris Elementary School-2006
      TCAP Data
      Norris Elementary scores for the students of Grade 4 in the area of Reading/ Language Arts in 2004 was 3.2, for
      2005, 4.3 and for 2006, a .3. Although a decline was shown the standard was still met. The Fifth Grade students
      displayed a -1.5 in 2004, 8.4in 2005, and a 6.8 in 2006. A slight decline, but state standards were met.

      In the academic area of Mathematics for the 2004 school year, Fourth Grade students displayed a three year
      average of 2.3, in 2005, a 2.4 and in 2006 a -4,3. This is a decline, but still met the sate standard. Fifth Grade
      students went from a three year average of 1.7 in 2004 to a score of 5.6 in 2005 to a decline of -.6 in 2006. .
      Therefore the students met the required standard.

      The students at Norris Elementary for the school year of 2004 scored a -0.7 in the area of Science, in 2005 a score
      of 0.7 and a 1.5 in 2006. These show the state standards were met. Social Studies went from a 1.8 in 2004 to a 1.9
      in 2005, to 3.3 in 2006.

      Looking at the academic achievement percentages at Norris we see in math for 2005, 2% were below proficient,
      38% proficient and 60 advanced. Comparing this to 2006 we see 1% below, 40 proficient, and 59% advanced. .
      In read/language we see in 2005 less than 5 % below, 53% were proficient, and 47% advanced. In 2006 4%
      below, 49% proficient and 47% remained at advanced.

                        =======================================================

      Norwood Elementary School- 2007
      Norwood Elementary students in the area of Reading/Language Arts for Grade Four, went from a positive 3.0 in
      2006 to a positive 3.3 in 2007.This shows the standard was met. Fifth grade students went from a 3.3 in 2006 to a
      2.3 to 2007. This shows that the fifth grade met the standard but dropped from the previous year.

      After examining the results for Mathematics, students in Grade Four revealed a three year average score of 13.6 in
      2006 and a score of 5.8 in 2007. This is a drop from the previous year but still meets the standard required. The

                                              Anderson County Schools
                                                 Component 3-29
Fifth Grade class received a TVAAS score of .5 in 2006 and a score of -3.8 in 2007. This shows that the fifth grade
did not make the necessary score for 2007.

In the area of Science, Norwood students went from a 3.2 in 2006 to a 6.9 which meets the standard in Science.
Social Studies displayed a 6.9 three average in fourth grade in 2006 and a 11.6 in 2007. This excedes the required
gain. In fifth grade the students went from a three year average of 5.4 to a 1.3 average. This meets the standard but
is a drop in the previous years score.

Comparing the academic achievement percentages in reading/language for the 2006 years we see 6% below
proficient, 57% proficient and 37% Advanced. In 2007 we see that 8% were below proficient, 50% proficient and
42% advanced. This an increase in the advanced level a drop in the proficient level and a slight increase in the
below proficient students.

In the area of Math in 2006 the show that 7% were below proficient, 46% proficient and 47% advanced. The 2007
results show that 11% of the students were below proficient, 42% were proficient and 47% were advanced. This
shows very little change in the percentage of students going from one level to the next.

Norwood Elementary School-2006
TCAP Data
Norwood Elementary students in the area of Reading/Language Arts for Grade Four, went from a positive 2.2
three year average in 2004 to a positive 3.4 for 2005 and 3.0 in 2006. This shows the standard was met. Fifth
grade students went from a -5.5 in 2004, to a 0.1 in 2005 and 3.3 in 2006. This is a gain for the Fifth grade in the
academic area of Reading/ Language Arts.

After examining the results for Mathematics, students in Grade 4 revealed a three year average score of 3.9 in
2004, a 3.1 in 2005 and 13.6 in 2006. The Fifth Grade class received a TVAAS score of a -6 in 2004, a -0.8 in
2005 and a .5 in 2006. Even though a significant gain was made for the Fifth graders, the required standard was
not met.

In the area of Science, Norwood students went for a -0.7 in the school year 2004 to a 1.2 in 2005 and 3.2 in 2006.
Social Studies displayed a vast improvement for the grade levels which exhibited a 0.5 in 2004, a 3.1 in 2005 and a
5.4 in 2006.

Comparing the academic achievement percentages in math and read/language for the 2005 and 2006 years we see
in 2005 6% below proficient, 59% proficient, and 35% advanced. In 2006 we see 7% below, 46% proficient and
47% advanced. Although the below proficient percentage points increased by one, the advanced area has gone up.
In read/language for 2005 we have 1% below, 61% proficient and 38%: advanced. In 2006 the below percent has
increased to 6% while the proficient and advanced have declined to 57% and 37% respectfully.

                         ===================================================

Elementary Reflection, Strengths and Weaknesses-2007

The 2005, 2006, and 2007State Report Card information for the nine elementary schools in Anderson County were
used to determine trends in achievement and other factors affecting education.

2007 Information
The 2005, 2006, and 2007 State Report Card information for the nine elementary schools in Anderson County was
used to determine trends in achievement and other factors affecting education.

The 2006 – 2007 CRT/AYP scores were compared to the state average. The district data in total population shows
that 100% of our elementary schools have a higher percentage of students scoring proficient or advanced than the
state in mathematics. The county average on the 2006-2007 CRT/AYP showed 93% of the 3rd through 5th graders
scoring proficient or advanced compared to the state average of 90%. 100% of Anderson County Elementary
Schools exceeded the state average in the number of economically disadvantaged students scoring proficient or
                                        Anderson County Schools
                                           Component 3-30
advanced, with a system average of 88% compared to the state average of 85% The special education sub group
showed that 100% of Anderson County Schools had students scoring proficient or advanced compared to the state.
Both the county and the state fell below the targeted number of students scoring proficient or advance in math.
The county students with disabilities had 75% scoring proficient or advanced while the state average was 61%.

Using the same population approximately 90% of Anderson County schools met or exceeded the state with the
percentage of students scoring proficient or advanced in reading. 86% of the economically disadvantaged students
scored 86% proficient or above in reading/language arts, this is the same as the state percentage. The subgroup of
students with disabilities showed Anderson County having 100% of its elementary schools having a higher number
of students scoring proficient or advanced compared to the state.

When looking at the male and female subgroups there was no significant difference or findings in either math or
reading.


Elementary Reflection, Strengths and Weaknesses-2006

The 2004, 2005, and 2006 State Report Card information for the nine elementary schools in Anderson County
were used to determine trends in achievement and other factors affecting education.

2006 Information
The 2004, 2005, and 2006 State Report Card information for the nine elementary schools in Anderson County was
used to determine trends in achievement and other factors affecting education.

The 2005-2006 CRT/AYP scores were compared to the state average. The district data in total population shows
that 100% of our elementary schools have a higher percentage of students scoring proficient or advanced than the
state in mathematics. The county average on the 2005-2006 CRT/AYP showed 93% of the 3rd through 5th graders
scoring proficient or advanced compared to the state average of 89%. 100% of Anderson County Elementary
Schools exceeded the state average in the number of economically disadvantaged students scoring proficient or
advanced, with a system average of 89% compared to the state average of 82% The special education sub group
showed that 100% of Anderson County Schools had students scoring proficient or advanced compared to the state.
Both the county and the state fell below the targeted number of students scoring proficient or advance in math.
The county students with disabilities had 71% scoring proficient or advanced while the state average was 58%.

Using the same population approximately 89% of Anderson County schools met or exceeded the state with the
percentage of students scoring proficient or advanced in math. Anderson County System average was 90% of the
students scoring advanced or proficient. This trend also holds true with the data is disaggregated. The
economically disadvantaged population showed that approximately 89% of the elementary schools had more
students score proficient or advanced as compared to the state. The subgroup of students with disabilities showed
Anderson County having 100% of its elementary schools having a higher number of students scoring proficient or
advanced compared to the state. When looking at the male and female subgroups there was no significant
difference or findings in either math or reading.




                                       Anderson County Schools
                                          Component 3-31
                           Elementary Schools, Language Arts / Reading, 2006

                       8
                       6
                       4
                       2
                       0
                                 Above State                 Same as State             Below State
           White Pop                   7                                                      2
           Econ Dis                    7                                                      2
           Sp Ed                       6                                                      2



                                               Elementary Math, 2006
                                     Elementary Schools, Math 2005

                       8
                       6
                       4
                       2
                       0
                                 Above State                Same as State           Below State
           White Pop                  3                                                   6
           Econ Disa                  7                                                   2
           Sp Ed                      6                                                   2




      Elementary Suspensions and Expulsions
      The only area of data that did show a significant difference in between the male and female population in
      elementary school was in suspensions and expulsions. There were 38 males suspended during the 05-06 school
      year and 6 female. Totally there were only 44 elementary students suspended during the 04-05 school year.




Disaggregated Individual Middle School Information, 2007


Clinton Middle School- 2007
      The average gain scores (3-yr average) and compared that to the state’s average to determine the target
      areas of need. The sixth graders need to improve in reading/language arts, math, and social studies. The
      seventh graders need to improve in reading/language arts, math, and social studies. The eighth graders need
      to improve in science.

      An examination of TCAP/CRT three-year average scores indicates an improvement in all subject areas.
      The estimated school mean NCE scores (3 yr average) compared to the state’s 3 yr average. The following
      subjects were below the state average: 6th grade, 7th grade, and 8th grade reading language arts; 6th grade
      and 7th grade math. This demonstrates that the average student is performing lower than the average
      student compared to the state.


                                               Anderson County Schools
                                                  Component 3-32
When a comparison to the previous year’s proficiency is examined the 6th grade needs to target the below
proficient group in social studies and math; 7th grade needs to target the below proficient group in math,
science, and social studies; and the 8th grade needs to target the below proficient group in science and social
studies. An examination of demographic disaggregation reveals that 42% of special education students are
below proficient in math and 32% below proficient in reading, 39% below proficient in science, and 50%
below proficient in social studies. We also find that 17% of economically disadvantaged students are below
proficient in math, 16% are below proficient in reading, 23% below in science, and 28% below in social
studies. Strengths were shown by the decreased below proficient percentages for the sixth grade reading/
language arts and science; the seventh grade in reading/language arts; eighth grade reading language/arts
and math.

Based on the TN value-added assessment, our mean gains decreased in all subjects but social studies. CMS
will continue to develop interventions (pre-/post testing, classroom observation, quarterly tests, etc.) for
improvement in all academic areas. CMS will work to reduce the number of students who have not made
100% of the state growth standard. In the sixth grade, interventions will target math, reading language arts,
and science. In the seventh grade, interventions will target reading/language arts, math, and social studies.
In eighth grade, interventions will target science and social studies. Clinton Middle School met the federal
benchmark for NCLB according to the 2007 report card, part IV.

Clinton Middle School- 2006
On the 2006 TCAP CRT/AYP assessment, Clinton Middle School outperformed the state averages but fell short of
the district levels in math and scored below both state and district averages in reading. The students scored at or
above proficient on the Math portion of that assessment at a rate of 90% falling below the district by three points
but above the state average by one point. 84% of non-white students at Clinton Middle scored at or above
proficient, which is two points above the district average and five points higher than the state rate. Economically
disadvantaged students scored at or above proficient at a rate of 85% falling between the 89% at the district level
and an 82% level at the state. Students receiving special services also fell between the district and state, where only
55% of those students scored at proficient or advanced and whereas the district averaged 71% while state averages
only reached 58%. Clinton Middle School does not have enough students to measure these scores in the subgroup
English Language Learners (ELL) students under NCLB standards, therefore those data are not represented.

Clinton Middle‘s school-wide averages of proficiency in the area of Language Arts/Reading (86%) were four
percentage points below the district and state averages (both 90%). Non-white students scored at 73% at or above
proficient compared to the district and state levels of 75% Their economically disadvantaged students fell below
both the district and state; scoring proficient or above at a rate of 78% while 85% of those at the district and 82%
at the state reached that mark. Students receiving services under IDEA saw only 57% testing proficient or
advanced, this is below the rate in the district (73%) and seven points below the state mark (64%).

TVAAS data for the last three years can be seen below with an unsteady upward trend found in Math at the
seventh and eighth grade levels while Language Arts/Reading scores show a steady progress at the eighth grade
level. The sixth grade math value added are an area of concern as there has been a negative gain recorded in two of
the last three years. The Language Arts/Reading scores have fluctuated the most dramatically in the seventh grade.
The sixth grade value added scores have remained fairly steady and on the positive side of the reference line.




                               TVAAS      2004      2005       2006   3yr Avg

                                Math/6    -2.2      5.6        -1.6   0.5

                               Math/7     -1.4      2.5        2.4    1.1

                               Math/8     0.9       5.4        3      3.1



                                         Anderson County Schools
                                            Component 3-33
                               TVAAS               2004     2005         2006       3yr Avg

                               Language/6          3.6      4.7          3.3        4

                               Language/7          -1.4     0.5          -4.6       -1.9

                               Language/8          1.1      2.9          4.8        2.9
Clinton Middle School‘s                                                          2006 Diagnostic Reports for the
TCAP CRT scores allow us to analyze, by grade level, in the areas of Math and Reading and chart the students‘
growth based on their prior achievement groups divided into quintiles. With this data we can specifically predict
which areas are strengths and those in which we have need.

Math growth in the middle three quintiles can be seen at the seventh grade while the eighth grade growth occurs
only in the upper three. Growth cannot be found in the sixth grade unless they are in the third and somewhat the
fifth quintiles. The sixth grade‘s lower three year averages in all three quintiles provide the greatest areas to
strengthen in Math. With the fifth (highest) quintile in the seventh grade and the first (lowest) quintile in the eighth
grade also being areas of concern.
                                             Clinton CRT Quintile Growth
                    10
                      8
                      6
                      4
                      2
                      0
                     -2   1 (Lowest)           2            3 (Middle)          4          5 (Highest)
                     -4
                     -6

                                       Math 6th 2006 Gain           Math 6th 3 previous years
                                       Math 7th 2006 Gain           Math 7th 3 previous years
                                       Math 8th 2006 Gain           Math 8th 3 previous years




The Reading and Language Arts assessment, using the same report, identifies growth scores in a wide variety. The
strongest areas of the Language Arts program at Clinton are in the sixth grade at the first (lowest), fourth and fifth
(highest) quintiles; the seventh grade‘s first (lowest); and the eighth grade‘s fourth and fifth (highest) quintiles.
Areas of need include the seventh grade in the middle three quintiles and the sixth grade in the second quintile. All
three year averages for the sixth grade remain in the positive spectrum as do the eighth grade except first (lowest)
quintile. The three year averages indicate an ongoing need for improvement.

                                             Clinton CRT Quintile Growth
                     15

                     10

                      5

                      0
                           1 (Lowest)          2            3 (Middle)          4          5 (Highest)
                     -5

                    -10

                              LA/Reading 6th 2006 Gain              LA/Reading 6th 3 previous years
                              LA/Reading 7th 2006 Gain              LA/Reading 7th 3 previous years
                              LA/Reading 8th 2006 Gain              LA/Reading 8th 3 previous years


                                             Anderson County Schools
                                                Component 3-34
               ===================================================================


Lake City Middle School-2007

      TCAP Assessment Results:
                                                                                                               2007
           (3 Year Average)               2005                      2006                    2007
                                                                                                                 State
                 CRT
                                  Score       Grade         Score      Grade       Score       Grade       Score    Grade
                Math               64           A            65          A          66           A          57         A
          Reading/Language         54           B            54          B          56           B          56         B
            Social Studies         54           B            54          B          55           B          54         B
               Science             52           C            53          C          54           B          55         B

      Lake City Middle School maintained our letter grade score for Math, Reading/Language, and Social
      Studies. We did – however, increase our letter grade in Science from a C to a B. Our Science score was one
      point below the state average.


                                  2005                         2006                           2007                2007
            8th Grade
                         Score     Grade           Score            Grade         Score            Grade          State
          Writing          4.1        A               4.3              A             4.3              A

      We maintained our writing score of an A. We are also one point above the State average.

      TVASS (Value Added)
                                                               2006                           2007
                                 CRT                                  Mean                           Mean
                                                      Status                        Status
                                                                      Gain                           Gain
                              Math                      A              5.4              A             5.9
                        Reading/Language                A              1.7              A             2.6
                          Social Studies                A              0.6              A             1.3
                             Science                    B              0.0              B             0.5

      The TVASS Scores for our school for every academic area remained the same for this school year as
      compared to last school year. The gains were greater than the 2006 gains.

      Gateway Assessment:
          8th Grade                    2005                                2006                            2007
                        %              %      %             %              %      %           %            %      %
                        Below          Pro    Adv           Below          Pro    Adv         Below        Pro    Adv
          Algebra I     0              0      99.07         0              0      100         0            0      100


      Lake City Middle School exceeded the State predicted score (588.4) with a score of 595.2. Our Algebra class
      surpassed the State expectations.

      The weaknesses for Lake City Middle School include Reading/Language Arts in all three grade levels (6 th,
      7th, & 8th). We also need to improve our scores in Science for 6th and 7th Grades. We are offering additional
      academic opportunities for students to improve their skills in the classroom in these areas. Our faculty
      members are also providing remediation for our students during the school day to help those who need
      additional time in a smaller classroom setting.

      Our strengths are shown in our Algebra I and Writing Assessment results. In both instances, we exceeded
      the state expectations in these areas. We will continually strive to reach new goals in the future.
                                                 Anderson County Schools
                                                    Component 3-35
Lake City Middle School-2006
Upon review of the 2006 TCAP CRT data, Lake City Middle School achieved test scores above both the state and
district averages in reading and math. A full 97% of their student body was at the proficient or advanced levels,
which are four and eight percentage points above the district and state averages respectively. Broken down by
students identified as economically disadvantaged the test scores show a similar positive range from the district
and state. In this category we find that 96% of those Lake City students scored at or above proficient compared to
only 89% at the district level and an 82% level at the state. A considerable gain can be seen with students receiving
special services, where 90% of those students scored at proficient or advanced and in the district 78%
accomplished that level while looking at the state averages that number only reached 58%. Lake City Middle
School does not have enough students to measure these scores under NCLB standards in the subgroups other than
white, nor do they have enough English Language Learners (ELL) students, therefore those data are not
represented.

In the area of reading Lake City Middle School fared well, however not with the same broad spans. School-wide
averages of proficiency (91%) were only one percentage point above the district and state averages (90%). Lake
City‘s economically disadvantaged students scored proficient or above at a rate of 89% while only 85% of those at
the district and 82% at the state reached that mark. Students receiving services under IDEA saw 88% testing
proficient or advanced, this is considerably higher than the rates in the district (73%) and state (64%).

TVAAS data for the last three years can be seen below and some decline found in all grade levels in Math and all
but eighth grade in Language/Reading. Despite this slight dip in value added scores the three year averages remain
positive with the exception of 7th grade Language Arts.


                             TVAAS         2004       2005         2006   3yr Avg
                             Math/6         2.2       20.6         12.9     8.5
                             Math/7         2.3        7.7          7.5     5.8
                             Math/8        -2.9        7.4          1.1     1.8



                             TVAAS        2004       2005      2006       3yr Avg
                            Language/6    -0.6        5.1       4.2          2.8
                            Language/7    -1.5        1.2      -0.6         -0.3
                            Language/8    -1.8        3.2       5.8          2.4

Taking the 2006 Diagnostic Reports for Lake City Middle School and analyzing them by grade level in the areas
of Math and Reading, we take the TCAP CRT scores and chart the students‘ growth based on their prior
achievement groups divided into quintiles. With this data we can specifically predict which areas are strengths and
those in which we have need. The following graph indicates an initial strength in Math growth in all quintiles;
however that growth diminishes as the student progresses through the three grades when considering three year
averages. The only below average growth recorded in 2006 was in the eighth grade in the first (lowest) and third
(middle) quintiles.




                                         Anderson County Schools
                                            Component 3-36
                                                   Lake City CRT Quintile Growth
                         20

                         15

                         10

                             5

                             0
                                  1 (Lowest)          2            3 (Middle)         4         5 (Highest)
                         -5

                                              Math 6th 2006 Gain           Math 6th 3 previous years
                                              Math 7th 2006 Gain           Math 7th 3 previous years
                                              Math 8th 2006 Gain           Math 8th 3 previous years


      Using the same source of data, but examining the Reading and Language Arts assessment, we find three year
      averages hovering very close to the standard growth reference line of zero, with the exception of the sixth grade at
      the lowest quintile.


                                                   Lake City CRT Quintile Growth
                         8
                         6
                         4
                         2
                         0
                        -2       1 (Lowest)           2            3 (Middle)         4          5 (Highest)
                        -4
                        -6
                        -8

                                    LA/Reading 6th 2006 Gain               LA/Reading 6th 3 previous years
                                    LA/Reading 7th 2006 Gain               LA/Reading 7th 3 previous years
                                    LA/Reading 8th 2006 Gain               LA/Reading 8th 3 previous years




                 =======================================================


Norris Middle School -2007
      Norris Middle School outperformed both the state and district averages in reading and math on the 2007 TCAP
      CRT/AYP assessment. The students scored at or above proficient on the Math portion of that assessment at a rate
      of 98% which is three and eight percentage points above the district and state averages, respectively. Students
      identified as economically disadvantaged scored at or above proficient at a rate of 95% compared to only 92% at
      the district level and an 85% level at the state. Students receiving special services tested well also, where 88% of
      those students scored at proficient or advanced and in the district 75% accomplished that level while state averages
      that number only reached 61%. Norris Middle School does not have enough students to measure these scores in the
      ethnic subgroups other than white, nor do they have enough English Language Learners (ELL) students under
      NCLB standards, therefore those data are not represented.

