Tennessee School and District Improvement Plan
Posted On:
Monday, April 23, 2012

Revised Tennessee School and District Improvement Plan




Hal Henard Elementary


Greeneville City Schools



Analysis of last year’s final results:

Areas of Greatest Progress:

Areas of Greatest Challenge:




Math 3rd grade : 6.3 % gain

Math 4th grade: 1.2 % gain

Math 5th grade:  43.6% gain


4th grade TVAAS 3yr. mean gain: 3.12

5th grade TVAAS 3yr. mean gain: 0.45






     RLA 3rd grade: - 8.4 % loss

     RLA 4th grade:  - 19.3 % loss

     RLA 5th grade- 1.4 % loss

Economically Disadvantaged:

     RLA:  47.3% Gap



Source of Progress:

Source of Challenge:

Students in grades three through  five

made significant gains in Mathematics.  Gains for these grade levels may be attributed to the following:   1) Teachers attended professional development workshops held by our system Math specialist, Marrie Lasaster  2) Model lessons were presented by Mrs. Lasaster at each grade level along with a follow up conference  3)Math manipulatives, calculators, and Promethean boards were purchased and implemented    4) Teachers and students have had two years of experience with the new math standards  5) TCAP Coach materials were purchased to assist with TCAP preparation 



 Students in grades three through five experienced a decrease in Reading/ Language Arts. In 3rd grade, 32.1% of students were proficient and 14.3% advanced, leaving 48.2% basic and 5.4% below basic.  In 4th grade, 35.2 % of students were proficient, 7.4% advanced, 48.1% basic, and 9.3% below basic. In 5th grade, 51.6% of students were proficient, 19.4% advanced, 25.8% basic and 3.2% below basic.  Setbacks in this area were possible due to a system wide focus on Math. Professional development was structured around Math needs rather than Reading. Student class schedules were altered to allow for more time for Math instruction. Reading textbook adoptions are no longer aligned with state standards. As we reviewed our Reading /Language arts goals and benchmarks for Race to the Top, we noticed a 12.7% gap in 3rd grade.  In order to reduce the gap trajectories have been created to develop yearly benchmarks.

Goal trajectories for 2011-2012.  





Goals for this school year:

Overall Achievement Goals:  (Aligned to First to the Top Goals)

  1. Hal Henard Elementary student Reading/Language Arts achievement scores on the TCAP test for 3rd grade (All subgroup) will increase from 47.3% in 2010-2011 to 54.1% in 2011-2012.


  1. Hal Henard Elementary students in grades 3-5 will continue to make progress in math with a goal of 3-5% annual growth.


  1. Hal Henard Elementary students in grades 3-5 will continue to make progress in Reading with a goal of 3-5% annual growth.


  1. Hal Henard Elementary 3rd grade student achievement gap will decrease from 47% in 2010-2011 to 34.7% 2011-2010.

Subgroup Goals: (List each subgroup individually)

  1. The Reading/Language Arts student achievement Gap for economically disadvantaged 3rd grade students at Hal Henard will decrease by 6%.  


Other Required Goal Areas:

  1. Hal Henard will continue to meet or exceed the attendance of 95%
  2. “Hal Henard Elementary School plans to reduce non-academic barriers to learning by maintaining an active Healthy School Team, developing Coordinated School Health Initiatives, and developing a School Health Improvement Plan.”


Plan for this school year:

Key strategies to achieve goals:

1.      Grade level teams will regularly meet with district reading specialist to strengthen lesson development, pedagogy, and standard alignment.

2.      Grade level teams will meet quarterly to work with Marrie Lasaster, focusing on math strategies. 

3.      Grade level teams will collaborate weekly during their common planning time to incorporate lesson connections across all subject areas and develop Common Core alignment.

4.      Response to Intervention (RTI) program is implemented providing two tiers of additional intervention beyond classroom core instruction.

5.      Provide professional development for teachers and staff to assure that all teachers can use the assessment data to determine specific content needs and to use the Value- added website for growth, projections, etc.

6.      ACCESS program provides students in 2nd-5th grades with before school, afterschool, and summer tutoring and enrichment opportunities.

7.      Morning Accelerated Reader program provides additional reading practice for all grade levels.

8.       Academic coach meets regularly with faculty to discuss formative assessments, Common Core, and leads a book study about researched based assessment strategies.

9.      Family nights are held to provide parents and students with enrichment activities and materials for reading and math skill practice.

10.  The 3rd grade team will begin schedule changes to departmentalize subject areas to enrich instruction.  

11.  Technology such as promethean boards, laptops, and other electronic materials will be utilized to enhance and differentiate classroom instruction.

12.  Opportunities to attend various professional development opportunities outside of systems sponsored growth opportunities.


Key strategies to achieve progress for students with the greatest need:

1.       Response to Intervention (RTI) program is in place to provide two levels of intervention as needed by students.

2.       ELL teacher works daily with students to develop content area language.

3.       Retired teachers and parent volunteers work with students on reading fluency.








Projected costs and funding sources for key strategies:

Strategies 1, 2, 3, will not require additional funding as a common planning schedule is already in place at Hal Henard. Monthly meetings with district reading specialist and Academic coach are also currently in place. Departmentalizing 3rd grade scheduling will not require additional funds.

  1. Funding for ACCESS program expected cost $50,000
  2. Family Night expenses for materials and food $2,000
  3. Technology expenses $30,000
  4. Professional development opportunities $10,000




Benchmarks for Progress



1.  All teachers grades K-5 will review/learn/strengthen pedagogy, and knowledge of reading standards by working with system reading specialist.

Monthly meetings with system reading specialist.

2.  All grades K-5th, have cooperative planning times to develop lesson plans linking common core goals with current state goals.


3. Data training with system data coach



4.  Administer STAR ENTERPRISE testing each term. Testing windows will be given to teachers. Testing data will be used to determine RTI tier placement and for additional tutoring (ACCESS) needs. Monthly meetings with system reading specialist will assist teachers any data interpretation needs and classroom application.

August:  Baseline testing




5. Schedule changes for 3rd grade.  Implementing departmentalized schedule to strengthen subject focus.



Jan: Classrooms will begin implementing departmentalized schedule.


6. Academic coach will meet with all grade level teams K-5, to discuss formative assessment techniques and strategies.



Monthly meetings


7. ACCESS before school, afterschool, and summer school program

ACCESS team meetings will be held quarterly to discuss program success and improvement areas. Classroom teacher will collaborate as necessary with tutoring teachers to discuss student areas of need.


8. Form a  Healthy School Team committee:

Select Healthy School Team Chairman

Provide Healthy School Team Training

Healthy School Team will meet quarterly.

Complete the School Health Index (SHI)

Complete School Health Improvement Plan

Evaluate progress toward meeting School Health Improvement Plan


November, 2011—Initial training for HST

January, 2012—Completions of SHI

February, 2012—Completion of School Health Improvement Plan

May, 2012—Report accomplishments





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