      In the area of Language Arts/Reading Norris Middle‘s school-wide averages of proficiency (98%) were two
      percentage points above the district (96%) and eight points above the state average (90%). The economically
                                                     Anderson County Schools
                                                        Component 3-37
disadvantaged students scored proficient or above at a rate of 96% while only 94% of those at the district and 86%
at the state reached that mark. Students receiving services under IDEA saw 92% testing proficient or advanced
which is above the rate in the district (81%) and significantly higher than the state mark of 70%.

TVAAS data for the last three years can be seen below and shows a decrease in gains in Language Arts/Reading.
Seventh and eighth grades both show a negative gain in 2007 but still have a positive 3 year average.
Mathematics scores remain constant in sixth and seventh grade but eighth grade shows a sharp decline in scores
over the last two years. Despite these fluctuations in value added scores, grade level three year averages remain
positive.



                                   TVAAS          2005      2006     2007      3yr Avg
                                  Language/6        7.2        4.2     2.3          4.6
                                  Language/7        1.2        3.0    -0.9          1.1
                                  Language/8        2.8        3.1    -1.8          1.3



                                  TVAAS          2005       2006     2007     3yr Avg
                                  Math/6           11.7       10.5    10.5        10.9
                                  Math/7            7.4        3.7     3.3         4.8
                                  Math/8            5.1        1.8    -4.1         0.9

The 2007 Diagnostic Reports for Norris Middle School allow us to analyze, by grade level, the TCAP CRT scores
in the areas of Math and Reading and chart the students‘ growth based on their prior achievement groups divided
into quintiles. With this data we can specifically predict which areas are strengths and those in which we have
need. Vigorous Math growth in all quintiles can be seen at the sixth grade and growth in the seventh grade is
steady. However that growth diminishes as the student progresses to the eighth grade unless they are in the fifth
(highest) quintile.


                                            Norris CRT Quintile Growth Math
                      15

                      10

                            5
                     Gain




                            0
                                1(lowest)          2         3 (middle)            4         5 (highest)
                       -5

                     -10

                     -15
                                            6th Gain 2007                    6th Previous Cohort(s)
                                            7th Gain 2007                    7th Previous Cohort(s)
                                            8th Gain 2007                    8th Previous Cohort(s)


Using the same source of data, but examining the Reading and Language Arts assessment, we find growth scores
in a wide variety. The strongest areas of the Norris Language Arts program are in the sixth grade at all quintiles;
the seventh grade at the first (lowest) and fifth (highest) quintile; and the eighth grade‘s first (lowest) quintile.
Areas of need include the seventh grade in the 2nd, 3rd, and 4th quintiles and in the eighth at quintiles 3, 4, and 5
with the highest need in the fifth quintile. All areas except 7th previous cohort for the first quintile have shown a
positive trend toward improvement.
                                             Anderson County Schools
                                                Component 3-38
                                         Norris CRT Quintile Growth
                                          Language Arts/Reading
                     6.0

                     4.0

                     2.0


                  Gain
                     0.0
                           1(lowest)       2        3 (middle)          4          5 (highest)
                    -2.0

                    -4.0

                    -6.0
                                6th Gain 2007                  6th Previous Cohort(s)
                                7th Gain 2007                  7th Previous Cohort(s)
                                8th Gain 2007                  8th Previous Cohort(s)
              .


Norris Middle School-2006
Norris Middle School outperformed both the state and district averages in reading and math on the 2006 TCAP
CRT/AYP assessment. The students scored at or above proficient on the Math portion of that assessment at a rate
of 96% which is three and seven percentage points above the district and state averages, respectively. Students
identified as economically disadvantaged scored at or above proficient at a rate of 93% compared to only 89% at
the district level and an 82% level at the state. Students receiving special services tested well also, where 84% of
those students scored at proficient or advanced and in the district 71% accomplished that level while state averages
that number only reached 58%. Norris Middle School does not have enough students to measure these scores in the
ethnic subgroups other than white, nor do they have enough English Language Learners (ELL) students under
NCLB standards, therefore those data are not represented.

In the area of Language Arts/Reading Norris Middle‘s school-wide averages of proficiency (93%) were three
percentage points above the district and state averages (both 90%). Their economically disadvantaged students
scored proficient or above at a rate of 91% while only 85% of those at the district and 82% at the state reached that
mark. Students receiving services under IDEA saw only 74% testing proficient or advanced, this is slightly above
the rate in the district (73%), however still ten points above the state mark (64%).

TVAAS data for the last three years can be seen below and a steady increase found in all grade levels in Language
Arts/Reading with the exception of a slight dip last year in the sixth grade. After a banner year in 2005 the Math
value added scores dropped somewhat with the most noticeable change in the eighth grade. Despite these
fluctuations in value added scores the three year averages remain positive.


                                                                 200
                               TVAAS       2004       2005        6     3yr Avg
                               Math/6         1.8       11.9     10.6        8.2
                               Math/7        -0.3        7.5      3.7        3.6
                               Math/8        -1.8        5.3      1.9        1.7




                                        Anderson County Schools
                                           Component 3-39
      The 2006 Diagnostic               TVAAS       2004    2005       2006 3yr Avg       Reports for Norris Middle School
      allow us to analyze, by         Language/6     -0.6          7     4.3        3.7 grade level, the TCAP CRT scores
      in the areas of Math and        Language/7     -3.7        0.9     3.2        0.2 Reading and chart the students‘
      growth based on their                                                               prior achievement groups divided
                                      Language/8        0        2.8     3.1        1.9
      into quintiles. With this                                                           data we can specifically predict
      which areas are strengths and those in which we have need. The following graph indicates no students in the first
      (lowest) quintile presumably based on their above average performance on the 2005 test. Math growth in all
      quintiles can be seen at the sixth grade and somewhat in the seventh grade; however that growth diminishes as the
      student progresses to the eighth grade unless they are in the fifth (highest) quintile. The only below average growth
      recorded in 2006 was in the eighth grade in the second and third (middle) quintiles.

                                                        Norris CRT Quintile Growth
                           20

                           15

                           10

                           5

                           0
                                    1 (Lowest)           2         3 (Middle)             4       5 (Highest)
                           -5

                                              Math 6th 2006 Gain             Math 6th 3 previous years
                                              Math 7th 2006 Gain             Math 7th 3 previous years
                                              Math 8th 2006 Gain             Math 8th 3 previous years


      Using the same source of data, but examining the Reading and Language Arts assessment, we find growth scores
      in a wide variety. The strongest areas of the Norris Language Arts program are in the sixth grade at the third
      (middle) and fifth (highest) quintiles; the seventh grade at the fifth (highest) quintile; and the eighth grade‘s third
      (middle) quintile. Areas of need include the sixth grade in the second quintile as well as the seventh grade at all
      levels below the fifth quintile which are marked by below average growth considering a three year average. All
      other areas have shown a positive trend toward improvement.

                                                  Norris CRT Quintile Growth

                      10

                       5

                       0
                                1 (Low est)         2           3 (Middle)            4          5 (Highest)
                      -5


                            LA/Reading 6th 2006 Gain                            LA/Reading 6th 3 previous years
                            LA/Reading 7th 2006 Gain                            LA/Reading 7th 3 previous years
                            LA/Reading 8th 2006 Gain                            LA/Reading 8th 3 previous years


                    ====================================================


Norwood Middle School- 2007
                                                     Anderson County Schools
                                                        Component 3-40
  On the 2007 TCAP/AYP assessment, Norwood Middle School outperformed both district and state averages in
  math. The students scored at or above proficient at a level of 95%. This is 2% above district averages of 93% and
  5% above state levels at 90%. Economically disadvantaged students scored at or above proficient at a level of
  93%. This is 5% above district averages of 88% and 8% above state levels of 85%. Students receiving special
  services also performed above both district and state averages. The students scored at or above proficient at a level
  of 83%. This is 8% above the district averages of 75% and 22% above state levels of 61%. Norwood Middle
  School does not have enough students to measure these scores in the subgroup of English Language Learners
  (ELL) or the ethnic subgroups other than white. Therefore that data is not represented. Norwood Middle School
  performed at a level of 85% at or above proficient in reading/language arts. This is 8% below the district averages
  of 93% and 5% below state levels at 90%. Economically disadvantaged students scored at or above proficient at a
  level of 85%. This is below the district average of 88% but equal to the state levels of 85%. Students receiving
  special services scored proficient or above at 65%. These students scored below the district averages of 75% and
  above state levels of 61%.

TCAP ACHIEVEMENT TEST
  Reading / Language Arts
  As can be seen in the following graph, the Reading / Language Arts scores from the 2007 administration of the
  TCAP assessment ranged from below average to average. In the sixth grade, students held their own in
  comparison to the district and state with a 91% of students scoring proficient or advanced at all three levels. The
  seventh grade group shows the most room for improvement with six percentage points lower than the district and
  seven points below the state average.


                                                      Reading / Language Arts TCAP Data

                                                100
                      % Proficient & Advanced




                                                 90
                                                 80
                                                 70
                                                 60                                            2007 School
                                                 50                                            2007 District
                                                 40                                            2007 State
                                                 30
                                                 20
                                                 10
                                                  0
                                                        Sixth         Seventh         Eighth
                                                                   Grade Level



  Math
  As can be seen in the following graph, the 2007 math scores are above both the district and the state at all three
  grade levels.




                                                                Anderson County Schools
                                                                   Component 3-41
                                                               Math TCAP Data

                                              100




                    % Proficient & Advanced
                                               90
                                               80
                                               70
                                               60                                          2007 School
                                               50                                          2007 District
                                               40                                          2007 State
                                               30
                                               20
                                               10
                                                0
                                                    Sixth         Seventh         Eighth
                                                               Grade Level



Science
When examining the 2007 data we find NWMS scored well above the state in all three grade levels. Norwood also
scored above the district in the 6th and 7th grades. In all three grades Norwood improved their scores from 2006.


                                                             Science TCAP Data

                                              100
                    % Proficient & Advanced




                                               90
                                               80
                                               70
                                               60                                          2007 School
                                               50                                          2007 District
                                               40                                          2007 State
                                               30
                                               20
                                               10
                                                0
                                                    Sixth         Seventh         Eighth
                                                               Grade Level



Social Studies
Social Studies scores are above the state at all three grades.




                                                            Anderson County Schools
                                                               Component 3-42
                                                                     Social Studies TCAP Data

                                                        100




                              % Proficient & Advanced
                                                         90
                                                         80
                                                         70
                                                         60                                                2007 School
                                                         50                                                2007 District
                                                         40                                                2007 State
                                                         30
                                                         20
                                                         10
                                                          0
                                                               Sixth         Seventh           Eighth
                                                                          Grade Level



Tennessee Value Added Assessment System (TVAAS) Data
TVAAS data for the last three years can be seen below. Analysis of the data indicates a notable improvement in
sixth grade Language Arts from 2006 to 2007 along with a slight improvement in seventh. The eighth grade results
present as a loss from 2006 to 2007 thus, highlighting an area of focus. Sixth grade math results, although
reporting as negative, indicate a slight improvement. Seventh grade reflects a continued improvement. The eighth
grade scores indicate a drop of 6.9 from 9.5 in 2006 to 2.6 in 2007, however, the three year average reflects a gain
of 5.3. Improvement is noted in both the Science and Social Studies scores with seventh grade students. Sixth
grade scores show a negative gain in both areas of Science and Social Studies. Eighth grade scores show a slight
decline in Science with a drop from positive to negative in Social Studies indicating an area to target for
improvement.


                                                               TVASS Scores Language Arts

                                                 8
                                                 6
                                                 4
                    Gain Factor




                                                                                                                  6th
                                                 2
                                                                                                                  7th
                                                 0
                                                                                                                  8th
                                          -2                  2005               2006               2007

                                          -4
                                          -6
                                                                                Year




                                                                     Anderson County Schools
                                                                        Component 3-43
                                                 TVAAS Scores Math

                                12
                                10
                                 8



                  Gain Factor
                                 6                                                6th
                                 4                                                7th
                                 2                                                8th
                                 0
                                 -2      2005                2006          2007

                                 -4
                                                             Year



                                          TVASS Scores Social Studies
                                10
                                 8
                                 6
              Gain Factor




                                 4
                                 2                                                6th
                                 0                                                7th
                                -2       2005               2006           2007   8th
                                -4
                                -6
                                -8
                                                            Year



                                                TVAAS Scores Science


                                 15

                                 10
                  Gain Factor




                                     5                                            6th
                                     0                                            7th
                                          2005               2006          2007   8th
                                 -5

                                -10

                                -15
                                                             Year



2007 TVAAS Diagnostic Reports
                                                 Anderson County Schools
                                                    Component 3-44
Norwood Middle School‘s 2007 Diagnostic Reports for the TCAP CRT scores allow the staff to analyze the
students‘ growth at each grade level in all academic core areas. This data will allow areas of strengths and
weaknesses to be determined and teaching strategies to be differentiated to meet the needs of all students. The
data is graphed in quintiles at each grade level and also shows the three previous years of growth.

Math
On the sixth grade level quintiles two and four indicate slight growth, quintile one shows no growth and quintiles
three and five indicate areas to strengthen in math students. No growth was indicated from this report in quintile
one with modest gains indicated in quintiles two through five at the eighth grade level. Although growth is
indicated in each quintile in seventh, it is noted that the first quintile is much lower that the other four quintiles.
Quintile one indicates an area to strengthen. Differentiated instruction must be implemented to meet the needs of
those students functioning at the lowest quintile.


                        Norwood CRT Quintile Growth Math

               15

               10                                                                 1(lowest)
                                                                                  2(low/mid)
                5                                                                 3(middle)
                                                                                  4(mid/high)
                0                                                                 5(highest)
                      6th     7th     8th             6th      7th     8th
               -5
                             2007               3 Previous Years


Reading/Language Arts
   In the 7th grade, four out of the five quintiles indicates maintaining current growth levels or increasing growth
levels indicated by this report. The data reveals that the 6th grade, while the lower two quartiles saw a decrease, the
         upper three showed growth. At the 8th grade level, the second and third quartiles had slight gains.

                             Norwood CRT Quintile Growth
                                Reading/Language Arts

               15

               10
                                                                                 1(lowest)
                 5
                                                                                 2(low/mid)
                 0                                                               3(middle)
                       6th     7th     8th            6th     7th     8th        4(mid/high)
                -5
                                                                                 5(highest)
              -10                2007                    Previous 3
                                                           Years
              -15

                                         Anderson County Schools
                                            Component 3-45
Social Studies
A wide variety of growth appears in Social Studies. In seventh grade quartiles two, three and four there were great
gains. In eighth grade all quartiles dropped. There were some gains in the sixth grade quartiles one and three, and
losses in the other three.



                      Norwood CRT Quintile Growth Social
                                  Studies

               15

               10
                                                                                 1(lowest)
                 5                                                               2(low/mid)
                                                                                 3(middle)
                 0                                                               4(mid/high)
                       6th   7th    8th                   6th   7th   8th        5(highest)
                 -5
                               2007                   Three Previous
                                                          Years
               -10


Science
In the area of Science, tremendous gains were made in all five quintiles at the seventh grade level. At the sixth
grade great gains were made in quintile two, no gain or loss in quintile one and slight losses were indicated in
quintiles three through five. Strides need to continue to be made at the eighth grade level in science. A slight gain
was made in quintile one with slight to heavy losses made in quintiles two through five. There is room for
improvement in all the quintiles at all grade levels.




                                          Anderson County Schools
                                             Component 3-46
                                 Norwood CRT Quintile Growth
                                          Science

                    25
                    20
                    15                                                              1(lowest)
                    10                                                              2(low/mid)
                     5                                                              3(middle)
                     0                                                              4(mid/high)
                    -5     6th     7th     8th            6th    7th     8th        5(highest)
                   -10
                   -15
                              2007                     3 Previous Years


    Strengths
    It is evident from the TCAP/AYP data gathered that Norwood Middle School students are making progress in both
    Language Arts and Math .When analyzing the 2007 TVASS gains signify improvement accomplished in sixth and
    seventh grade Language Arts as well as math. Further analysis shows the Quintile Growth is positive across grade
    levels with quintile three in Language Arts.

    Area to Strengthen
    Eighth grade exhibits a need in the areas of Language Arts according to the TVASS results. Sixth grade math
    although reporting as a slight improvement is still reporting negative results. Analysis of the TCAP data further
    signifies a need in Science. Quintile growth results indicate an area of concentration needed in development of
    differentiated instruction.
.
    Norwood Middle School-2006
    On the 2006 TCAP CRT/AYP assessment, Norwood Middle School outperformed the state averages but fell short
    of the district levels in math and scored below both state and district averages in reading. The students scored at or
    above proficient on the Math portion of that assessment at a rate of 90% falling below the district by three points
    but above the state average by one point. Economically disadvantaged students scored at or above proficient at a
    rate of 87% falling between the 89% at the district level and an 82% level at the state. Students receiving special
    services also fell between the district and state, where only 64% of those students scored at proficient or advanced
    and whereas the district averaged 71% while state averages only reached 58%. Norwood Middle School does not
    have enough students to measure these scores in the ethnic subgroups other than white, nor do they have enough
    English Language Learners (ELL) students under NCLB standards, therefore those data are not represented.

    Norwood Middle‘s school-wide averages of proficiency in the area of Language Arts/Reading (87%) were three
    percentage points below the district and state averages (both 90%). Their economically disadvantaged students
    outperformed both the district and state; scoring proficient or above at a rate of 86% while only 85% of those at the
    district and 82% at the state reached that mark. Students receiving services under IDEA saw only 68% testing
    proficient or advanced, this is below the rate in the district (73%), however still four points above the state mark
    (64%).


                                             Anderson County Schools
                                                Component 3-47
TVAAS data for the last three years can be seen below and a steady increase found in Math at the seventh and
eighth grade levels while Language Arts/Reading scores only show that steady progress at the seventh grade level.
The sixth grade math value added are an area of concern as there has been a negative gain recorded in two of the
last three years. The Language Arts/Reading scores have fluctuated the most dramatically in the sixth and eighth
grade. The sixth grade value added scores dropped considerably in 2006 and after a significant drop in 2005 the
eighth grade scores came back up.

                              TVAAS Scores Math                                                   TVAAS Scores Language Arts

                      12                                                                     6
                      10
                                                                                             4
                      8
        Gain factor




                                                                              Gain factor
                      6                                                                      2
                                                                  Math/6                                                         Language/6
                      4                                           Math/7                     0                                   Language/7
                      2                                           Math/8                           2004       2005        2006   Language/8
                                                                                            -2
                      0
                           2004        2005          2006                                   -4
                      -2
                      -4                                                                    -6
                                       Year                                                                   Year




Norwood Middle School‘s 2006 Diagnostic Reports for the TCAP CRT scores allow us to analyze, by grade level,
in the areas of Math and Reading and chart the students‘ growth based on their prior achievement groups divided
into quintiles. With this data we can specifically predict which areas are strengths and those in which we have
need. Math growth in all quintiles can be seen at the eighth grade and somewhat in the seventh grade; however that
growth cannot be found in the sixth grade unless they are in the fourth quintile. The sixth grade‘s lower three
quintiles provide the greatest areas to strengthen in Math.


                                                       Norwood CRT Quintile Growth
                                  14
                                  12
                                  10
                                   8
                                   6
                                   4
                                   2
                                   0
                                  -2   1 (Lowest)             2          3 (Middle)                    4         5 (Highest)
                                  -4
                                  -6
                                  -8

                                                    Math 6th 2006 Gain                      Math 6th 3 previous years
                                                    Math 7th 2006 Gain                      Math 7th 3 previous years
                                                    Math 8th 2006 Gain                      Math 8th 3 previous years


The Reading and Language Arts assessment, using the same report, identifies growth scores in a wide variety. The
strongest areas of the Language Arts program at Norwood are in the seventh grade at the first (lowest), fourth and
fifth (highest) quintiles and the eighth grade‘s third (middle) quintile. Areas of need include the sixth grade in all
quintiles with the exception of the second as well as the seventh grade at the upper levels, fourth and fifth
quintiles, which are marked by below average growth in 2006. All three year averages remain in the positive
spectrum except seventh grade second, third, and fourth quintile areas however they have shown a positive trend
toward improvement.


                                                            Anderson County Schools
                                                               Component 3-48
                                           Norwood CRT Quintile Growth
                       15

                       10

                        5

                        0
                              1 (Lowest)        2        3 (Middle)        4         5 (Highest)
                        -5

                       -10

                       -15

                              LA/Reading 6th 2006 Gain            LA/Reading 6th 3 previous years
                              LA/Reading 7th 2006 Gain            LA/Reading 7th 3 previous years
                              LA/Reading 8th 2006 Gain            LA/Reading 8th 3 previous years


     Strengths
     Norwood Middle School students gave cause to celebrate in two notable categories on the 2006 edition of the
     TCAP. CRT scores in seventh grade and eighth grade Language Arts, as well as, eighth grade Math were well
     above the district average as well as the state average. When analyzing the 2006 TVAAS scores we find three
     areas where all five quintiles made gains: seventh and eighth grade Math and seventh grade Language Arts.

     Areas to Strengthen
     The sixth grade offered the most areas of concern, where Reading/Language and Math were below both the district
     and state averages. TVAAS scores indicate an obvious need of attention in the areas of sixth grade Math. Other
     areas of concern where the 2006 data indicate a below average gain are sixth grade Language Arts, however the
     three year average in both of those areas do indicate some growth.

                        ===========================================================

     Anderson County Middle School Summary-2006

     With the adherence to No Child Left Behind (NCLB) legislative guidelines ever present, we will look at the
     Language Arts and Math scores for the whole system. To meet compliance requirements during the 2006 testing
     cycle, the law states that 79% of students are to be at or above the proficient level in Math and 83% are to reach
     that level in Reading/Language Arts. The level of proficiency is set by each individual state and in Anderson
     County Schools they have met the challenge. In 2006 90% of students tested proficient or above in Math and 87%
     met the mark in Language Arts.

     As the data are disaggregated we find that Anderson County fares well with in the education of those students
     labeled Economically Disadvantaged as well as those receiving special services compared with state averages;
     however the school is still below the district average in all areas.

                             ========================================


Disaggregated High School Data, 2007
     Data collected and disaggregated from the state reports for the past three years have been analyzed to reveal areas
     of strength and areas of need. As a district, Anderson County‘s high schools are scoring at the state average in
     mathematics, however the district has fallen 1% below the state average in reading. Both high schools in Anderson
     County have remained relatively consistent in the number of students attaining proficient and advanced on the
                                              Anderson County Schools
                                                 Component 3-49
mathematics and reading assessment. Though Anderson County has reason to celebrate the consistency of the two
high schools, The Learning Center‘s scores have continued to drop over the last three years.

                                                                           ACS High Schools' AYP/CRT Math Scores
                                   100
                                      90
                                      80
                                      70
  % of students




                                      60
                                      50
                                      40
                                      30
                                      20
                                      10
                                      0
                                           All        White         ELL
                                                              Non-White             Sp Ed All
                                                                             Econ Disadvantage        White   Non-White
                                                                                                                    ELL              Sp Ed All
                                                                                                                              Econ Disadvantage        White         ELL
                                                                                                                                                               Non-White             Sp Ed
                                                                                                                                                                              Econ Disadvantage
                                                               ACHS Math                                        CHS Math                                         TLC Math
                   2005 School Data              89     89                       79    59        83      84                     79     65         65     69
                   2006 School Data              87     87                       80    48        83      84                     79     61         64     69                     65
                   2007 School Data              87     87                       81    54        84      85                     78     62         59     59                     62
                   2007 District Average         84     84                       76    56        84      84                     76     56         84     84                     76     56
                   2007 State Average            84     89                       75    51        84      89                     75     51         84     89                     75     51
                                      2005 School Data          2006 School Data       2007 School Data       2007 District Average     2007 State Average


                                                                           ACS High Schols' AYP/CRT Reading Scores
                                   100
                                      90
                                      80
                                      70
   % of students




                                      60
                                      50
                                      40
                                      30
                                      20
                                      10
                                       0
                                           All        White          ELL
                                                              Non-White             Sp Ed All
                                                                             Econ Disadvantage        White   Non-White
                                                                                                                     ELL             Sp Ed All
                                                                                                                              Econ Disadvantage        White         ELL
                                                                                                                                                               Non-White             Sp Ed
                                                                                                                                                                              Econ Disadvantage
                                                              ACHS Reading                                    CHS Reading                                       TLC Reading
                   2005 School Data              95     95                       87    76        93      93     94              89     74
                   2006 School Data              94     94                       90    75        92      92                     84     78
                   2007 School Data              94     94                       90    77        91      91                     86     70         68     68                     72
                   2007 District Average         91     92                       87    70        91      92                     87     70         91     92                     87     70
                   2007 State Average            92     93                       86    66        92      93                     86     66         92     93                     86     66

                                  2005 School Data            2006 School Data        2007 School Data        2007 District Average     2007 State Average




According to the disaggregated data for Anderson County Schools, only three subgroups have populations that
meet the required numbers for NCLB reporting purposes: white, economically disadvantaged, and special
education. Both the special education and the economically disadvantage subgroups scored above the state
average in mathematics and in reading. The district‘s largest subgroup, consisting of white regular education
students, has fallen below the state average in both reading and mathematics.

Gateway Exams
Anderson County Schools follows the mandate by the Tennessee Department of Education to assess each high school
graduates through Gateway assessments at the conclusion of a student taking Algebra I, Biology I, and English II before
awarding a diploma. Over the last four years, Anderson County Schools‘ students are excelling on the Biology assessment.
Though students are making significant gains on the Algebra Gateway, there is still a great need for improvement. In 2007,
Anderson County Schools experienced a significant decrease in the English Gateway scores.




                                                                             Anderson County Schools
                                                                                Component 3-50
                     ACHS Gatew ay                                                     CHS Gatew ay

   100
                                                                     100
    90
                                                                     90
    80
                                                                     80
    70
                                                          2004       70                                                   2004
    60                                                               60
    50
                                                          2005                                                            2005
                                                                     50
    40                                                    2006       40
                                                                                                                          2006
    30
                                                          2007       30                                                   2007
    20                                                               20

    10                                                                10

     0                                                                0
         Algebra       Biology        English II                             Algebra   Biology        English II




ACT Scores
The overall performance of Anderson County students on the ACT college entrance exam has shown a slight
decrease in recent years. Both high schools are making a concerted effort to improve the ACT scores to better
prepare students for college.


                                                         ACT Scores
                            21.5
                                 21
                            20.5
                                 20
                            19.5
                                 19
                            18.5
                                 18
                                          2003              2004             2005          2006                    2007
           Composite                       20.3             20.4             20.7          20.5                    20.3
           English                         20.3             20.5             20.7          20.7                    20.3
           Math                            19.2             19.4             19.8          19.7                    19.4
           Reading                         20.9              21              21.1          20.8                    20.7
           Science/Reasoning               20.2             20.3             20.5          20.3                    20.1



High School Reflection
The data indicates the Anderson County gateway scores in Biology continue to improve while the Math scores
remain relatively consistent in comparison to previous years. Despite consistency, Anderson County high schools
are still demonstrating a need to increase the Mathematics scores of all students. In 2007, the English scores
experienced a drop revealing the need to increase efforts for improvement. In comparing ACT scores,
Mathematics consistently scores lower than Science, Reading, and English. This has been a deciding factor in
establishing a Freshman Academy at both Anderson County High Schools. The academy focuses on the 2nd, 3rd, 4th
and 5th quintile of students in Math and English and allows them to take Math and English all year long. This also
allows students to be reevaluated every 4.5 weeks and placed accordingly. The program has shown a steady
increase in Gateway scores of ninth grade students. In addition, both high schools have made a concerted effort to
familiarize teachers of the College Readiness Standards needed for students to be successful on the ACT. The
high school graduation rate has dropped a bit from 82% the previous year to 80.5% in 2007. This rate is 9 ½ %
below the state goal of 90%. Attendance has increased to 94.2% which is 1.2% above the state goal. Strong Career
                                                   Anderson County Schools
                                                      Component 3-51
and Technical Education programs and 4x4 Block scheduling has contributed to the high percentage (69%) of high
school graduates considered a concentrator by completing four technical courses in a focused area.

2006 High School Data-2006
Data collected and desegregated from the state report cards for the past three years have been analyzed and the
committee has uncovered several findings. When looking at overall academic achievement Anderson County‘s
high schools have moved more students into the proficient and advanced scoring range over the last three years. As
a district, Anderson County‘s high schools are scoring above the state average in reading, however in math ACS
scores slightly below the state average. Both high schools in Anderson County have shown an upward trend in the
percentage of students attaining proficient or advanced on the mathematics assessment.


                                                        ACS high schools AYP/CRT Math scores

                                          100
                                          90
                                          80
       % of students




                                          70
                                          60
                                          50
                                          40
                                          30
                                          20
                                          10
                                           0
                                                All                  ELL
                                                         White Non-White              S
                                                                               Econ Dis pEd    All                 ELL
                                                                                                       White Non-White             S
                                                                                                                            Econ Dis pEd
                                                                   ACHS Math                                     CHS Math
                         2004 School Data          87      87                    78       40      79     80                   73     40
                         2005 School Data          89      89                    79       59      83     84                   79     65
                         2006 School Data          87      87                    80       48      83     84                   79     61
                         2006 Distict Average      81      81                    77       47      81     81                   77     47
                         2006 State Average        82      89                    72       45      83     90                   75     48

                       2004 School Data         2005 School Data       2006 School Data        2006 Distict Average   2006 State Average



The disaggregating of the data in Anderson County reveals only three subgroups whose populations meet the
required numbers for NCLB reporting purposes: white, economically disadvantaged, and special education. When
reviewing the disaggregated data the committee discovered that in our 2006 sub groups of economically
disadvantaged and special education at the district level are scoring above the state average. The need is still
indicated to help students identified as economically disadvantaged or special education as the percentages in those
subgroups are significantly below the district average. However, the districts larges sub group consisting of white
regular education students is below the state average in math and reading.




                                                                Anderson County Schools
                                                                   Component 3-52
                                                          ACS high school AYP/CRT Reading scores

                                            100

                                             80
       % of students
                                             60

                                             40

                                             20

                                               0
                                                    All                  ELL
                                                             White Non-White                    S
                                                                                         Econ Dis pEd       All                 ELL
                                                                                                                    White Non-White               S
                                                                                                                                           Econ Dis pEd
                                                                          ACHS Reading                                       CHS Reading
                          2004 School Data            92       92                          87       64         89    89        83             81     73
                          2005 School Data            95       95                          87       76         93    93        94             89     74
                          2006 School Data            94       94                          90       75         92    92                       84     78
                          2006 District Average       92       92                          89       76         92    92                       89     76
                          2006 State Average          91       93                          85       63         91    93                       85     66

                       2004 School Data         2005 School Data              2006 School Data            2006 District Average      2006 State Average



Gateway Exams
Anderson County Schools follows the mandate by the Tennessee Department of Education to assess each high
school graduate in English, Science, and Math before awarding a diploma. This is done through the Gateway
assessments administered at the conclusion of a student taking English II, Biology I, and Algebra I, respectively.
As evidenced by the data the percentage of students passing the Gateway examination continues to rise in English
and Biology. However, the Algebra scores do not indicate as consistent improvement.


                                     ACHS Gateway                                                                      CHS Gateway
     120
                                                                                            120
     100
                                                                                            100
      80                                                                                     80                                                           2003
                                                                                2003
                                                                                2004                                                                      2004
      60                                                                                     60
                                                                                2005                                                                      2005
      40                                                                        2006         40
                                                                                                                                                          2006
                                                                                             20
      20
                                                                                                0
       0
                        Algebra           Biology            English II
                                                                                                         Algebra          Biology       English II




ACT Scores
The overall performance of Anderson County students on the ACT college entrance exam has shown a rising trend
in recent years. However the 2006 composite scores show a slight decrease over the 2005 composite score.




                                                                  Anderson County Schools
                                                                     Component 3-53
                                                         ACT Scores

                                           21.5
                                             21
                                           20.5
                                            20
                                           19.5
                                             19
                                           18.5
                                                     2002      2003         2004    2005   2006
                             Composite                19.9     20.3         20.4    20.7   20.5
                             English                  20.1     20.3         20.5    20.7   20.7
                             Math                     18.7     19.2         19.4    19.8   19.7
                             Reading                  20.5     20.9          21     21.1   20.8
                             Science/Reasoning        19.7     20.2         20.3    20.5   20.3



     High School Reflection, 2007
     The data indicates that gateway scores in English and Biology continue to improve. Math scores have leveled off
     and show no significant gains. However, the analysis of the data from middle schools to high schools indicates
     there is less progress made in the area of Mathematics than areas of English and Science. This holds true when
     comparing ACT scores, Mathematics consistently scores lower than Science, Reading, and English. This has been
     a deciding factor in establishing a Freshman Academy at both Anderson County High Schools. The academy
     focuses on the 3rd, 4th and 5th quintile of students in Math and English and allows them to take Math and English all
     year long. This also allows students to be reevaluated every 4.5 weeks and placed accordingly. The program has
     shown a steady increase in Gateway scores of ninth grade students. The high school graduation rate has improved
     to 82%, but is still eight points below the state goal. Attendance has also improved but is slightly below the state
     goal. It has also been observed that student attendance is directly related to student performance. Strong Career and
     Technical Education programs and 4x4 Block scheduling has contributed to the high percentage (69%) of high
     school graduates considered a concentrator by completing four technical courses in a focused area.


What evidence/sources support your response?

     MGT Operational Audit
     Student Management Software, Star Student
     Reading Data, K-2
     TVAAS, Reading and Math
     CRT / AYP, Reading and Math
     Sample Student Work from Component #1
     Sample (local) mid-term reports send home to all parents each grading period
     Gateways
     State and Local Report Card Data
     Career and Technical Data
     Perkins Report Card
     ACT Data
     MIS Report Data
     NAEP from Component #1
     National goals for technology
     Technology Data , Technology in Education Survey System, TESS
     http://www.k-12.state.tn.us/rptcrd04/system.asp
     http://evaas.sas.com/tn_reportcard/welcome.jsp?Main=1&System=10
     http://www.k-12.state.tn.us/rptcrd02/system.asp?sysno=010
                                                  Anderson County Schools
                                                     Component 3-54
Special Reference- Additional information is located in our Component 3 documentation notebook located at the central office.




                                                   Anderson County Schools
                                                      Component 3-55
                                       TCSPP TEMPLATE 3.1
                                             (Continued)
Evaluation of Our Process for Developing Priorities for Improving Schools


3. Evaluation of Non-Academic Data- Narrative Response Required
What are the strengths and needs of your system based on the non-academic data?

Understanding the non-academic data is imperative in determining a complete picture of the students attending the
Anderson County School District. Enrollment, suspensions, expulsions, promotions, and transient populations all blend
together to complete the picture of the Anderson County School District. The ACS 2004, 2005 and 2006 State Report Card
information for the seventeen schools and the district at large was used to determine trends and patterns in the non-academic
data.

Please keep in minds; the data used to complete this research represents a ―snap-shot‖ of the ACS. The non-academic data
changes almost daily as students enter and exit our district. (See section k. Transient Populations.)

    a. District Membership- 2007
        Membership in the Anderson County School District has decreased 97 students from 2006 to 2007. The total
        student population in 2007 was 6,785, in 2006 it was 6,882, and in 2005 it was 6,838. (ADM)

        District Membership-2006
        Membership in the Anderson County School District has increased 44 students from 2005 to 2006. The total
        student population in 2006 was 6,882 in 2005 it was 6,838 students. (ADM)


                                                                 District Membership

                                          6,950.00
                                          6,900.00
                                          6,850.00
                                          6,800.00
                                                              SY 2006             SY 2005                SY 2004
                                             Series1          6,882.00             6,838.00              6,897.00


          There has been a slight shift in student population from one school to another as is illustrated on the charts below.

                                                            Elementary School Enrollment

                  600
                  500
                  400
                  300
                  200
                  100
                    0
                                                                                                                                     Norwood
                          Andersonville   Briceville   Claxton    Dutch Valley   Fairview   Grand Oaks    Lake City   Norris Elem.
                                                                                                                                      Elem.
                   2006       378            105        560           184          269         317          450           241          275
                   2005       337            111        555           207          294         314          469           253          291
                   2004       343            119        514           196          315         312          450           234          304




                                                              Anderson County Schools
                                                                 Component 3-56
                                                 Middle School Enrollment

             800

             600

             400

             200

               0
                       Clinton Middle            Lake City Middle         Norris Middle            Norw ood Middle

             2006           714                        330                    478                       206
             2005           722                        376                    510                       260
             2004           710                        349                    512                       263




                                                High School Enrollment

                    1500


                    1000


                      500


                        0
                                        Anderson County High                        Clinton High
                     2006                      1086                                       1260
                     2005                      1065                                       1269
                     2004                       959                                       1120



b. Special Populations
  Again, special populations in Anderson County have had very little change in total population over the past three
  years. (Subgroups include African American, Hispanic, Asian, Native American, and Pacific Islander.) We do not
  have enough ―Limited English Proficient‖ students to create a sub group; we had 14 district-wide in 2007. In 2007
  our total non-white population was 3% while in 2006 it was 2.8%, and in 2005 it was 2.1% of our total student
  population.

  Special Populations
  Special populations in Anderson County have had very little change in total population over the past three years.
  (Subgroups include African American, Hispanic, Asian, Native American, and Pacific Islander.) In 2006 our total
  non-white population was 2.8%, while in 2005, 2.1% of our total student population was non-white, and in 2004,
  1.8% of all students were non-white.




                                                Anderson County Schools
                                                   Component 3-57
                                                      Non-White Population

                                            4.00

                                            2.00

                                            0.00
                                                      SY 2006        SY 2005             SY 2004
                                       Series1          2.80              2.10            1.80



c. District Attendance- 2007
   All elementary and middle schools in ACS have met or exceeded the state goal for attendance for all 3 years
   studied, with continued yearly improvements. The ACS high school population in 2007 did exceed the state goal
   for attendance with a 94.2% attendance rate.
   K-8                              9-12
   2005- 94.6                       2005-92.1
   2006- 94.8                       2006- 92.6
   2007- 95.4                       2007- 94.2

   District Attendance- 2006
   All elementary and middle schools in ACS have met or exceeded the state goal for attendance for all 3 years
   studied. However, the ACS high school population has not met the state goal for the past 3 years. Improving


                                             Attendance, K-8

                          96.00

                          94.00

                          92.00
                                    SY 2006         SY 2005     SY 2004 State Goal
                         Series1      94.80          95.00        94.00           93




                                            Attendance, 9-12

                        94.00
                        93.00
                        92.00
                        91.00
                                   SY 2006         SY 2005      SY 2004     State Goal
                       Series1      92.60           92.10        92.70           93.00

   attendance still remains a high priority for all Anderson County School administrators and educators.

d. Students with Disabilities-2007
   There has been a small change in our Students with Disabilities during the 2007 SY. Please keep in mind, the
   percentage of students with disabilities change almost daily, as administrators, teachers, and parents meet to
   determine the needs of the students with disabilities.
   2007- 19.2
                                               Anderson County Schools
                                                  Component 3-58
   2006-17.20
   2005-18.2


   Students with Disabilities- 2006
   When disaggregating the data centered around the students with disabilities, there has been a drop in total
   enrollment when comparing our data over the past 3 years. In 2006, our Special Education population was 17.20%
   while in 2005, our Special Education population was 18.2 % of our total population, and only 16.5% in 2003.
   Please keep in mind, the percentage of students with disabilities change almost daily, as administrators, teachers,
   and parents meet to determine the needs of the students with disabilities.


                                                 Students with Disabilities

                                       19.00
                                       18.00
                                       17.00
                                       16.00
                                                  SY 2006       SY 2005       SY 2004
                                      Series1       17.20         18.20        17.70



e. Economically Disadvantaged- 2007
   There has been a change in our economically disadvantaged population during the 2007 SY.
   2007- 49.3%
   2006- 48.30%
   2005- 49.4%

   Economically Disadvantaged-2006
   There has been a significant change in the economically disadvantaged population as is visible in Figure 3.8. In
   2006, 48.30% of the ACS students were labeled as economically disadvantaged, while in 2005, 49.4% of the ACS
   students were labeled as economically disadvantaged, and 46.70% of the ACS student population was labeled as
   economically disadvantaged in 2004.


                                            Economically Disadvantaged

                                   50.00




                                   45.00
                                               SY 2006      SY 2005       SY 2004
                                  Series1       48.30         49.40        46.70



f. Title I - 2007
   Eight of the nine elementary schools in Anderson County are school-wide Title I schools. There has been a
   decrease in our Title I population for the 2007 SY.
   2007- 36.7%
   2006-40.90%
   2005-39.80%

   Title I -2006
   Eight of the nine elementary schools in Anderson County are school-wide Title I schools. There has been an
                                             Anderson County Schools
                                                Component 3-59
  increase in Anderson County Schools‘ Title I population from 40.90% in 2006, 39.80 in 2005, and 39.60% in 2004.
  The increase in Anderson County‘s Title I population to a change in the Federal law lowering the poverty
  percentage requirement for school wide populations from 50% to 40%.


                               Title I

        42.00

        40.00

        38.00
                   SY 2006         SY 2005          SY 2004
       Series1       40.90           39.80           39.60



g. Suspensions and Expulsions- 2007
  There are some noticeable changes in our suspensions and expulsions for the 2007 SY.
  Suspensions                                Expulsions
  2007- 603                                  2007-37
  2006- 678                                  2006-22
  2005- 614                                  2005-33

  Suspensions and Expulsions
  ACS offers many programs in an effort to prevent suspensions and or expulsions. Both of these measures are used
  only as a last resort. When looking at suspensions, there has been a slight increase from 678 suspensions in 2006 to
  614 suspensions in 2005, an increase of 64 events. Expulsions have dropped by 11 events from 2006 to 2005.


                                          Suspensions and Expulsions

                                     1,000.00


                                          0.00
                                                   SY 2006       SY 2005       SY 2004
                                  Suspensions       678.00          614.00       507.00
                                  Expulsions          22             33            32



h. Promotions-2007
  ACs has met the state promotion goal for the past 4 years with very little change in total percentages.
  2007-98.7
  2006- 98.6
  2005- 97.9

  Promotions- 2006
  ACS has met the state promotion goal for all 3 years of this study with little change in total percentages over the
  past 3 years.




                                          Anderson County Schools
                                             Component 3-60
                                            Promotion

                      105.00

                      100.00

                        95.00
                                SY 2006       SY 2005     SY 2004 State Goal
                      Series1     97.00        97.00       100.00      97.00



i. District Cohort Drop-Out Rate-2007
  ACS exceeded the state goal for Cohort Drop-out Rate for the 2007 SY. This is an improvement for our district.
  2007- 8.9
  2006-10.0
  2005-11.40

  District Cohort Drop-Out Rate-2006
  ”A cohort rate is the percentage of an entering 9th grade class which has dropped out by the end of 12th grade.
  The cohort rate measures what happens to a single group, or cohort, of students over a period of time. Cohort rates
  are important because they reveal how many students starting in a specific grade drop out over time. Now, with four
  years of dropout data for all systems, Tennessee can calculate the cohort rate.‖
  www.k-12.state.tn.us/rptcrd05/system.asp

  ACS met the state Cohort Drop-out Rate for 2006, this is an improvement over the 2005 SY.


                                               Cohort Drop-Out Rate

                                  20.00

                                  10.00

                                   0.00
                                            SY 2006     SY 2005      SY 2004 State Goal
                                 Series1      10.00       11.40       8.00      10.00



j. Graduation- 2007
  The graduation rate for the ACS dropped during the 2007 SY. Graduation rate remains a major goal for the
  Anderson County School system.
  2007-80.5
  2006-82.0
  2005-75.6

  Graduation-2006
  ”The Graduation Rate is a federally required benchmark which calculates the percent of on-time graduates with a
  regular high school diploma. GED and Special Education diplomas are not allowed to count as a regular high
  school diploma under regulations from the U.S. Department of Education.‖
  www.k-12.state.tn.us/rptcrd05/system.asp .

                                           Anderson County Schools
                                              Component 3-61
  The graduation rate in Anderson County improved from 2005 to 2006, however, ACS still falls short of reaching
  the state goal. Improving the graduation rate is a major goal for the Anderson County School System.



                                                             Graduation

                                     100.00

                                      80.00

                                      60.00
                                                SY 2006       SY 2005       SY 2004 State Goal
                                     Series1      82.00        75.50          77.30     90.00




k. Student Characteristics, 2007
  The Anderson County School System serves 6,966/6,785 students according to 2006/2007 data. According to
  NCLB regulations, the system is only required to report on the economically disadvantaged and special education
  subgroups as these subgroups have at least 45 students in them. Student demographic data are broken down in
  Table 1.

  Overall the demographic subgroups of the system have remained stable. There continues to be a slight increase in
  the number culturally diverse students, however these numbers are still a small percentage of the total population.
  The system looks to the future and predicts an influx of minority students which would mirror the expectations of
  the county and region as the area develops its economy to address a more global perspective.

  Table 1
                                          Anderson County Report Card Data
                                           2007                        2006                      2005
            Subgroup
                                    Number              %      Number             %     Number           %

            White                      7,003          97.0        6770           97.2      6,976        97.6
            African American             146           2.0         133            1.9           118      1.7
            Hispanic                      30           0.4             30         0.4            24      0.3
            Asian                         23           0.3             15         0.2            16      0.2
            Native American               16           0.2             15         0.2            9       0.1
            Pacific Islander       See Asian    See Asian               3         0.0            1       0.0
            Limited      English
                                          14           0.2             18         0.3            13      0.2
            Proficient
            Students       with
                                       1,304          19.2        1182           17.2      1,236        18.2
            Disabilities
            Economically
                                       3,206          49.3        3101           48.3      3,134        49.4
            Disadvantaged
            Title I                    2,648          36.7        2648           40.9      2,708        39.8
            Total                      6,785          100         6966          100.0      6,805        100


  Comparison (2006/2007) with neighboring systems shows a distinct difference in the annual pupil expenditure of
                                               Anderson County Schools
                                                  Component 3-62
   city systems versus county systems. As the following Table 2 indicates, city systems (Alcoa, Clinton, Maryville,
   and Oak Ridge) show a varying number of Economically Disadvantaged and/or Title I students. Special Education
   figures also include those identified as gifted.

   Table 2
                System            Annual Pupil         Economically              Title I         Special
                                  Expenditure          Disadvantaged                            Education
          Anderson Co.            $7,425/$7,724          48.3 /49.3%          40.9 /36.7%       17.2/19.2%
          Alcoa                   $9,258/$9,415          52.3 /50.8%           5.4 /4.8%        14.5/14.9%
          Blount Co.              $7,140/$7,336          43.9/47.3%            11.2/9.7%        16.7/17.1%
          Clinton                 $8,534/$8,209          49.9/53.3%           18.9/16.5%        23.5/20.6%
          Knox Co.                $7,259/$7,732          39.8/41.2%            9.5/9.9%         11.6/12.8%
          Maryville               $8,681/$8,979          23.4/24.3%           13.2/11.9%        12.3/13.7%
          Oak Ridge              $10,155/$10,602         31.5/34.7%             5.3/4.8%        23.5/25.1%
             Source of data: http://www.k-12.state.tn.us/rptcrd06/07 (Individual system data)



l. Staff Characteristics, 2007
   According to the state‘s Anderson County System Profile 2004/2007, ACS employs 494/493 classroom teachers, 17
   principals, 9 assistant principals/27 administrators, 57 other licensed staff members. Two percent of the staff
   members have one year of college plus the required vocational licensure. Thirty-one/thirty-six percent have a BS or
   BA degree. Fifty-six/fifty percent of the licensed staff members have a attained a MS or a MS +45 as their highest
   level of education. Eleven/twelve percent of the staff members have an EDS or PHD. The average salary for
   licensed educators in ACS is .

   Anderson County has been above the required state benchmark for highly qualified teachers in 2003, 2004 and
   2005. A 2005-2006/2006-2007 comparison of Anderson County to neighboring districts shows ACS compares
   favorably to Knox County, location of the UTK, in the percentage of highly qualified teachers.

                               District                         Percentage of Highly Qualified Teachers
        Anderson                                                                 92.6%/98.4%
        Alcoa                                                                     99.2%/100%
        Blount                                                                    97.1%/100%
        Clinton                                                                   98.8%/100%
        Knox                                                                     92.7%/96.7%
        Maryville                                                                98.6%/99.9%
        Oak Ridge                                                                 97.5%/100%
   Source: Tennessee Department of Education, Report Card Data 2006/2007


   To date, 98.4% percent of Anderson County teachers are highly qualified. ACS expects to meet the federal
   benchmark of 100 percent of the teachers being highly qualified by the August 1, 2007/2008. ACS began the 2006-
   2007/2007-2008 school year with 100 percent highly qualified educational assistants (in Title I school-wide
   schools).

   ACS will hire both educational assistants for T.I school-wide schools and teachers who are highly qualified for core
   academic areas. In the event that a teacher must be hired on an emergency basis (i.e. leave, illness, etc. of existing
   teacher), ACS will support the newly hired teacher through the process of becoming highly qualified:
           transcript analysis and recommendations,
           professional development leading to the completion of the professional matrix,
           completion of the state-approved evaluation process,
           NTE/Praxis evaluation and recommendations,
           Evaluation of teacher-effect data and recommendations.

                                               Anderson County Schools
                                                  Component 3-63
m. School Characteristics, 2007
  ACS consists of two high schools, a career and technical center, four middle schools, nine elementary schools, and
  one alternative education center. The system operates 9 Head Start, 8 state funded pre-K classes (two classes are
  collaborative Head Start and pre-K classrooms) and 4 Early Head Start sites. This classrooms serve at risk children
  age 6 weeks through 4 years old. The system also supports an Adult Education Program. Thus, ACS serves the
  educational needs of Anderson County residents ranging in age from infants to older adults. The following table
  shows the breakdown of total student population into the major subgroups of students for AYP reporting.

                                                                                                  %age of
                                                                              %age of Econ.
              School             Total # of Students      %age of SWD                             African-
                                                                                  Dis.
                                                                                                  American
        Andersonville Elem               391                  19.7%              49.36%             NA
          Briceville Elem                114                  18.1%              70.18%             NA
           Claxton Elem                  572                  19.1%              65.73%             NA
        Dutch Valley Elem                142                  22.2%              62.68%             NA
          Fairview Elem                  249                  25.0%              50.20%             NA
         Grand Oaks Elem                 290                  23.7%              58.28%             NA
          Lake City Elem                 525                  21.7%              72.38%             NA
            Norris Elem                  250                  16.7%              22.80%             NA
          Norwood Elem                   314                  22.3%              66.56%             NA
          Clinton Middle                 716                                     45.95%             NA
         Lake City Middle                310                                     60.32%             NA
           Norris Middle                 460                                     37.17%             NA
         Norwood Middle                  189                                     59.26%             NA
        Anderson Co. High               1148                                     36.93%             NA
           Clinton High                 1295                                     35.29%            3.9%




n. Parent/Guardian Demographics
  (Preschool Family Information)
  The Anderson County Preschool Department is an advocate to many of the 289 families we serve. Table 6 below
  shows the magnitude in which family services gave needed support.

  Table 6
               Family Services                 Number of families receiving    Percentage of families receiving
                                                       the service                       the service
                                                 05-06             06-07           05-06             06-07

       Emergency/crisis intervention
       (addressing immediate need for
       food, clothing or shelter)
                                                   77                 114           27%              79%

       Housing assistance (subsidies,
       utilities, repairs, etc.)                    9                 16            3%               11%
       Transportation assistance
       (subsidizing public                         23                 14            8%               10%
       transportation, etc.)
       Mental health services                      13                 14             4%              10%
       English as a Second Language                2                  2             0.7%             1.3%
       (ESL) training
       Adult education (GED programs,
                                               Anderson County Schools
                                                  Component 3-64
       college selection, etc.)                     20                   28                7%                  19%

      Table 7
       Family Services                         Number of families receiving          Percentage of families receiving
                                               the service                           the service
                                                    05-06        06-07                    05-06            06-07

       Emergency/crisis intervention
       (addressing immediate need for
       food, clothing or shelter)
                                                    77                 114                27%                  79%

       Housing assistance (subsidies,
       utilities, repairs, etc.)                     9                   16                3%                  11%
       Transportation assistance
       (subsidizing public                          23                   14                8%                  10%
       transportation, etc.)
       Mental health services                       13                   14                4%                  10%
       English as a Second Language                 2                    2                0.7%                 1.3%
       (ESL) training
       Adult education (GED programs,
       college selection, etc.)                     20                   28                7%                  19%

      Table 8
       Total Households 2006                                     30,536
       Total TennCare Recipients 2004                            Approximately 9,990
       Births to Unmarried Females 2004                          285
       Divorced 2006                                             12.5%
       Food Stamp Recipients 2006                                15.6%
       Families First 2006                                       2.2%
       Adults 25 Years and Older with H.S Diploma or             78.9%
       Equivalent 2000
       Adults 25 Years and Older with B.S. Degree or             20.8%
       Higher 2000
       Married Couples Living Below Poverty Level 2006           3.3%
       Single Mothers Living Below Poverty Level 2006            50.8%
       Households with No Vehicle Available 2006                 2,584
          Sources: http://www.state.tn.us/tccy/kcsoc6.pdf & http://www.tennessee.gov/tacir/County_Profile/anderson_profile.htm



o. Community Characteristics
  Anderson County is home to three school systems: Anderson County, Oak Ridge (city), and Clinton (city) schools.
  The overall look of the county, demographically is similar in some respects to neighboring counties, however,
  within the county there are marked differences to arrive at those average figures. The Anderson County School
  System serves the students who live outside the Oak Ridge city limits. This fact presents a major problem when
  viewing demographic data. Oak Ridge accounts for 40% of the population and boasts a significantly greater number
  of residents with higher education and higher annual income figures. There are obvious differences between the
  median family income of the county communities and Oak Ridge; Norris also has a high median but a much smaller
  population than Oak Ridge. Another trend is that of population subgroup growth showing the two age groups with
  the only appreciable increase in the ten-year growth rate are 45-64 and 65 & over. Table 3 expresses the differences
  in the communities within Anderson County.

  Table 3 Community Demographics
                                      Anderson       Clinton      Lake        Norris        Oak            Oliver
                                       County                     City                      Ridge          Springs
        Population                    73,579         9504       1859          1465       27,638         3319
                                                Anderson County Schools
                                                   Component 3-65
        Median Age                41.4           39.2      42.9       43.2      43.4      39.2
        Median Family Income      $50,242        $43,099   $21,895    $55,179   $57,087   $39,066
        Average Household size    2.39           2.21      2.17       2.25      2.24      2.41
        Percent of owner          72.6           58.9      50.6       77.3      68.4      73.7
        occupied housing units
          Source of data: Anderson County Chamber Guidebook, www.tennesseeanytime.org/local, ―2008 Discover: A
          community guide to the Tennessee Valley‖ & U.S. Census Bureau: American FactFinder, 2006


  There is a developing relationship between the school system and the business community—evidenced by the
  active Career and Technical Advisory Council as well as the development of a community educational foundation.
  The education foundation is the result of a partnership between ACS and the Anderson County Chamber of
  Commerce. With active economic development in the area, predictions are that the area will continue to grow at or
  above the state average. The largest employment categories of Anderson County are:
      trade, transportation and utilities (22.1%),
      manufacturing (15.2%),
      government (14.8%),
      education and health services (11.8%), and
      professional and business services (11.6%).
  Source of data: http://tennessee.gov/tacir/County_Profile/anderson_profile.htm

  These categories mirror the top employment areas in the state. The most current unemployment rate for Anderson
  County is 4.7%. Anderson County currently boasts some of the highest levels of education attained by citizens
  when compared to other counties in the region; however, this can also be attributed to the large number of residents
  in Oak Ridge that have advanced degrees. New developments in transitioning students to postsecondary education
  and the workforce, i.e. the pre-engineering program, Project Lead the Way and the Automotive Academy are being
  implemented to provide our graduates with great job opportunities as well as giving local employers a skilled
  workforce from which to operate.


p. Perceptual Data, 2007
   Parent survey
  A survey was completed by parents during the 2003-2004 school year and again during the 2007-2008 school year
  to determine their perceptions concerning selected aspects of the school system and its operation. Approximately
  488 parents completed the survey in 2003-2004 and 650 completed the survey in 2007-2008. The survey included
  17 questions, with two of the questions for parents of high school students only. The scale was a five point scale
  ranging from ―Strongly Agree‖ to ―Not Applicable/Don‘t Know.‖

  An analysis of survey data in 03-04 indicates that parent perceptions were most favorable (80% or higher in
  agreement) in their responses to questions concerning:
         The system‘s high expectations for students and staff
         Provision of clear operation rules, and guidelines
         Parental understanding of the goals of the system

  An analysis of survey data in 07-08 indicates that parent perceptions were most favorable (78-80% in agreement) in
  their responses to questions concerning:
           The system‘s electronic system is helpful
           The system‘s voice-answering service is helpful
           The system‘s high expectations for students and staff

  Least favorable responses in 03-04 (less that 50% in agreement) were given to questions pertaining to:
          System leaders visiting classrooms on a regular basis

                                            Anderson County Schools
                                               Component 3-66
         The helpfulness of the voice answering service and the electronic mail

And in 07-08, the least favorable responses (less than 50% in agreement) were given to questions pertaining to:
        System leaders visiting classrooms on a regular basis

For the entire survey of 15 questions, the median percent of agreement in 03-04 was 72 and in 07-08 the median
was 63 percent.

The two questions for parents of high school students concerned aspects of block scheduling and both questions had
responses that were less than 70% in agreement in 03-04 and 53% agreement in 07-08.

Student Survey
The ACS Student survey was administered to two thousand, one hundred seventy-three students from all schools in
the system in 03-04 and 1,715 (all 5th, 8th, and 12th graders) in 07-08. The survey consisted of 43 questions with a
scale that included Strongly Agree, Agree, Not Applicable/Don‘t Know, Disagree, Strongly Disagree. The survey
questions and charted results appear below:

Questions were categorized and the following are the results:
Safety
In 03-04, students gave these questions high ratings with 84% indicating they felt safe in school and 91% felt
comfortable interacting with other students. In 07-08, 68% reported feeling safe and 76% felt comfortable
interacting with peers.

Discipline
Approximately half of the respondents disagreed that their school had relatively few discipline problems in 03-04.
More than half disagreed in 07-08. Other questions in this category had higher scores of agreement:
          Effective, immediate, and appropriate consequences for inappropriate behavior received more
          that 70% Agreement in 03-04; 55% in 07-08.
          There was 64% Agreement that discipline rules were fair to students in 03-04; 43% in 07-08.

Curriculum
Questions in this category got high Agreement responses in 03-04. There was approximately 80% agreement that
schools offer a strong, challenging, academic curriculum that encourages students to exert their best effort. Only
61% of the students surveyed felt this way in 07-08.

Behavioral Standards
This area involves students understanding and participation in establishing behavioral standards. There was a high
percentage of Agreement in 03-04 (more than 70%) that students understood they were to treat adults and property
respectfully. This percentage dropped to 54% in 07-08. However, the Agreement scores were lower on questions
pertaining to treating each other respectfully (approximately 67% agreement in 03-04 and 50% in 07-08).

Quality of Instruction/Student-Teacher Interaction
Questions concerning student-teacher interaction including:
       Teachers relating schoolwork to future life
       Teachers helping students when not required to do so
       Teachers interested in students as persons
       Teachers understand students
       I like the way most of my teachers teach
       Our school day and year is structured to maximize instructional time
       Access to books and equipment had marks of Agreement in excess of 70% in 03-04 and 55% in 07-08.
       However, a question, ―Teachers spend time just talking with me‖ rated only a 49% Agreement in 03-04 and
       32% in 07-08.


                                        Anderson County Schools
                                           Component 3-67
Questions concerning Quality of Instruction had high Agreement scores in 03-04, dropping in 07-08, with the
question ―I am constantly challenged in class‖ having the lowest Agreement score (63%) in 03-04 and 50% in 07-
08.

Student Participation in Work/Class
This category had a large discrepancy in responses. Agreement responses were high in 03-04 for questions
pertaining to:
        I put a lot of energy into my work (79% Agreement/70% in 07-08)
        I enjoy giving my opinion during class (74% Agreement/63% in 07-08)
        I frequently ask questions during class (62% Agreement/49% in 07-08).

However, in answer to the question ―I do a lot of extra reading‖, Agreement was only 47% in 03-04 and 38% in 07-
08.

Student Involvement in Decision Making
Students rated the 2 questions regarding decision-making with low Agreement scores.
        Students participate in establishing behavioral standards (62% Agreement in 03-04/41% in 07-08)
        I help decide on school rules. (30% Agreement in 03-04/18% in 07-08)

Extracurricular Activities
Students Agreement scores about involvement in games, dances, and places are stronger than involvement in sports
and clubs:
        I have been an active member of clubs/sports teams (52% Agreement in 03-04/45% in 07-08).
        Participating in games, dances, and plays is important to me (70% in 03-04/53% in 07-08).

Positive Attitude About School
Responses to these questions were generally positive with an Agreement rating of almost 80% in 03-04/52% in 07-
08.
An interesting finding concerned the question ―The most important things that happen to me usually happen at
school.‖ This question had a 44% Agreement rating in 03-04 and 31% in 07-08.

Health/Wellness Student Survey
A Health/Wellness Survey was administered to 1,154 students. Of that number, 384 were high school students and
770 were middle school students.

This survey sampled activities related to physical and emotional health. The following is an analysis of the results
of this survey.

Daily Activities
Seventy-six percent indicated they felt healthy, 68% said they ate three meals a day, 52% indicated they ate from all
5 basic food groups, and 47% indicated they got 7-8 hours of sleep each night.

Questions concerning how they spent their time gave the following results:
       Homework                1% indicated spending more than 3 hours
       Sports/Exercise 17% indicated spending more than 3 hours
       Reading/Pleasure        3% indicated spending more than 3 hours
       Watching TV/
       Listening to CDs        30 % indicated spending more than 3 hours
       Computer games/
       Hobbies                 25% indicated spending more than 3 hours

    Questions concerning activities in which they had engaged in the past 30 days showed the following
    percentages had not engaged in these activities:
                                        Anderson County Schools
                                           Component 3-68
                                                                 Ease of access-(Easy or
    Percent not engaging                                         Very Easy)
    Cigarettes         80%                                       50%
    Tobacco (Spitting) 87%                                       NI
    Alcohol            80%                                       43%
    Getting drunk      84%                                       NI
    Marijuana          88%                                       26%
    Ecstasy            97%                                       10%
    Heroin             97%                                        9%
    Meth               96%                                       13%
    Steroids           97%                                       13%
    Inhalants          95%                                       20%
    Valium/Other pills 87%                                       15%
    Morphine Patch     96%                                       13.5
    OTC* to get high 94%                                         NI

    *Over-the counter drugs (OTC)

    Questions concerning access to weapons indicated that approximately 20% of the respondents said it was Very
    Easy to have access to a rifle, shot gun, and hand gun. Only 9% indicated is was Very Easy to have access to
    an explosive device.

Personal Safety
Questions regarding personal safety issues gave the following information:
Fifty-nine percent always wear a seatbelt. Four % always wear a helmet when riding a bike, 31% when riding a
motorcycle, and 17% when riding a 4-wheeler.

More that 95% of the respondents indicated they had never taken a gun to school or used a weapon to threaten
another person. Eighty-three percent said they had never carried a knife to school. Eighty-one percent indicated
they had never been threatened with a weapon.
However, 43% indicated they had been bullied by another student and 60% indicated they had been hit, slapped or
kicked by another student. Fifty-four percent indicated they had never gotten into a fight. Only 29% indicated they
were aware of hazing incidents at their school.

Sexual Issues
When asked about future plans for sexual intercourse, 46% indicated they would wait for marriage. For the
question concerning the only way to be 100% sure that pregnancy does not occur is not to have sex, 83% were in
agreement.

Teacher Survey
  In 2003-2004, teachers completed the ACS Teacher 1103
  Survey which consisted of 32 questions. Two of these
  questions(Questions 30 and 31) were for teachers of grades 9-
  12 only and one question was a written response to the question
  ―What are your staff development needs?‖

  When questions were categorized the following findings
  became evident:

  Teaching and Learning
  At least 80% in 03-04 and 79% in 07-08 of the respondents
  Agreed/Strongly Agreed that:
              Assessment is authentic, aligned with curriculum
              objectives, and used to plan for future learning
                                       Anderson County Schools
                                          Component 3-69
               experiences.
               There are high expectations for students in all
               areas
                Instructional time is protected
               SWD are integrated with regular classes with
               support and collaborative decision making.




School Structure and Operation
       Teachers responded to this category with much a much lower degree of satisfaction.
       Less that 60% of the respondents Agreed/Strongly Agreed that:
              Teachers usually worked in teams (75% in 07-08)
              Flexible grouping was used on a regular basis (73% in 07-08)
              A question concerning school structures supporting student learning received a much
              higher Agreement score of 77% in 03-04. (79% in 07-08)
              A question concerning a teacher-advisor program garnered only a 40% Agreement. (52% in 07-08
Decision Making Process
Teachers were generally satisfied with the decision making process (88% Agreed/Strongly Agreed in 03-04 and 74% in 07
08), but rated the existence of a Steering Committee much lower (61% in 03-04 and 52% in 07-08)

Students with Disabilities
There was a high degree of Agreement (82%-96% in 03-04 and 71%-92% in 07-08) that students with disabilities
are integrated into regular classes, have needed support, and the staff make decisions collaboratively concerning
their needs.

Students
Teachers gave high marks (83-95% Agreement in 03-04) to questions concerning students:
       Students understand they are to treat each other and adults with respect (69% in 07-08)
       Student work is displayed frequently (76% in 07-08)

Instructional Time/Monitoring
High percentages of agreement were given to questions concerning the protection of instructional time and
monitoring of teacher performance by various means in both 03-04 and 07-08.

Professional Development
As a group, this group received the lowest rating. The ratings included;
        Adequate release time for professional development (78% Agreement in 03-04/70% in 07-08)
        Input into professional development plan (65% Agreement in 03-04/same in 07-08)
        Assessment needs for PD related to new programs (76% Agreement in 03-04/60% in 07-08)
        Opportunities for PD is provided through informal ways (81% Agreement in 03-04/64% in 07-08)

Teacher Professional Developmental Questionnaire
This survey was administered to the professional staff in 2003, 2004, 2005, 2006 and in 2007. There were 415
respondents in 2003, 363 respondents in 2004, 420 in 2005, 440 in 2006, and 498 in 2007. In 2003, 48% of the
respondents participated in 7 or more activities; in 2004, 71% participated in 7 or more activities; in 2005, 67%
participated in 7 or more activities; in 2006, 56.36 participated in 7 or more activities and in 2007, 53%.
                                        Anderson County Schools
                                           Component 3-70
  The chart below shows the types of Professional Development certified staff attended.

                                                        2003    2004    2005    2006    2007
   Coaching, mentoring by another teacher               53%     56%     55%     54%     60%
   Coaching by someone other than a peer                56%     67%     61%     61%     57%
   Institute lasting more than 1 day                    53%     57%     62%     60%     53%
   Completed college course                             10%     10%     7%      12%     13%
   Completed on-line course                             5%      3%      2%      4%      37%
   Completed requirements for National Board Cert.      1%      .5%     2%      3%      1%
   Other                                                12%     10%     12%     11%     15%

  The Professional Development offered was aligned with the attributes of No Child Left Behind. Teachers were
  asked to rate those activities and results were tabulated on the basis of a scale of n/a-5 (5-Strongly Agree, 4-Agree,
  3-Undecided, 2-Disagree, Strongly Disagree-1, n/a-0)

  The chart below compares the ratings for 2003, 2004, 2005, 2006, and 2007.

  My PD activities during the year:                                    2003    2004    2005    2006   2007
  Improved my academic knowledge                                       3.81    3.98    4.20    4.07   3.97
  Were a part of a board, school, or district plan                     4.18    4.31    4.37    4.15   4.14
  Increased my ability to prepare students to meet new challenges      3.80    3.89    4.08    4.03   3.91
  Improved classroom management skills                                 3.50    3.55    3.70    3.65   3.46
  Are likely to have a lasting positive effect on my instruction       3.91    4.04    4.21    4.11   3.94
  Advanced understanding of research based strategies                  3.71    3.92    4.09    3.95   3.84
  Advanced understanding of effective instructional strategies         3.82    4.01    4.15    4.04   3.87
  Are aligned with TCAP and state standards                            3.98    4.13    4.24    4.12   4.15
  Had input from teachers, administrators, and parents                 3.55    3.71    3.84    3.66   3.70
  Has likelihood of helping instruct LEP students                      2.80    3.05    3.17    3.15   3.08
  Helped me to more effectively use technology                         3.82    3.77    3.84    3.59   3.86
  Were evaluated to determine impact on learning                       3.60    3.82    3.94    3.81   3.70
  Provided training for working with special needs children            3.47    3.58    3.78    3.61   3.39
  Included training in using data and assessment                       3.64    3.88    4.01    3.91   3.85
  Provided training in working with parents                            2.99    3.18    3.32    3.24   3.24


q. Attendance Data, 2007
  Table 8, headed ―Zero-Tolerance Summary Comparison: ACS, 2006-07,‖ indicates a general upward trend in
  zero-tolerance offenses that occurred during the two academic years. There were 52 Zero Tolerance events during
  the 2006-2007 school year. Several elementary schools reported no zero tolerance offenses for 3 years. The two
  high schools, Clinton High and Anderson County High, one middle school, Clinton Middle, as well as The Learn
  Center, are sites that continue to have the greatest proportion of zero tolerance offenses.

  The greatest increase in reported offenses was for #1, Illegal Drugs, which went from 26 to 33 throughout the
  district. The third greatest increase was #4 Weapons other than Firearms, which went from 2 to 3 throughout the
  district. Taken together, offenses #1, Illegal Drugs, and #5 Alcohol, constitute an even greater number of offenses
  district-wide.

  Finally, offense #3, Battery against Teachers and Staff, was the second lowest category of reported offenses
  remained the same over the reporting period which was 5 offenses.
  Table 8

                                    ZERO-TOLERANCE SUMMARY COMPARISON
                                         ANDERSON COUNTY SCHOOLS
                                               2003-04 to 2004-05

                                          Anderson County Schools
                                             Component 3-71
                                                               TYPES OF OFFENSES
                                     #1 Illegal Drugs                      #4 Weapons other than Firearms
                                     #2 Firearms                           # 5 Alcohol
                                     #3 Battery against Teachers or Staff  #6 Other
                           Total                             Number per Type of Offense
                                         1            2             3           4          5            6
ANDERSON COUNTY SCHOOLS
 2004-05                    74          39           0            5           13          11           6
 2005-06                    37          26           0            5           4            2           0
 2006-07                    52          33           2            5           6            3           3
ACCTC
 2004-05                     0           0           0            0           0            0           0
 2005-06                     0           0           0            0           0            0           0
 2006-07                     1           0           0            0           1            0           0
ANDERSON COUNTY HIGH
 2004-05                    10           8           0            0           1            0           1
 2005-06                     9           5           0            0           2            2           0
 2006-07                    11           8           2            0           1            0           0
ANDERSONVILLE ELEMENTARY
 2004-05                     1           0           0            0           1            0           0
 2005-06                     0           0           0            0           0            0           0
 2006-07                     1           1           0            0           0            0           0
BRICEVILLE ELEMENTARY
 2004-05                     1           0           0            0           1            0           0
 2005-06                     0           0           0            0           0            0           0
 2006-07                     0           0           0            0           0            0           0
CLAXTON ELEMENTARY
 2004-05                     1           0           0            0           1            0           0
 2005-06                     0           0           0            0           0            0           0
 2006-07                     0           0           0            0           0            0           0
CLINTON HIGH
 2004-05                    15          11           0            0           3            1           0
 2005-06                    13          12           0            1           0            0           0
 2006-07                    17          11           0            2           3            1           0

CLINTON MIDDLE
 2004-05                    12           5           0            2           2            0           2
 2005-06                     4           2           0            2           0            0           0
 2006-07                     4           2           0            1           0            1           0
DUTCH VALLEY ELEMENTARY
 2004-05                     0           0           0            0           0            0           0
 2005-06                     0           0           0            0           0            0           0
 2006-07                     0           0           0            0           0            0           0
FAIRVIEW ELEMENTARY
 2004-05                     0           0           0            0           0            0           0
 2005-06                     0           0           0            0           0            0           0
 2006-07                     0           0           0            0           0            0           0
GRAND OAKS ELEMENTARY
 2004-05                     0           0           0            0           0            0           0
 2005-06                     0           0           0            0           0            0           0
 2006-07                     0           0           0            0           0            0           0
LAKE CITY ELEMENTARY
 2004-05                     0           0           0            0           0            0           0
 2005-06                     1           0           0            1           0            0           0
 2006-07                     1           1           0            0           0            0           1
LAKE CITY MIDDLE
 2004-05                     0           0           0            0           0            0           0
 2005-06                     0           0           0            0           0            0           0
 2006-07                     4           3           0            0           0            1           0
LEARN CENTER
 2004-05                    20          12           0            3           2            1           2
 2005-06                     6          4            0            1           1            0           0
 2006-07                     5          2            0            2           0            0           1
NORRIS ELEMENTARY
 2004-05                     0           0           0            0           0            0           0
 2005-06                     0           0           0            0           0            0           0
 2006-07                     0           0           0            0           0            0           0
NORRIS MIDDLE
 2004-05                    12           2           0            0           1            9           0
 2005-06                     1           0           0            0           1            0           0
 2006-07                     1           1           0            0           0            0           0
                           Anderson County Schools
                              Component 3-72
NORWOOD ELEMENTARY
 2004-05                                                     0            0           0            0          0         0      0
 2005-06                                                     0            0           0            0          0         0      0
  2006-07                                                    0            0           0            0          0         0      0
NORWOOD MIDDLE
 2004-05                                                     2            1           0            0          1         0      0
 2005-06                                                     3            3           0            0          0         0      0
 2006-07                                                     7            4           0            0          1         0      2

The following charts represent unexcused/unlawful absences for elementary, middle and high school levels. The
totals reflect 5-9 absences, 10-19 absences and 20 or more absences. Because the student data program used in
2006-2007 is different from the program used in previous years, comparable yearly reports are unavailable.


                                                   2006-2007 Truancy: Percent of Active Students
                                                             Elementary School Level
                                   30%
                Percentage of Active




                                   25%

                                   20%
                      Students




                                   15%

                                   10%

                                       5%

                                       0%
                                             AES     BES      CES      DVES        FES      GOES       LCES       NES   NWES

                                                                     UE > 5       UE > 10      UE > 20




                                              2006-2007 Truancy: Percentage of Active Students
                                                            Middle School Level
                                       40%
                                       35%
            Percentage of Active




                                       30%
                  Students




                                       25%
                                       20%
                                       15%
                                       10%
                                       5%
                                       0%
                                               CMS               LCMS               NWMS                 NMS

                                                            UE > 5      UE > 10      UE > 20




                                                           Anderson County Schools
                                                              Component 3-73
                                                2006-2007 Truancy: Percent of Active Students
                                                             High School Level
                                        50%
                 Percentage of Active
                                        40%
                       Students
                                        30%

                                        20%

                                        10%

                                        0%
                                                  ACHS                   CHS                      TLC

                                                           UE > 5   UE > 10     UE > 20




      The information included on TDOE Report Cards indicates progress being made with current attendance
      interventions.


                                                   2005                        2006                         2007
           K-8                                     94.6%                       94.8%                        95.4%
           9-12                                    92.1%                       92.6%                        94.2%




Non-Academic Aggregated Data, 2007 (Strengths and Weaknesses)

                                         Part I: Non-Academic – 2006 – 2007 Aggregated Data
                   Strengths                                                              Areas of Need
       K-8 Attendance Continuing to Improve                                    Graduation Percent Continuing to Improve
       2005 - 94.6%                                                            2005 - 75.6%
       2006 - 94.8% (Above State)                                              2006 – 82% (Below State)
       2007- 95.4 (Above State)                                                2007-80.5 (Below State and Dropped)

       9-12 Attendance (Improved)                                              Suspensions and Expulsions (Drop in 2007)
       2005-92.1                                                               Suspensions         Expulsions
       2006-92.6                                                               2007- 603          2007-37
       2007-94.2 (Above State)                                                 2006- 678          2006-22
                                                                               2005- 614          2005-33

       Cohort Drop
       2005 - 11.8%
       2006 - 10% (Equal to State)
       2007- 8.9 (Above State)




Non-Academic Reflection- 2007
      ACS exceeded most of the non-academic goals for the 200SY. However, graduation rate, suspensions, and
      expulsions are areas of concern for the 2008 SY.

      Non-Academic Reflection- 2006
      Using the State of Tennessee as the measure, ACS meets or exceeds most of the non-academic goals. However,
                                                              Anderson County Schools
                                                                 Component 3-74
     high school attendance percentages, and Graduation Rate are the 2 areas of greatest concern. The graduation rate
     and high school attendance percentages still remain major concerns for all Anderson County School administrators,
     teachers, and the community at large.


What evidence/sources support your response?
     MGT Operational Audit
     Student Management Software, Star Student
     State and Local Report Card Data
     Career and Technical Data
     http://www.k-12.state.tn.us/rptcrd04/system.asp
     http://evaas.sas.com/tn_reportcard/welcome.jsp?Main=1&System=10
     http://www.k-12.state.tn.us/rptcrd02/system.asp?sysno=010




                                            Anderson County Schools
                                               Component 3-75
                                            TCSPP TEMPLATE 3.1
                                                      (Continued)

                 Evaluation of Our Process for Developing Priorities for Improving Schools


4. Evaluation of the System’s Current Approach in Meeting the Needs of All Students -
Narrative Response Required
What are the strengths and needs of your system in meeting the needs of all students?
Reading Coaches serve each of our elementary school offering first hand training and support to our students and staff.
Innovative programs like Project Lead the Way, Smaller Learning Communities, and Career Education, are all utilized to
assist non-traditional students. Special Education and Federal Projects collaborate to assist at-risk learners with
interventions such as Reading Recovery and Scottish Rite‘s Dyslexia Intervention. Technology personnel provide on-line
training for teachers and students which support our K-12 curriculum.

Additional strengths and areas of need which have surfaced from our data are as follows:

Areas of Strength
According the to MGT Operational Audit ACS has the following strengths:
        Having a high percentage of highly qualified teachers
        Implementing exemplary literacy programs for K-5 students
        Maintaining an outstanding Special Education Department
        Implementing exemplary instructional strategies/interventions
        Developing the exemplary staff development program in conjunction with the Appalachian Math and Science
        Partnership
        Maintaining an exemplary Head Start Program
        Maintaining an exemplary Career and Technical Program
        Participating in the development and piloting of the Tennessee Adult Education Instructional framework
        Implementing an exemplary Smaller Learning Community Project
        Developing an instructional Technology Plan that effectively addresses student and teacher technology use
        Making on-line professional development available for teachers


Reading In Anderson County
        Anderson County Schools has established two system-wide reading projects: the Anderson County Literacy
        Learning Project and Reading Recovery. This has been a consolidated effort among regular education, federal
        projects, special education and preschool departments. With both programs, select teachers participated in
        specialized training locally or with a university and then took their newly acquired knowledge and skills back to
        their schools, where they implement training and support for the other teachers.

        Literacy Learning
        The Literacy Learning Project is a school-wide literacy program designed to increase the literacy achievement of
        all students in grades K-5.

        Participation in the Literacy Learning Project provides schools with a strong foundation for developing lifelong
        learners by:

                providing a dynamic framework for children’s literacy learning that helps them build connections
                between reading and writing.

        Students learn literacy skills during authentic reading and writing experiences. Teachers use an integrated
        approach to teaching language arts. The Literacy Learning Project framework consists of a number of elements
                                                Anderson County Schools
                                                   Component 3-76
that provide massive amounts of reading and writing along with tested instructional approaches to raise the level of
literacy achievement in all children. Instruction includes all components of scientifically research-based reading
approaches. Teachers work with both heterogeneous and homogeneous groups of students, depending on the
teacher‘s instructional focus.

        providing building-level literacy coordinators who offer a professional development course,
        demonstration lessons, and classroom mentoring and coaching for colleagues.

Teachers in Literacy Learning Project schools participate in a professional development program that integrates
theory and practice and is conducted by a trained literacy coordinator for 40 hours across the initial year and
continue with a 20 hour course in subsequent years. The literacy coordinator engages teachers in one-on-one
coaching sessions in analyzing student data, teacher practice, and newly acquired understandings from the course.

        requiring that the safety net of Reading Recovery be available for children in the first grade who are
        at risk of reading failure.

Students needing more help receive one-to-one Reading Recovery tutoring.

        providing opportunities for parents to participate in the literacy education of their children.

A parent out-reach program includes, among many other things, inexpensive little books that children first read at
school and then take home to read with their parents and keep as part of a home library.

        establish baseline information and to measure progress through assessment and research.

Literacy Learning Project schools participate in a process of data collection to analyze changes in students‘
development, to evaluate school change over time, and to provide broad-based accountability for the project.


                           Anderson County Schools Literacy Assessment Battery
                       Group
    Assessment                         K           1st            2nd      3rd         4th          5th
                        Size



      Letter                         Fall         Fall
   Identification     Individual    Winter       Winter
     (Naming                        Spring       Spring
     Fluency)

      Word
   Vocabulary                        Fall         Fall
     (Writing          Group        Winter       Winter
   Vocabulary –                     Spring       Spring
  High Frequency
      Words)

  Concepts About
                                      Fall
       Print          Individual
                                     Spring
  (Print - Features
    / Language)

     Word Test                       Fall         Fall
       (Word          Individual    Winter       Winter
    Identification                  Spring       Spring
   Fluency – Read

                                        Anderson County Schools
                                           Component 3-77
     Words)

  Hearing and
   Recording
    Sounds in                      Fall        Fall
      Words        Individual     Winter      Winter
    (Phonemic                     Spring      Spring
 Segmentation/Le
    tter-Sound
   Association)

    Spelling                       Fall        Fall        Fall        Fall        Fall          Fall
 (Developmental      Group        Winter      Winter      Winter      Winter      Winter        Winter
     Stage)                       Spring      Spring      Spring      Spring      Spring        Spring


    Written
   Expression                      Fall        Fall        Fall        Fall        Fall          Fall
   (Language         Group        Winter      Winter      Winter      Winter      Winter        Winter
  Conventions –                   Spring      Spring      Spring      Spring      Spring        Spring
    Message
    Quality)
                                                         Fall (16-
 Developmental                                Fall (3)               Fall (28)    Fall (40)   Fall (50)
                                                            alt)
    Reading                      Fall (1)     Winter                  Winter       Winter      Winter
                                                          Winter
  Assessment       Individual   Winter (2)     (10)                    (30)       (40-alt)    (50-alt)
                                                           (20)
    (DRA) /                     Spring (3)    Spring                  Spring       Spring      Spring
                                                          Spring
 Comprehension                                 (16)                    (38)         (50)        (60)
                                                           (28)
       *

     Guided
    Reading        Individual   Quarterly    Quarterly   Quarterly   Quarterly   Quarterly    Quarterly
    (Running
    Records)

    Writing
                     Group                                                                      Winter
      State
   Assessment

  Terra-Nova
                   Group                                                 Spring  Spring        Spring
      State
  Assessment
  * (DRA) Developmental Reading Assessment – Students scoring below benchmark proficiency are further
                          assessed with the DRA for instructional intervention

        The Developmental Reading Assessment (DRA) data is used to determine reading benchmark
        proficiency for all students in grades K-5 three times a year (Fall, Winter, and Spring).

        DRA benchmark data is used in support of identifying students as part of the Anderson
        County Schools Response to Intervention Model.

        Anderson County Schools is currently building a longitudinal database for trend analysis using
        local assessments.




Reading Recovery
                                     Anderson County Schools
                                        Component 3-78
     Reading Recovery involves one-on-one tutoring for 30 minutes daily with a specially trained teacher who engages
     the child in reading and writing activities that are appropriate for the child‘s level. The program goal is to enable
     the at-risk learner to make accelerated progress and to become a competent, independent learner in a short-term
     intervention.

     Research indicates that Reading Recovery students not only become average or better readers in first grade, they
     also develop a self-extending learning system, which enables them to continue learning at least as quickly as their
     peers in later grades.

     Reading Recovery teachers also participate in continuous professional development across the school year with a
     highly trained Reading Recovery teacher leader.

     Support
     Response To Intervention (RTI) – In response to the Individuals with Disabilities Education Act (IDEA)
     2004, Anderson County Schools is implementing a Response to Intervention Model. The emphasis of the RTI
     model is to focus on providing more effective instruction by encouraging earlier intervention for students
     experiencing difficulty learning to read. RTI teams have been established and meet regularly and consistently to
     determine appropriate interventions.

     Regional Professional Development Center (RPDC) – To ensure that every student achieves the highest
     standards of performance in reading, math, and science, Anderson County Schools has instituted a professional
     development center. The RPDC supports and provides training opportunities in scientifically research-based
     methodologies for teachers, literacy coaches, university interns, and administrators in grades K-5.
.

     Implementation Results
     Our K-8 students have already exceeded the benchmarks for NCLB in math (79% proficient) and reading (83%
     proficient) through 2007. In 2005-2006 Our third grade special education students and K-8 economically
     disadvantaged students surpassed the 2004-2005 NCLB benchmark. Our report card TVAAS grade in reading
     improved from an ―F‖ in K-8 to a ―A‖ for 2005-2006.

     In addition to their excellent value-added scores, the K-8 achievement scores also showed improvement from 2005,
     with the school system earning an A in math and Bs in reading, science and social studies

                K-8 Achievement Scores for 2004-2006
                                              2004                  2005                2006
                        Reading                 B                    B                   B
                          Math                  B                    B                   A
                         Science                C                    C                   B
                     Social Studies             C                    C                   B


               K-8 Value-Added Scores for 2004-2006
                                              2004                  2005                2006
                        Reading                 F                    C                   A
                         Math                  D                     B                   A
                        Science                 C                    B                   A
                     Social Studies            D                     B                   A

     These charts show that Anderson County Schools K-8 is well above average academic performance.


Special Education Student Data, 2006 and 2007
     The basis for determining disability for a student in the Anderson County School System is based upon Tennessee
                                             Anderson County Schools
                                                Component 3-79
 State Eligibility Standards and Federal Law. These students comprise the subgroup of ‗Special Education‘ as
 described in the No Child Left Behind Act (ESEA).

 The Anderson County School System‘s Department of Support Services is responsible for all special education and
 related services for students within the age range of three to twenty-one years. This Department also registers all
 new students that come into the Anderson County School System as part of an on-going Child Find effort. We also
 register all students transferring within the System and work closely with the Department of Children‘s Services to
 expedite enrollment of children in State‘s custody. Many of the students that are in protective custody also receive
 special education services or are in need of a comprehensive assessment to determine their educational and
 emotional needs.

 The Support Services Department conducts an annual Child Find Event specifically designed to screen students
 between the ages of birth-to-five years. The purpose of this effort is to identify those students that might meet
 eligibility criteria as a student with a disability as early as possible in order to provide intervention services prior to
 the child entering kindergarten. If the achievement gap can be closed or even lessened prior to kindergarten, the
 chances of the child‘s success in school are much greater.

 As part of the Special Education Comprehensive Plan, a large portion of money is set aside each year to provide
 additional assessments by outside experts to assist in the determination of eligibility and/or to assist the IEP team in
 the development of an appropriate program for a specific child. Each year this department provides clinical
 psychological evaluations, psychiatric evaluations, neuropsychological evaluations and pay for some students to
 receive medical evaluations by various specialists if the parents cannot or will not do so. This is done to assist the
 IEP team in the development of an appropriate program for the child and to assist the school staff where the child
 attends school to better understand the child‘s needs as well as how to implement the accommodations and
 modifications outlined in the child‘s IEP in order to ensure that he/she receives a free appropriate public education
 (FAPE). These monies are also utilized to provide for experts in their various fields of knowledge to visit specific
 classrooms that primarily serve students with severe disabilities. The purpose of this endeavor is to provide the
 best, most appropriate educational program that is possible for the child and to also ensure that the School System
 is providing legally defensible programs for our students with severe disabilities.

 The Anderson County School System Department of Support Services, Special Education Division, follows the
 policy and procedures outlined in the Special Education Disability, Specific Eligibility Standards as Referenced
 in the Rulemaking Hearing Rules of the State Board of Education, Chapter 0520-1-9 to determine the eligibility
 of all children for special education services. There are 17 disability categories according to the Standards: Autism,
 Blind, Deafness, Developmental Delay, Emotional Disturbance, Functional Delay, Hearing Impairments,
 Intellectually Gifted, Language Impairments, Mental Retardation, Multiple Disabilities, Orthopedic Impairments,
 Other-Health Impairments, Specific Learning Disability, Speech Impairments, Traumatic Brain Injury, and Visual
 Impairments. These categories are fully explained and the criteria which constitute each disability in the Standards
 which can be located on the Tennessee Department of Education website.

                                                        Table 1

                                                  Combined Table 1 & 3


                                        2006-2007                     2005-2006                    2004-2005
Disability Category             Total     Total       Total   Total      Total    Total    Total     Total     Total
                                 3-5      6-21        3-21     3-5       6-21     3-21      3-5      6-21      3-21
Mental Retardation                0         56          56      0         66         66      3         17         20
Hearing Impairments               0         3           3       0          3         3       0         4          4
Speech or Language               83        238         321     85         250       335     92        329        421
Impairments
Visual Impairments                0        5           5          0       7         7        1        4          5
Emotional Disturbance             0        74          74         1       71        72       0        94         94
Orthopedic Impairments            1        8           9          0       8         8        6        9          15

                                           Anderson County Schools
                                              Component 3-80
Other Health Impairments        6       147       153       7       144       151       4       104       148
Specific Learning               0       497       497       0       489       489       0       416       416
Disabilities
Deaf Blindness                  0        0        0         0        0        0         0        0        0
Multiple Disabilities           1        15       16        2        15       17        1        9        10
Autism                          2        29       33        1        26       27        3        17       20
Traumatic Brain Injury          0        1        1         1        0        1         0        2        2
Developmental Delay             12       32       46        15       23       38        7        17       24
Total                          105      1105     1210      111      1104     1215      113      1408     1521


 According to the 2005-2006 Report of Children with Disabilities Receiving Special Education, Part B, IDEA, the
 Anderson County School System (ACSS), through our child find efforts, identified and served 92 students in the
 age range of three to five years old. The ACSS identified twenty (20) three year olds, twenty-five (25) four year
 olds and sixty-six (46) five year olds. Of the 92 students, 76.5% (83) are speech and/or language impaired and
 13.5% (9) are developmentally delayed. The remaining 10% (11) of these students are represented across the
 other disability categories as follows: .9% (1) is emotionally disturbed, 6.3% (6) are other health impaired, 1.8 %
 (2) are multiple disabled, and .9% (2) is autistic. Of the 92 children, 0% (none) are mentally retarded, hearing
 impaired, visually impaired, orthopedic impaired, specific learning disabled, deaf-blind, or traumatic brain injured.
 In the preschool age range the vast majority of students (76.5%) were identified as speech and/or language
 impaired. (Table 1)

 As noted in the 2004-2005 Report of Children with Disabilities Receiving Special Education, Part B, IDEA, the
 Anderson County School System (ACSS), through our child find efforts, identified and served 87 students in the
 age range of three to five years old. The ACSS identified 938 students ages 6-21. The number of students in the
 3-5 year old group virtually remained the same for both school years. The number of students ages 6-21 increased
 in 2005-2006 by 247 students from the 2004-2005 school year. This might have been due to the increased number
 of students who were identified as specific learning disabled in 2005-2006, a increase of 146 students. The
 standards set by the State department for eligibility as Specific Learning Disabled became less stringent during the
 2005-2006 school year perhaps resulting in a fewer number of students who were found to meet SLD Standards.
 (Table 1)

 According to the 2006-2007 Report of Children with Disabilities Receiving Special Education, Part B,
 IDEA, the Anderson County School System (ACSS), through our child find efforts, identified and served 105
 children in the three to five year old category. Of these, 79% (83 children) are speech and/or language impaired
 and 11% (12 children) are developmentally delayed. The remaining 10% (10) are scattered across the other
 disability categories as follows: 0% (0) are emotionally disturbed, 5% (6) are other health impaired,
 . 8 % (1) are multiple disabled, and 2% (2) are autistic. Of the 105 children, 0% (none) are mentally retarded,
 hearing impaired, visually impaired, orthopedic impaired, specific learning disabled, deaf-blind, or traumatic brain
 injured. As in the previous two school years the vast majority of preschool aged students, (79%), are identified as
 speech and/or language impaired during the 2006-2007 school year. (Table 1)

 The Other Health Impaired disability category has shown an increase in number during the course of the three years
 reported for all children with disabilities (3-21). 179 children were identified Other Health Impaired during the
 2006-2007 school year, an increase of 71 children since 2004-2005. The majority of these children were identified
 Other Health Impaired due to the condition of Attention Deficit Disorder or Attention Deficit-Hyperactivity
 Disorder. In response to this increase the school district has strengthened its efforts to better prepare Eligibility
 Determination teams through instructional development to ensure their adherence to the second prong of eligibility,
 adverse educational impact, prior to eligibility determination. The team must have documentation that the
 condition has a negative impact on the child‘s educational progress. A decrease in the number of children
 identified as Other Health Impaired is predicted for the 2007-2008 school year.

                                                Table 2
                                              2005-2006
                                          Combined Table 1 & 3
                                         Anderson County Schools
                                            Component 3-81
                                 America   Asian       Black (Not      Hispanic   White    Ages      Ages      Total
                                 Indian/   /Pacific    Hispanic)                            3-5      6-21
          Disability             Alaska    Islander
                                  Native
Mental Retardation                  0          0           4               1        63      0         68         68
Hearing Impairments                 0          0           0               0         5      0          5          5
Speech      and       Language      0          1           2               0       243      71        245       317
Impairments
Visual Impairments                  0          0           0               0        9        0         9          9
Emotional Disturbance               0          1           1               0        65       2        67         69
Orthopedic Impairments              0          0           0               0        9        2         9         11
Other Health Impairments            1          0           3               0       134       6        138       144
Specific                            0          0           7               3       484       0        494       494
Learning Disabilities
Deaf-Blindness                      0          0            0              0       0        0         0           0
Multiple Disabilities               0          0            0              0       10       1         10         11
Autism                              0          0            0              0       24       1         24         25
Traumatic Brain Injury              0          0            0              0       1        0         1           1
Developmental Delay                 0          0        2 (+1PS)           0       23       9         23         32
Total                               1          3           21              4      1149      91       1093       1184

                                                  2006-2007
                                              Combined Table 1 & 3
                                 America   Asian      Black         Hispanic      White    Total     Total     Total
                                 Indian/   /Pacific   Not                                  Ages      Ages      Ages
          Disability             Alaska    Islander   Hispanic                              3-5       6-21     3-21
                                  Native
Mental Retardation                  0          0          3               1         52      0         56         56
Hearing Impairments                 0          0          0               0         3       0          3          3
Speech and/or                       0          1          2               0        237      83        240       320
Language Impairments
Visual Impairments                  0          0          0               0         5        0         5          5
Emotional Disturbance               0          2          3               0         69       0        74         74
Orthopedic Impairments              0          0          0               0         8        1         8          9
Other Health Impairments            0          0          4               0        143       6        147       153
Specific
Learning Disabilities               0          1          4               2       490        0       497         497
Deaf-Blindness                      0          0          0               0        0         0        0            0
Multiple Disabilities               0          0          0               0        15        1        15          16
Autism                              0          0          0               0        31        2        31          33
Traumatic Brain Injury              0          0          0               0        1         0        1            1
Developmental Delay                 1          0          3               0        40       12        44          56
Total                               1          4        17 (+2            3       1183      105      1105       1210
                                                       PS) = 19

      The 2005-2006 table shows the numbers of students in the Anderson County School System found eligible as
      disabled and the ethnicity/race group to which they belong. It includes preschool and school age students. The
      three, four and five year old children fall into just two ethnic groups, White and Black. 90 children were White
      (not Hispanic) and 2 children were Black (not Hispanic). None of the 3-5 year old students were American Indian
      or Alaska Native, Asian or Pacific Islander or Hispanic. There were no 3-5 year old students eligible as Mental
      Retardation, Orthopedic, Visual or Hearing Impairments, Traumatic Brain Injury, Deaf-Blindness or Specific
      Learning Disability.

      As illustrated by the same 2005-2006 Table, 1,149 (97%) students with disabilities, ages 6-21, were White. 20
      (2%) were Black, 3 are American Indian/Alaska Native, 3 are Hispanic, and 3 are Asian/Pacific Islander. The
      American Indian/Alaska Native, Hispanic and Asian/Pacific Islander groups accounted for a total of 0.8%. These
      percentages are comparable to those for the district according to the Anderson County Report Card of 2005-2006.
                                             Anderson County Schools
                                                Component 3-82
In this report 97.2% of the total population was White and 1.9% was African American with the remaining 0.9%
spread among the categories of Hispanic, Asian, Native American and Pacific Islander. Ethnicity/race of students
with disabilities was comparable to the ethnicity/race of the total school population in 2005-2006. (Table 2)

According to Table 1 & 3 for 2006-2007, 103 of 105 three, four and five year old children identified in the special
population sub-group are White. The remaining two children are Black. The 2005-2006 data revealed that all but
one child identified for special education services in this age group were White. The distribution of children across
the ethnicity/race categories shows no significant increase or decrease from the 2004-2005 through the 2006- 2007
school year. The ethnicity distribution for the special population sub group is a reflection of the ethnicity
distribution for the total student population in this district: 2006-2007, 97%; 2005-2006, 97.2%: 2004-2005,
97.9%. (TDOE Report Card)

In 2005-2006, the Anderson County School System identified and served 1,184 students in special education that
were between six to twenty-one years of age as reported in the Report of Children with Disabilities Receiving
Special Education, Part B, IDEA . Nearly half (44%) of the total special education student population was
identified as Specific Learning Disability (SLD) in this age range. The remaining 54% belonged to the other
disability categories. The combined areas of speech and/or language impairments comprised 22.6% of the total
students with disabilities population. 13% of them were identified as health impaired. 6% was determined to be
emotionally disturbed and an additional 6% were identified as mentally challenged. 2% percent was identified as
autistic and another 2% was determined to be developmentally delayed. Each eligibility area of blind, deafness,
hearing impairments, intellectually gifted, multiple disabilities, orthopedic impairments, traumatic brain injury and
visual impairments comprised 1% or less than 1%. Deaf-blindness was the only disability category that had no
students in 2005-2006.

Of 1,184 disabled students in the Anderson County School System the specific learning disability (SLD) category
contained 494 students according to the 2005-2006 Federal Data Report for Children and Youth with Disabilities
making it the largest disability category during that school year. Nearly all SLD students (484 of them) were White
(98%). 7 (1%), were Black, 3 (less than 1%) were Hispanic and 1 (less than 1%) was American Indian or Alaska
Native. (Table 2) There was no significant difference between the ethnicity of SLD students and the ethnicity of
the total student population.

432 SLD students, 88% of the total number of SLD students, received their Free Appropriate Public Education
(FAPE) services in the General Education Class at least 80% of the time (Inclusive setting). General and Special
Educators provided instruction with or without accommodations and/or modifications as outlined in their Individual
Education Plan (IEP) in the Inclusion model. The IEP dictated the specialized instruction required for the student
to make meaningful progress in the general curriculum and ensured that the student‘s individual needs were met.
The IEP also included the modifications and/or accommodations that must be provided for students during
participation in state mandated assessment. The ultimate goal is for all students to graduate with a regular high
school diploma. In 2005-2006, 54 SLD students exited Anderson County Schools with a diploma. 45 (83%) of
these graduated with a regular education diploma while 9 (17%) graduated with a special education diploma. The
SLD graduation with a regular diploma rate of 83% is better than the graduation with a regular diploma
rate for students without disabilities. The State goal of 90% was not reached during the 2005-2006 school year
by the SLD students.

The largest number of SLD students (160) was clustered in the fifth grade followed by the ninth grade with 121.
The number of students identified as SLD jumped from 43 in second grade to 98 in third grade (50% increase).
This expansion may be explained by the discrepancy model used historically to determine eligibility for specific
learning disabled students. Teachers have been advised in this school district to allow students the opportunity to
participate in academic instruction in the general curriculum in the earliest grades prior to a referral to special
education for an evaluation to determine if a disability is present. This practice is advised so that interventions may
be applied in the general curriculum for struggling students to prevent the over identification of students as
disabled. Often the interventions applied in the general curriculum are successful and the students do not require a
psycho-educational assessment. By the end of second grade those students who have not been successful in the
general curriculum are referred for an evaluation to determine if a disability is present.

                                        Anderson County Schools
                                           Component 3-83
                                                        Table 3
                                       Specific Learning Disability by Gender
                                                  EasyIEP Reports

                                2004-2005                     2005-2006                  2006-2007
           Total                   480                           489                        499
           Male                 69% (total)               358           73%      347            70%
           Female               31% (total)               131           27%      152            30%


 Based on 2005-2006 data derived from students‘ Individual Education Plans found in EasyIEP and reported in the
 End of Year Report, of the 489 SLD students, 131, or 27%, are female and 358, or 73%, are male. Therefore,
 nearly three times as many males as females were identified under this disability category and this was consistent
 throughout the grade levels for SLD students. The census data program used in 2004-2005 has been replaced by
 the EasyIEP program which collects data in a new format making a comparison of the proportion male to female
 for 2004-2005 and 2005-2006 not possible. Data from the 2005-2006 school year may be used for gender
 comparison in subsequent years. However, gender is discussed in the annual special education report, The October
 1, 2006 Court Report of Children and Youth with Disabilities, in regards to the ratio of male to female students
 identified as disabled by the ―Implementation of FAPE Requirement‖ so an indirect comparison for 2004-2005 and
 2005-2006 school years was made based on the information contained in Table 4 below.

                                                        Table 4

                                          Implementation of FAPE Requirement
                                                        2005-2006
                                            Total Special Education Population
Educational Environment                                            Male                Female         Total
In the Regular Class at least 80% of the time                       632                 285            917
In the Regular Class 40 to 79% of the time                          72                   37            109
In the Regular Class less than 40% of the time                      57                   16            73
Separate School                                                      0                   0              0
Residential Facility                                                 0                   0              0
Homebound/Hospital                                                   2                   3              5
Correctional Facilities                                              0                   0              0
Parentally Placed in Private School                                  0                   0              0
Total                                                               763                 341           1104
Percent Male to Female                                             69%                  31%           100%

 In 2005-2006, 69% of the total disabled student population was male and 31% was female while 73% of students
 identified as Specific Learning Disabled were male and 27% were female. The percent of male to female students
 who were identified as Specific Learning Disabled was comparable to the percent of male to female students who
 were identified disabled. However, in each of the three years included in this report, there is nearly three times as
 many boys identified specific learning disabled as girls in 2006-2007. This disporportionality between boys and
 girls identified as SLD represents a trend evident for this category that has existed historically. One hypothesis
 commonly mentioned in research is that girls do not behave the same way boys do in the classroom setting when
 faced with learning difficulties.

 Of the 489 students who were eligible as Specific Learning Disabled in 2005-2006, 315 students met criteria as
 written expression, 230 as reading comprehension, 214 as basic reading, 103 as math calculation, 93 as math
 reasoning, 30 as listening comprehension and 19 as oral expression. In this count, each time a student was
 identified under an area he or she was counted once. Some students met criteria in more than one area of weakness
 and were counted under each area creating an overlap among the areas. For example, a student might qualify as
 having both a reading comprehension area of weakness and a math calculation area of weakness. That student was
 counted in both areas. (Table 5)

                                              Anderson County Schools
                                                 Component 3-84
                                                      Table 5
                                           Specific Learning Disability
                                               Areas of Weakness
                                                    2005-2006
Grade    Reading          Basic       Written        Math         Math          Oral         Listening         Tot
Levels   Comprehension    Reading     Expression     Calculation  Reasoning     Expression   Comprehension     al

K-5                 116          82           108             33           26            9                 8   168
6-8                  55          55            77             23           21            4                 5   147
9-12                 59          77           130             47           46           16                17   392

  In kindergarten through fifth grade 168 students were identified as learning disabled. The majority of these
  students, 116 of them, were eligible in the area of reading comprehension. The next largest area was written
  expression having 108 students. In the remaining areas there were 82 students in the area of basic reading, 26 in
  the area of math reasoning, 33 in the area of math calculation, 9 in the area of oral expression and 8 students in the
  area of listening comprehension. Most elementary aged students with disabilities required specialized instruction
  provided by special education for reading and written expression as evident from the number of children who are
  identified as Specific Learning Disabled in these two areas. Since reading and writing are instructional areas in the
  Language Arts most of our students identified as SLD are served in Language Arts general education classes.

  At the middle school level, grades six through eight, more than half of the SLD students met specific criteria in the
  area of written expression, 77 out of 147 students received services in this area. 55 students received help for
  reading comprehension and 55 students received help in basic reading. 23 students required specialized instruction
  in math calculation and 21 in math reasoning. 5 students needed assistance for listening comprehension and 4 for
  oral expression. As in the elementary grades, most students with disabilities required special education in the area
  of language arts with 52% of them identified as disabled in the area of written expression and 37% in the area of
  reading comprehension and 37% in the area of basic reading. Fewer students are identified in the area of
  mathematics; only 16% were identified as math calculation and 14% as math reasoning. At the middle school level
  a majority of students with disabilities were identified in the areas of reading and writing and received special
  education services in a language arts general education class.

  At the high school level, language arts continued to be the area of need for the majority of students. At this level,
  68% of students with disabilities received services for written expression, 55% for reading comprehension and 40%
  for basic reading. 25% of high school aged students with disabilities needed assistance in the mathematics area.
  The areas of reading and writing were the greatest areas of need for students with disabilities in the Anderson
  County School System in 2005-2006.

  The number of students identified as SLD, especially due to a weakness in the area of Reading, has resulted in an
  examination of the process used to make this determination and the nature of reading instruction in this school
  system and many other school systems across the nation. The largest disability category for Anderson County at the
  elementary level (K-5) was learning disabled in the area of reading comprehension (Table 5). In 2006 the number
  identified as SLD increased again. The data contained in Table 5 supported the need that Anderson County School
  system initiate and develop an action plan designed to reduce the number of children who require specialized
  instruction in the academic areas, especially in the area of reading. Anderson County School System developed
  and implemented a Response to Intervention Model (RTI) for reading at the elementary level during the 2006-2007
  school year as one strategy to utilize to for struggling readers. The RTI Model is continuously monitored and
  revised as needed. Every month data from the school level is analyzed at the district level so that improvement
  feedback may be given. This data is also utilized to drive the design of instructional and professional development
  activities to improve student outcomes in the area of reading. (Data collection from 2005-2006 used to support
  development of RTI Model; no new data was collected for Table 5 during the 2006-2007 school year.)

  2005-2006 State Mandated Assessment Information
  Tennessee Comprehensive Achievement Program Achievement Test (TCAP) testing ―Allowable
  Accommodations‖ are those accommodations that may be utilized for any or all students being administered a State
  mandated assessment. ―Special Accommodations‖ utilized when administering a State mandated assessment are

                                          Anderson County Schools
                                             Component 3-85
reserved for students identified with a disability either under the Individuals with Disabilities Education Act
(IDEA) or Section 504 of the Rehabilitation Act of 1973. To receive a ―Special Accommodation‖ for the TCAP,
the student must have a current Individual Education Program (IEP) or a Section 504 plan and the need for this
special accommodation must be documented in the individual student‘s plan. For a student to qualify for a TCAP-
Alt assessment, the disability must be considered a severe cognitive disability and meet stringent guidelines as set
forth by the Tennessee State Department of Education.

The TCAP Achievement Assessment is administered to all students in grades 3 through 8. The Gateway
Language Arts, Gateway Math and Gateway Biology Assessments were administered to students in grades 9
through 12. The Alternate Assessment was given to less than 2% of students with disabilities. An extremely small
number of students were exempted from State mandated assessment due to medical reasons. In the next section
students who did not receive accommodations will be the first group discussed, students who did receive either an
Allowable Accommodation(s) or a Special Accommodation(s) will be discussed as the second group, and students
who were eligible to participate in the Alternate Assessment will be the last group discussed.

Achievement assessment results for students who participated in the TCAP Reading/Language Arts portion of the
TCAP Achievement Assessment must be viewed with caution because of a revision to the accommodations
allowed on state mandated assessment. In 2004-2005 the Tennessee State Department of Education adopted Oral
Testing accommodations (Read Aloud Internal Test Instructions, Read Aloud Internal Test Items and
Prompting Upon Request) for students with disabilities as per their Individual Education Plan. Therefore, reading
scores subsequent to this measure cannot be compared to reading scores from previous school years. Students
receiving Oral Testing accommodations on the Reading/Language Arts test have an unfair advantage over their
general education peers and present an untrue picture of what their true reading abilities may be. However, a
comparison of the reading scores for students with disabilities from 2003-2004 through 2005-2006 shows a
dramatic increase in the number of students who scored proficient according to our 2005-2006 TCSPP Report. The
proficiency level rose from fifty-seven and two tenths percent (57.2%) in the 2003-2004 school year to seventy-
seven percent (77%) in the 2005- 2006 school year, a twenty percent (20%) increase! The implementation of Oral
Testing had an impact on student scores; the degree and extent is not known at this time. The Anderson County
School System Achievement Form Q Disaggregation Summary Report which describes group achievement for
our population was the source of data for the assessment information that follows.

Students may score an advanced, proficient or below proficient performance level on the TCAP Assessment.
According to the Disaggregation Summary Report an advanced score ―demonstrates application of complex
concepts and skills of the content area. A Proficient score demonstrates general understanding of the essential
concepts and skills of the content area. A Below Proficient score demonstrates a lack of understanding of the
essential concepts and skills of the content area.‖ The TCAP Assessment evaluates the areas of Reading/Language
Arts, Mathematics, Science and Social Studies. These content areas which contain the fundamental academic skills
required for student success are discussed below.


                            System-Wide Special Education TCAP Data
                                 Disaggregation Summary Report
                                 2004-2005, 2005-2006, 2006-2007
                                     % Proficient / Advanced

                                              Table 6
                                   Elementary and Middle Schools
                                      Total Special Education

                                                  Reading
                    Grade        2004-2005       2005-2006        2006-2007    Net Change
                                                                               2005-2007
                      3             89%             90%             88%             -1
                      4             72%             82%             74%            +2
                                        Anderson County Schools
                                           Component 3-86
                       5             77%              87%            87%            +10
                       6             76%              70%            94%            +18
                       7             58%              65%            64%            +6
                       8             64%              60%            75%            +11




               Science
               Grade           2004-2005        2005-2006         2006-2007     Net Change
                                                                                2005-2007
               3               73%              78%               88%           +5
               4               74%              77%               71%           +9



According to the column to the far right in the table above there has been an increase in the percent of students with
disabilities who score proficient/advanced in Reading during the three year data collection period. There are
significant gains for students in the fifth, sixth and eighth grade. Third grade cohort group slipped from 89% to
82% in 2006 but recovered the loss the following year with a score of 87%. The fourth grade cohort group
increased their scores in each subsequent year with an increase of 15% in 2006 and another increase of 7% in 2007.
On the other hand fifth grade cohort group showed a decline in scores over the three years represented in the table.
This group lost 13 percentage points. The reasons for changes in the scores should be more closely examined to
determine what interventions could be applied to reverse this trend. The third grade level scores in 2007 highlight
an area to strengthen in the future.


                                                    Math
                    Grade         2004-2005      2005-2006         2006-2007    Net Change
                                                                                2005-2007
                       3             67%              67%            84%            +17
                       4             62%              72%            74%             +2
                       5             71%              77%            76%             +1
                       6             67%              72%            69%             +3
                       7             60%              68%            70%             +2
                       8             56%              59%            69%            +10




                                        Anderson County Schools
                                           Component 3-87
               5               63%             74%                79%          +16
               6               64%             69%                75%          +11
               7               53%             55%                64%          +11
               8               48%             49%                53%          +5
                                               Social Studies
                   Grade         2004-2005       2005-2006         2006-2007     Net Change
                                                                                 2005-2007
                     3               56%            59%                 76%          +20
                     4               72%            71%                 76%          +4
                     5               49%            71%                 64%          +15
                     6               58%            64%                 61%          +3
                     7               40%            46%                 58%          +18
                     8               48%            37%                 52%          +10


The 2007 test results for Math shown in the above table reveal a dramatic increase in scores for third and eighth
graders. The reasons for the increase should be examined to determine the classroom strategies which may have
affected this increase so that other grade level and subject area instructional techniques may be shared with all
teachers. A positive gain is evident in Math for students in grades 3-8 from the 2006 to the 2007 school year. The
number of percent /advanced scores in Math continued to increase throughout the data period reported. (Table 6)

All grade levels continue to improve their scores in Science. There were double digit increases in four of the
grades tested; fourth, fifth, sixth, and seventh. Students with disabilities demonstrate adequate grade level
knowledge and skills in the content area of science according to their performance on state assessments.

Like the content area of Science discussed in the previous paragraph, students with disabilities demonstrated
improved performance during the three years analyzed. Third, Fifth, Seventh and Eighth graders gained between
10-20% with their scores.

According to the table above, there was an increase of 10% in the advanced/proficient reading scores for students
assigned to fourth and fifth grade in the 2005-2006 school year. There was a seven percent increase in reading for
students in the seventh grade. Students in third and fifth grade have surpassed the No Child Left Behind
Benchmark target score of 83% for elementary and middle school aged students and students in fourth grade were
just one percentage point short of achieving this goal in Reading/Language Arts content area. Students in third
grade scored at 90% which is seven percentage points beyond the target score. Overall reading scores continued to
improve during the 2006-2007 school year. Sixth grade students performed 24% better in 2007 than sixth grade
students in 2006. As seventh graders these same students scored 64% proficient/advanced; a significant decrease in
performance from one grade to the next.

All elementary and middle school students with disabilities demonstrated improved performance in scores in the
mathematics content area. Students in fourth grade showed a 10% improved performance, students in seventh grade
showed an 8% improvement. Fifth and sixth grade level students made impressive gains as well with a 6 and 5
percent growth rate respectively. The only exception to this increased performance was that students in third grade
did not show growth, but remained constant with a score of 67%. Third and Fifth grade students surpassed the No
Child Left Behind benchmark target score for elementary and middle school level students and fourth grade
students were just one percentage point short of achieving this goal in Reading/Language Arts. Third grade
students scored at 90% which is seven percentage points beyond the target score. The 2004 through 2007 target
score for mathematics is 79%. Students with disabilities did not reach the target score during the 2005-2006 school
year but fourth, fifth and sixth graders need less than seven points to reach the target. (Table 6) Math scores
continued to improve during the 2006-2007 school year.

                                        Anderson County Schools
                                           Component 3-88
5th grade students achieved significant growth during the 2005-2006 school year in the Science and Social Studies
content areas. They demonstrated a 22% growth in Social Studies and an 11% growth in Science compared to the
performance of 5th grade students in 2004-2005. All students in grades 3-8 achieved improved performance in the
Science content area. Third, Fifth, Sixth and Seventh grade level students demonstrated improvement in the Social
Studies content area. Science scores show substantial improvement in all grade levels during the three reported
years. Social Studies scores indicate overall improvement in scores except for the fourth grade students in 2006
and the fifth and sixth grade students in 2007. There was a 22% improvement in 2006 for fifth grade students and a
17%, 12% and 15% increase in scores in 2007 for third, seventh and eighth graders respectively. (Table 6)

76% of the total number of students scored proficient in 2005-2006 to earn a 6% increase in the number of
proficient students at grade level from the previous school year.

Anderson County School System‘s 2007 Report Card AYP Summary information reports that all elementary and
middle school students with disabilities met the Federal Benchmark for Math and Reading/Language Arts/Writing.
In addition to meeting the NCLB mandate, students with disabilities out performed their peers statewide based on
the three year average.

                                                   Table 7
                                           % Proficient / Advanced
                                     Elementary and Middle Schools
                                         2005-2006, 2006- 2007
                                   Special Education with Accommodations

                                Reading                                     Math
                   Grade     2005 2006       2007    3 yr. Net    2005    2006 2007      3 yr.Net
                                                     Change                              Change
                        3    87%     91%     87%          0       63%     53%     78%       15
                        4    69%     81%     71%          2       57%     68%     69%       12
                        5    74%     85%     88%         14       70%     76%     71%       1
                        6    84%     70%     74%        -10       66%     68%     51%      -15
                        7    55%     58%     56%          1       47%     58%     56%       9
                        8    64%     51%     72%          7       45%     43%     72%       27

                             Special Education without Accommodations

                               Reading                                          Math
                  Grade     2005    2006    2007    3 yr.Net     2005    2006    2007   3 yr. Net
                                                    Change                              Change
                    3       87%     86%     89%        2         74%     96%     100%      26
                    4       86%     85%     89%        3         86%     85%     100%      14
                    5       88%     93%     73%       -15        88%     93%     91%        3
                    6       60%     71%     75%        15        60%     71%     78%       18
                    7       65%     76%     69%        4         65%     76%     83%       18
                    8       63%     72%     76%        13        63%     72%     63%        0

      Note: source Anderson County School System TCAP Achievement Disaggregation Summary Report


Table 7 includes the performance of students with disabilities on the TCAP Achievement Assessment for the 2004-
2005 and 2005-2006 school years in the areas of Reading/Language Arts, Mathematics, Science and Social Studies.
The information was provided by the Anderson County School System‘s 2005 and 2006 TCAP Achievement
Disaggregation Summary Report. As shown in Table 8, in 2005-2006, 509 students with disabilities participated
in the Reading/Language Arts portion of the assessment. 334 of the 509 students participated with
accommodations and 175 students participated without accommodations. Of those with accommodations, 75%
                                           Anderson County Schools
                                              Component 3-89
scored proficient and 25% scored below proficient. In the previous school year, 2004-2005, 68% scored proficient
and 32% scored below proficient. Students who participated with accommodations in 2005-2006 improved the
number of proficient scores by 10%. These students with disabilities took the test the same as students without
disabilities.

175 students participated in the Reading/Language Arts assessment without accommodations during the 2005-
2006 school year. 78% of these students scored proficient and 22% scored below proficient while 68% scored
proficient and 32% scored below proficient during the 2004-2005 school year. Students without accommodations
improved the level of proficiency by 10%.

2005-2006 test results revealed that third graders with accommodations scored better than those in grades four
through eight at 91% proficient and eighth grade students with accommodations scored the lowest with a score of
51% proficient. For students without accommodations fifth graders scored the best at 93% proficient and sixth
graders obtained the lowest score at 71% proficient. During 2004-2005 third grade students with accommodations
were 87% proficient and, without accommodations, fifth graders scored 88% proficient making them the highest
scorers. The lowest scorers with accommodations were in the seventh grade at 55% proficient and without
accommodations they were in the sixth grade at 71% proficient.

Of the 510 total students with disabilities who participated in the Mathematics assessment, 336 did so with
accommodations during the 2005-2006 school year. 78% of these scored proficient and 22% scored below
proficient. During the 2004-2005 school year, 68% of students with accommodations scored proficient and 32%
scored below proficient. This is a 10% improvement in scores for the 2005-2006 school year in the Mathematics
content area for students who take the test with accommodations alongside their general education peers. Fifth and
seventh grade students improved the proficiency scores by 11%. Third grade students decreased by the proficiency
level score by 10%. (Table 8)

Of the 510 total students with disabilities, 174 did so without accommodations during the 20052006 school year.
For this group of students an increased proficiency performance was evident by students in each grade level. Third
grade students improved their score by 22% above the 2004-2005 scores in mathematics. (Table 9)

Students with accommodations in grades 3, 4, 5 and 6 did better on the Reading/Language Arts assessment during
the 2005-2006 school year than during the 2004-2005 school year. Students in grades 4, 5, 6 and 7 did better on the
Mathematics assessment during the current school year than the year before. Students without accommodations in
grades 6, 7 and 8 made dramatic improvements in the Reading/Language Arts assessment. Students without
accommodations in each of the grade levels improved the scores at the grade level assessed from the previous
school year.

Overall elementary and middle school students with disabilities who receive accommodations as well as those who
do not receive accommodations on state assessments in reading and math demonstrated positive growth during the
2005, 2006 and 2007 school years. Sixth graders receiving accommodations were the only subgroup that did not
show improvement in math and reading percent proficient/advanced during this time period.


                                               Table 8
                                     System-Wide Gateway Data
                                   2004-2005, 2005-2006, 2006-2007
                                       % Proficient / Advanced
                                            High Schools
                                       Total Special Education
                                Reading                                  Math
                2005     2006       2007        Net         2005     2006    2007    Net
                                               Change                               Change
                70%      69%        70%          0          56%      48%     56%      0


                                           Anderson County Schools
                                              Component 3-90
  Compared to the 2004-2005 Gateway test results, the 2005-2006 Gateway test results reveal a decrease of 1% in the
  number of students with disabilities with proficient/advanced scores in the Reading/Language Arts content area and
  an 8% decrease in the Mathematics content area. These percentages remained consistent for students with or
  without accommodations.

  Anderson County Students with Disabilities are 4% higher than their peers‘ statewide average of 66% according to
  the Tennessee Department of Education 2007 Report Card in Reading. Anderson County Students with Disabilities
  are 5% higher than their statewide counterparts who scored a three year average of 51%.

                                          Table 8, continued
                        Special Education with Accommodations (Gateway Data)

                     Reading                                                            Math
2004-2005    2005-2006     2006-2007         Net Change      2004-2005        2005-2006    2006-2007   Net Change
  70%           69%          87%                 +17           56%               48%         42%          -14%

                      Special Education without Accommodations(Gateway Data)

                      Reading                                                           Math
2004-2005      2005-2006  2006-2007           Net Change      2004-2005       2005-2006    2006-2007   Net Change
  70%            69%          76%                +6%            56%             48%          62%          +6%

  Note: data provided by Demographic Summary, System Report

  Students who do not require accommodations continue to outperform their peers who do require accommodations
  in the mathematics content area. In the Reading/Language Arts content area students with accommodations
  improved the percent proficient/advanced rate by seven percent. Increased efforts to train staff on the proper
  application of accommodations for the students may have been the stimulus that caused the them to improve their
  performance.


                                 System-Wide Writing Assessment
                  (These cannot be compared directly with the NCLB benchmarks.)
                                                        Table 9
                                               Total Special Education
                                 Grade        2005        2006         2007      Net
                                                                                Change
                                    5         19%          38%         49%       +30
                                    8         27%          38%         61%       +34
                                   11         23%          26%         21%        -2

  Students with disabilities in grades 5 and 8 demonstrated marked improved in the level of proficiency in the 2005-
  2006 school year. Fifth grade level students scored 19% better on the Writing Assessment in 2005-2006 than
  students at the same grade level the previous year. Eighth grade level students improved 11%. As evidenced by
  Table 9 students in the fifth and eighth grade performed over the last three years with a substantial net gain of 30%
  and 34% respectively. Anderson County students with disabilities performed above their counterparts across the
  state on the same assessment. A dramatic difference exists between the performance of student at the high school
  level from the students in the middle and elementary grades. Over the data period the writing assessment scores for
  high school students with disabilities vary but remain 10% below their peers statewide.


                                          TCAP Alternate Assessment
                             Alternate Standards Assessment and Portfolio Assessment
                                                 2005, 2006, 2007
                                             Anderson County Schools
                                                Component 3-91
                                                             Table 10
                                                 Alternate Standards Assessment

 TCAP-Alt       3rd           4th         5th          6th         7th           8th            9th       10th      11th        Total
  Alternate     Grade         Grade       Grade        Grade       Grade         Grade          Grade     Grade     Grade      Grades
 Standards                                                                                                                      3 - 11
 Assessment
 2004-2005          2           2           1            1               3             5             1         2         4         21
 Number of
  Students
Participating
 2005-2006                                      No students participated in this option.                                             0
  2006-2007                                     No students participated in this option.                                             0




                                           PORTFOLIO ASSESSMENT
                         (Includes Reading/Language Arts, Math, Science and Social Studies)

    TCAP-Alt             3rd         4th         5th          6th         7th       8th           9th       10th     11th       Total
                                                                                                                     Grade
     Portfolio          Grade       Grade       Grade        Grade       Grade     Grade         Grade     Grade               Grades
   Assessment                                                                                                                   3 - 11
2004-2005 Number          4           4            3           0             2             1         0         0         3        17
    of Students
   Participating
2005-2006 Number          3           7            5          10             5             6         5         1         5         47
   of Students
   Participating
2006-2007 Number          4           7            8           4             4             5         5         1         0         38
   of Students
   Participating



                STATE APPROVED MEDICAL EXEMPTIONS                                 from State Mandated Assessment

                                           3rd          4th         5th           6th           7th       8th       9th       10th        11th
   Alternative Assessment                 Grade        Grade       Grade         Grade         Grade     Grade     Grade     Grade       Grade
2004-2005 Number of Students                1            0           1             0             0         0         0         0           0
         Exempted
2005-2006 Number of Students                1            0           0             1             0         0         0         0           0
         Exempted
2006-2007 Number of Students                0            0           0             0             1         0         0         0           0
         Exempted

   Table 10 shows that in 2004-2005, thirty-eight (38) students with disabilities were allowed to take an
   alternate assessment. Twenty-one (21) students received an alternate assessment against grade level
   standards. This means that a child in the fifth grade may be eligible based on IEP team recommendation to be
   administered a first grade level TCAP assessment in place of the fifth grade version of the test due to the child‘s
   severe disability. Eighteen (18) additional special education students participated in the TCAP-Alt Portfolio
   Assessment and two (2) special education students were exempt from any type of assessment due to their fragile
   medical conditions. In 2005-2006, no students participated in the alternate standards option of the Alternate
   Assessment. The determination of which option the student will participate in is an IEP Team decision. Seventeen
   (17) of the thirty-eight (38) were allowed to complete a portfolio assessment. The portfolio assessment consists of
   a collection of student work, over the entire school year, that is tailored to address the student‘s specific needs and
   must show student progress on the identified skills over time.

                                                   Anderson County Schools
                                                      Component 3-92
     At the end of the 2005 school year school districts were informed with a memorandum from the SDE that if a child
     is assessed using the Alternate Standards Assessment option the student would be counted as a ―non participant‖
     and ―below proficient‖ for AYP purposes.

     In 2005-2006, all students who participated in the Alternate Assessment did so by completing a Portfolio. Forty-
     five students completed a Portfolio Assessment in grade levels 3-11. Only two students were exempted from
     mandated assessment due to a fragile a medical condition.

                                                 Table 11
                                          TCAP-ALT Portfolio Scores

              Grade    05-06      06-07      05-06        06-07        05-06                 06-07
              Level    Total      Total      Number       Number       Total Number          Total
                       Number     Number     Below        Below        Proficient/Advanced   Number
                       Assessed   Assessed   Proficient   Proficient                         Proficient/A
                                                                                             dvanced
                 3        3           3           0           0                3                   3
                 4        7           3           0           0                7                   3
                 5        8          10           0           0                8                  10
                 6        5          10           1           0                4                  10
                 7        4           6           0           0                4                   6
                 8        5           3           0           0                5                   3
                 9        5           3           0           0                5                   3
                10        1           9           0           0                1                   9
                11        0           0           0           0                0                   0
                12        0           3           0           0                0                   3
               Total      38         50           1           0                37                 50

     2005-2006 assessment results will be considered as the base year scores for comparison to subsequent school years.
     Previous alternative assessment results cannot be used for comparison as the measurement of student progress and
     the manner in which it is calculated changed in 2005-2006. The evidence sheet and required graphs were also
     revised for the 2005-2006 school year. Beginning with the 2005-2006 school year the portfolios were submitted to
     an outside vendor for scoring to enhance reliability and accuracy.

     Table 11 shows that of the thirty-eight (38) students who were evaluated by the portfolio assessment, thirty-seven
     (37) or 97% scored proficient. 100% of students who were TCAP-Alt eligible scored Proficient/Advanced in
     2007.

     The dropout rate for Students with disabilities was 11% in 2007 down by 6% from 2006 and just 1% above the
     State target. Students with disabilities met or surpassed the State target of 95% for the percent participating in all
     assessments. Anderson County School System was not identified by the State as having a significant discrepancy
     in the rates of suspension and expulsions of children with disabilities for greater than 10 days in a school year in
     2006 or 2007. The percent of children with IEPs aged 6 through 21 who receive their special education and/or
     related services in the least restrictive environment surpassed the State target for the general education setting 80%
     or more of the day, less than 40% of the day and in separate schools, residential placements, or homebound/hospital
     placements.


Technology
     Anderson County Schools has dedicated a portion of its budget in recent years to the acquisition, upgrading, and
     maintenance of technology for all K-12 students. The following table provides the number of computers per
     location. Computer counts are monitored carefully each year to assure equal access to all students.


     2007 Computer Counts

                                             Anderson County Schools
                                                Component 3-93
                                                                                   Computer/
                                                Computer               Students     student
                             School             Count 2007               2007      ratio 2007
                         Andersonville              152                  435           2.86
                           Briceville                  73                122           1.67
                            Claxton                 188                  596           3.17
                         Dutch Valley                  99                168           1.70
                            Fairview                117                  282           2.41
                          Grand Oaks                136                  312           2.29
                           Lake City                115                  337           2.93
                             Norris                 112                  274           2.45
                           Norwood                  151                  342           2.26
                        Clinton Middle              234                  712           3.04
                       Lake City Middle             266                  315           1.18
                         Norris Middle              210                  451           2.15
                       Norwood Middle               155                  200           1.29
                             ACHS                   247                 1053           4.26
                              CHS                   419                 1172           2.80
                            ACCTC                   334                 1081           3.24

                                              2006 Computer Counts
                          Schools          Computers        Students       Ratio of Students per
                                                                                 Computer
                    Andersonville                 132            435                 1 to: 3.30
                    Briceville                     68            122                 1 to: 1.79
                    Claxton                       168            596                 1 to: 3.55
                    Dutch Valley                   88            168                 1 to: 1.91
                    Fairview                      111            282                 1 to: 2.54
                    Grand Oaks                     94            312                 1 to: 3.32
                    Lake City                     118            337                 1 to: 2.86
                    Norris                        105            274                 1 to: 2.61
                    Norwood                       140            342                 1 to: 2.44
                    Clinton Middle                203            712                 1 to: 3.51
                    Lake City Middle              256            315                 1 to: 1.23
                    Norris Middle                 132            451                 1 to: 3.42
                    Norwood Middle                147            200                 1 to: 1.36
                    ACHS                          197           1053                 1 to: 5.35
                    CHS                           378           1172                 1 to: 3.10
                    TLC                            70            151                 1 to: 2.16
                    ACCTC                         319           1081                 1 to: 3.39


The ability by which students are capable of using the K-12 technology has been determined by the survey,
Technology in Education Survey System (TESS). The survey covers the following areas: student understanding,
teacher use, hardware, software, and network configurations.

ACS Technology Goals (Linked to ISTE Standards) Our standards / goals are still the same for the 2008 SY
A. Students will communicate through applications software.
            Create well-written documents, spreadsheets, and databases.
            Use computer-assisted design tools.
B. Students will communicate visually, graphically, and artistically through multi-media
                                         Anderson County Schools
                                            Component 3-94
           presentations.
            Use a variety of technology (computers, projection devices, camcorders, video-editing equipment,
            scanners, calculators, copiers, laser discs, video and audio equipment, cameras).
C. Students will communicate through networks and telecommunications.
            Use computer networks and telecommunications (electronic mail (Within the District Only), voice
            mail, video)
D. Students will access and retrieve electronic information.
            Use search strategies to retrieve information
            Use on-site electronic resources (encyclopedias, catalogs, indexes, hand-held learning tools)
            Use networks to access information (on- line databases, libraries, electronic bulletin boards)
E. Students will interpret and evaluate information to support learning in all content
           areas.
F. Students will use technology to enhance their productivity
            Use technology to develop learning and workplace skills
            Develop strategies for problem solving, critical and creative thinking
            Create high quality multi- media products
            Develop creativity and innovation through the use of technology
G. Students will develop basic technology skills.
            Select and access technology appropriate to needs
            Use correct starting and exiting procedures
            Develop keyboarding skills
            Operate peripheral devices
            Use technology independently and cooperatively
            Use technology safely and ethically

Instructional Software for 2006 and 2007
Please note the complete list of instructional software by district location in the Component 3 Documentation
notebook located at Central Office. After reviewing this list, it was determined by this committee that each school
had input to the type of software purchased for their school, including the subject matter. It has been the policy of
ACS to purchase on-line, Internet based, software whenever possible so that students have access to the material
both at school and home (anywhere there is an Internet connection).


Data Analysis and Technology 2006
Administrators, principals, teachers, students, parents, and the community at large must have access to up-to-date
information, almost daily, if good decisions are going to be made concerning our district.
Simply, accessing high-quality data is imperative if ACS is going continue to improve academic achievement. At
the present time in Tennessee, state data is hard to locate, difficult to download, and almost impossible to compare
and disaggregate for most individuals. At the present time, the amount of energy required to pull the data and make
comparable decisions is not acceptable. Also it is important to keep in mind, the data the state provides to the
district is a one day snap-shot, and is not a day by day account, giving the district the advantage of truly
understanding the patterns and trends of the students, schools, and the district at-large.

For the reasons listed above, ACS is in the process of launched a new state supported student management system
called Star Student. It is also the plan of ACS to continue to use the new State of Tennessee Data Warehouse
which is currently on-line. (It is our understanding the state is dedicated to the enhancements and improvements of
this site, adding more necessary information.) ACS is building a new ACS Data Warehouse using MS SharePoint,
which will complement the state initiatives. ACS has also launched a new curriculum mapping site, which will
allow us to access what is being taught, when it is being taught, how well it is being taught, what is not being
taught, and most importantly, how well are the students learning this required curriculum. We have over 100
curriculum maps posted on our ACS website.



                                        Anderson County Schools
                                           Component 3-95
District Technology Infrastructure 2007
   Currently, the Anderson County Schools‘ system infrastructure consists of a WAN comprised of 21
   interconnected sites. All sites are connected to the Office of Technology in a star topology. All 17 schools
   have at least a T-1 connection to the Office of Technology. The remaining five sites feature a fiber optic,
   wireless, or ISDN connection. All routers are maintained by Education Networks of America (ENA).
   Networking equipment such as managed and unmanaged switches are maintained by the Office of
   Technology. All fiber optic and wireless connections are also maintained by the Office of Technology. Future
   plans include upgrading 8 of our 17 schools to fiber optic connectivity. These 8 fiber optic connections and
   related equipment would be supported and maintained by ENA.

   All district level servers are housed at the Office of Technology. Services offered at the district level include
   district and school web pages, employee email, DNS, DHCP, firewall, content filtering, student management,
   staff development management, high school credit recovery program, district-wide curriculum mapping
   software, Destiny on-line library, and educational software. All services provided are managed and supported
   by the Office of Technology. A future plan is to add an 8e6 Proxy Blocker. This device will be used to
   prevent students from accessing web-based proxy servers.

   All school level servers are located in designated areas at each school where access by non approved personnel
   can be prevented. These servers are used to provide access to courseware, student management software, data
   storage, and the Internet.

   All Anderson County Schools servers feature single or dual Intel based processors. Processor classes include
   P4 Xeon, PIII Xeon, and PII Xeon. All servers utilize RAID 5, Raid 1, or tape backup for data integrity.
   Operating systems include Windows 2003 Server, Windows 2000 Server, and Novell.

   Anderson County Schools‘ uses Intel based computers using either Windows XP or Windows 98 SE operating
   systems. These computers feature Intel P4, PIII, and PII processors, contain between 64 and 256 MB of RAM,
   contain between 40 and 120GB hard drives, and offer at least 100MB Ethernet connectivity to the schools local
   area network.

   Each school is wired to offer at least one 100MB Ethernet connection per classroom and office. A future goal
   includes upgrading all backbone switches to provide at least one 1GB Ethernet connection per classroom and
   office. All new switches will be managed layer 4 switches. Another future goal is the addition of a managed
   wireless network. All wireless access points will be controlled by a central wireless controller at each high
   school. The goal of the wireless installation is to allow students to bring their own hardware from home and
   use it to gain access to network resources at school.

District Technology Infrastructure 2006

   Currently, the Anderson County Schools‘ system infrastructure consists of a WAN comprised of 21
      interconnected sites. All sites are connected to the Office of Technology in a star topology. All 17 schools
      have at least a T-1 connection to the Office of Technology. The remaining five sites feature a fiber optic,
      wireless, or ISDN connection. All routers are maintained by Education Networks of America (ENA).
      Networking equipment such as managed and unmanaged switches are maintained by the Office of
      Technology. All fiber optic and wireless connections are also maintained by the Office of Technology.

   All district level servers are housed at the Office of Technology. Services offered at the district level include
       district and school web pages, employee email, DNS, DHCP, firewall, content filtering, student
       management, staff development management, high school credit recovery program, district-wide
       curriculum mapping software, Destiny on-line library, and educational software. All services provided are
       managed and supported by the Office of Technology.

   All school level servers are located in designated areas at each school where access by non approved personnel
       can be prevented. These servers are used to provide access to courseware, student management software,
                                       Anderson County Schools
                                          Component 3-96
             data storage, and the Internet.

         All Anderson County Schools servers feature single or dual Intel based processors. Processor classes include
             P4 Xeon, PIII Xeon, and PII Xeon. All servers utilize RAID 5, Raid 1, or tape backup for data integrity.
             Operating systems include Windows 2003 Server, Windows 2000 Server, and Novell.

         Anderson County Schools‘ uses Intel based computers using either Windows XP or Windows 98 SE operating
            systems. These computers feature Intel P4, PIII, and PII processors contain between 64 and 256 MB of
            RAM, contain between 40 and 120GB hard drives, and offer at least 100MB Ethernet connectivity to the
            schools local area network.

         Each school is wired to offer at least one 100MB Ethernet connection per classroom and office. This provides
            adequate bandwidth inside each school for accessing the services provided by each school server.



     Areas of Need- 2006 and 2007
     ACS needs to…
       Expand alternative programs for credit recovery (See Goal 3, Component #5)
       Complete the development of curriculum maps (See Goals 4, 6, and 7 Component #5)
       Add projection devices in each math and science classroom to enhance instruction.
       Increased bandwidth at all locations to help enhance instruction for all students.
       Increased number of cameras to enhance multi-media at each school.
       Increase number of video security systems for our larger schools, offering a secure learning environment.

     Funding 2006 and 2007
     MGT concluded in their study of the Anderson County School District, much like other districts in our state and or
     nation, often struggle with funding. Most often ―we‖ know what needs to be done and how to implement the
     initiative; we simply do not have the funds to implement the necessary programs and / or projects. However, the
     Anderson County Board of Education has created a re-occurring technology fund for technology each year. For
     the 2008 SY, the BOE has increased the re-occurring fund to $300,000.

     Need for Easy Access to Information
     Simply, accessing high-quality data is imperative if ACS is going continue to improve the academic achievement of
     all students. At the present time in Tennessee, state data are hard to locate, difficult to download, and almost
     impossible to compare and disaggregate for most individuals. At the present time, the amount of energy required to
     pull the data and make comparable decisions is not acceptable. Administrators, principals, teachers, students,
     parents, and the community at large must have access to up-to-date information, almost daily, if good decisions are
     going to be made concerning our district and our individual students.




Career and Technical Educational Needs
     The Career and Technical Program of Anderson County Schools has seen a continuation of the improvements it has
     made over the last few years. Upon examination of the Perkins Report data found in the 2006 System Report Card,
     we find several areas of strength and a few areas to strengthen. The percentage of students attaining six core
     competencies is the unit of measure used in this set of data and Anderson County Schools has improved on five of
     those six measures over last year. The following graph contains a review of the data over the last three years as well
     as the state average for the 2006 school year.




                                               Anderson County Schools
                                                  Component 3-97
                                        Career & Technical Education Data

                  120%

                  100%
                                                                                                            2004-2005
     Percentage


                  80%
                                                                                                            2005-2006
                  60%
                                                                                                            2006-2007
                  40%                                                                                       State 06-07
                  20%

                   0%
                                       Proficiencies




                                                         Completion




                                                                                    Completion
                                                                                   Participation
                          Attainment




                                                                       Placement




                                                                                    Traditional
                          Academic




                                                                                    Traditional
                                         1S2 Skill




                                                                                        Non-
                                                                          3S1
                             1S1




                                                           2S1




                                                                                        5S1
                                                                                       Non-
                                                                                       4S1
                                                         Core Indicators



Core Competencies, Career and Technical

Academic Attainment (1S1) – The system made a gain of 4.0 – 2007 and 1.78% - 2006 over the previous years.
Although we did not meet our system goal, the African-American and Hispanic CTE students met the academic
attainment goal in 2006, we did score above the state performance level.

Skill Proficiencies (1S2) – Anderson County Schools exceeded the state average by 3.06 in 2007 and .68% in
2006. However, were unable to attain the 100% mark that was realized in 2005, therefore the goal was not met. We
did make a 2.43% improvement over previous years.

Completion (2S1) – Again, the system improved over last year by 4.0 in 2007 and .83% in 2006; although the
goal was not met. It should be noted here that Career and Technical students exceeded the district graduation rate
by 9.78% in 2007 and 4.28% in 2006 and 10% in 2005.


                                                 Graduation Rate (Completion)

                         92%
                         90%
                         88%
                         86%                                                           Anderson County
                         84%                                                           Schools
                         82%                                                           ACS Career & Technical
                         80%                                                           Students
                         78%
                         76%
                         74%
                                       2006                           2007



Placement (3S1) – This is the strongest area of the Anderson County Career and Technical Program. We have met the

                                                       Anderson County Schools
                                                          Component 3-98
performance goals in this competency for the last six years. In 2007 and in 2006 ACS CTE students exceeded the
state average by 0.95 in 2007 and 4.5% in 2006. The 94.94% in 2007, 96.65% in 2006 placement rate also meets
the performance goals in all disaggregated categories.

Participation Non-Traditional (4S1) – Making a 4.6% gain in this competency was not enough to meet the
performance goal. We should note that gains have been made over the last three years. An apparent strength in this
area is only evident upon Disaggregation, where the African-American students attained the performance standard
at a rate of 43.75%, exceeding the negotiated standard of 24.63% by 19.12%. Students with disabilities also rated
well by rating a 27.56% performance rate.

In 2005-06 gains were made of students participating in non-traditional program. However in 2006-07, data
reflected a decreased by 7.13%. However, African America student participation rate exceeded the state average
by 5.95% and had a 100% completion rate in 2006-07.

Completion Non-Traditional (4S2) – Again this area has seen gains over the last three years improving by 4.39%
over the last year although the state goal was not met.

In 2005-06 gains were made in completion rate of CTE students in non-traditional programs. However, in 2006-07
the number dropped by 5.45%. We did have a 100% completion rate by African American students.



                                        NAEP Reading Mean Score

              305
              300
              295
              290
              285
              280
              275
              270
              265
              260
                      Students



                                 Students



                                             Students



                                                        Students



                                                                      Students



                                                                                 Students



                                                                                            Students



                                                                                                       Students
                                   CTE




                                                          CTE




                                                                                   CTE




                                                                                                         CTE
                         All




                                                All




                                                                         All




                                                                                               All




                         2004 Site              2006 Site              2006 High            2006 All Sites
                                                                      Scoring Sites

                                            Reading Goal           Reading Mean Score




                                            Anderson County Schools
                                               Component 3-99
                                         NAEP Mathematics Mean Score

                    325
                    320
                    315
                    310
                    305
                    300
                    295
                    290
                    285
                    280    Students



                                      Students



                                                   Students



                                                              Students



                                                                            Students



                                                                                       Students



                                                                                                  Students



                                                                                                             Students
                                        CTE




                                                                CTE




                                                                                         CTE




                                                                                                               CTE
                              All




                                                      All




                                                                               All




                                                                                                     All
                              2004 Site               2006 Site              2006 High            2006 All Sites
                                                                            Scoring Sites

                                          Mathematics Goal               Mathematics Mean Score


                                                 NAEP Science Mean Score

                    325
                    320
                    315
                    310
                    305
                    300
                    295
                    290
                    285
                    280
                    275
                           Students



                                      Students



                                                   Students



                                                              Students



                                                                            Students



                                                                                       Students



                                                                                                  Students



                                                                                                             Students
                                        CTE




                                                                CTE




                                                                                         CTE




                                                                                                               CTE
                              All




                                                      All




                                                                               All




                                                                                                     All




                              2004 Site               2006 Site              2006 High            2006 All Sites
                                                                            Scoring Sites

                                                  Science Goal           Science Mean Score




What evidence/sources support your response?
     MGT Operational Audit
     Student Management Software, Star Student
     Reading Data, K-2
     TVAAS, Reading and Math
     CRT / AYP, Reading and Math
     Gateways
     Report Card Data
     Vocational Data and Perkins Report Card
     ACT Data
     MIS Report Data
                                                   Anderson County Schools
                                                      Component 3-100
        Sample Student Work from Component #1
        A review of mid-term reports from all 17 schools
        NAEP from Component #1
        National goals for technology
        Technology Data , Technology in Education Survey System, TESS




Evaluation of the Prioritized Goals, 2007 - Narrative Response Required
What are your data driven prioritized goals?
Attendance
Each student will improve his or her attendance by 0.5% each year until Anderson County Schools K-8
attendance improves to 97% and 9-12 attendance improves to 95%. This will include CTE students.

Reading
Each student in K-12 will increase reading proficiency on TCAP and Gateway by 1% annually, until
Anderson County proficiency level is 100%.

Math
Each student in K-12 will increase math proficiency on TCAP and Gateway by 1% annually, until
Anderson County proficiency level is 100%. CTE students meet core indicator 1S1.

Graduation
Each year for the next 5 years, we will increase the proportion of students on target for graduation with
their class by 4%. CTE students will meet state negotiated goals (2S1).

Writing
Students will improve their writing score one level annually until Anderson County improves overall
writing scores to 4.5 for elementary and 4.0 for high schools.

Organization and Operations
Support increased system objectives through improved school system organization and operations as
outlined in the MGT Audit, 2005.

Communication
Develop an effective communication plan involving all stakeholders of the Anderson County School
System to include progress of student academic and nonacademic performance.


Reference: Review Component 5 for a complete up-date on the progress made toward achieving our
goals.




                                                Anderson County Schools
                                                   Component 3-101

				
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