Hickory Creek Elementary School stands at the foot of the Ben Lomand Mountains. Hickory Creek School is surrounded by nature, which gives the students and staff a unique view of the beauty of the area. Located off Highway 55 on the southwest edge of McMinnville, Hickory Creek Elementary stands as a symbol of the importance of education to the Warren County Community. Hickory Creek Elementary School was constructed in 1993, after the county decided to combine North Elementary and William Biles Schools for a more modern and accessible facility. Hickory Creek was recognized as one of the top five attractive schools in the state. The School continues to be a member of the Southern Association of Colleges and Schools. The last review team visit was in the fall of 2003. During the visit the review team unanimously recommended the School be granted continued accreditation by the Commission of the Southern Association of Colleges and Schools.

Hickory Creek Elementary School, a K-5 school, is a site for ESL and CDC Special Education students in the Warren County School System. The school building contains one main office, which consists of two conference rooms, one principal’s office, one bookkeeper’s office, one copy/teacher work area, one teacher supply room, and one nurse’s station. Hickory Creek’s building contains thirty-five regular classrooms, 10 special education classrooms, one art room with an office and work area, one music room, which connects to a stage in the gymnasium, one gymnasium with an office, stage, and storage room, one library with an office and storage/work area, one cafeteria with a food preparation area and an office, one guidance room with two offices and a small conference room, one school psychologist office and testing room, one main teachers’ workroom,

2 teacher/staff work areas, and one computer lab.

Hickory Creek Elementary School was constructed with environmental and safety conditions as a main concern. Upon entering the campus, everyone must pass through a guard station. The guard station houses a security guard, who documents anyone entering the campus. Once on the campus, everyone is required

to register at the front desk and given a visitor’s pass to wear in plain sight. The classrooms, the library, the cafeteria, the gymnasium, and the hallways have exterior exits. All exterior exits are kept locked at all times except the main doors in the front of the school. Hickory Creek has a silent alarm system. The alarm system is connected to the police department. The alarm is set for unauthorized entrance, and motion sensors pick up motion in the hallways. The principal is notified of each response along with the police. Hallways are monitored by video surveillance during the school day. Movement by staff and students are taped and monitored for safety reasons. Key personnel have two-way radios, which are carried at all times for a quick response, if needed. Hickory Creek has lock down procedures. When the code EMT Secure is given, all classrooms are locked and key personnel stay in the hallways and at the main hallway exits, until the all clear is given. Hickory Creek also practices fire and tornado drills. Each classroom teacher goes over the procedures with their students for the drills. The classroom teacher explains the safety rules of the playground. Teachers monitor students while they are on the playground.

The environment surrounding the school is monitored by the use of the Nature Trail. The trail was funded by a forty thousand dollar grant. The trail measures over a half mile (.52). The Nature Trail at Hickory Creek has been a great asset to students and faculty. Many teachers and students walk this paved trail everyday, if weather permits. The trail is paved and about half way along the trail is the amphitheater, also known as the outdoor classroom. It is a great place for teachers to take their students for lessons with the scenery and the sounds of nature. There are identification markers posted along the trail to inform students of the natural wildlife and plants, which can be viewed while on the trail. Birdhouses and a fish pond are located at the back of the school grounds to encourage wildlife and for student observation. The trail is used by many students for daily walking to give

students and teachers more exercise. Students are instructed to leave wild plants alone in order to keep the habitat natural. Students are taught to keep the area free

of litter. Hickory Creek also has a weather station located at the back of the school. The weather station shows the temperature, humidity, wind speed, wind direction, barometric pressure, and rain measurement.

Hickory Creek Elementary School consists of grades kindergarten through fifth. The school year consists of 180 days for students, 200 days for teachers, and 240 days for principals. The average school day for students is seven hours and seven and one half hours for teachers and principals.

Per Pupil Expenditures are as follows for the 2004-2005 school year.

Per Pupil Expenditures per Funded ADM - National: $8,554, State: $6,970, Warren County: $6,334

Per Pupil Expenditures per ADA – National: $9,102, State: $7,366, Warren County: $6,689

Warren County Schools per pupil funding for ADA and ADM is below the State and National averages.

Approximately 75% of the county’s public housing school age children attend Hickory Creek Elementary. As a result, 52% of our students are on free and reduced breakfast and lunch. The current attendance rate for Hickory Creek Elementary School is 94.9%

Hickory Creek School faculty works hard to avoid discipline referrals. Positive actions are rewarded to avoid punishment. The rate of referrals for discipline is 1%. The referrals are dealt with by the principal and the behavior management teacher with some referrals to the school counselor when appropriate.

Hickory Creek Elementary has a very low retention rate. The rate of retention is 2%. The teachers and staff work very hard to meet the needs of each student and use preventive measures to help students succeed in school.

The Warren County School System has a policy in place to recruit and hire highly qualifies teachers and paraprofessionals. Hickory Creek Elementary School has one male administrator, six female kindergarten teachers, six female first grade teachers, six female second grade teachers, six female third grade teachers, four female and one male fourth grade teachers, five female fifth grade teachers, eleven female special education teachers, three Title I teachers, one female school counselor, one half-time female music teacher, one female librarian, one female half-time art teacher, two female physical education teachers, one female ESOL teacher, one female ESOL tutor (grant), one female ESOL translator, eight female food service members, two female and two male custodians. The staff also includes one female secretary, one female attendance secretary, one female

bookkeeper, twelve female special education assistants, one female library

assistance, four female general teacher assistants, one female Title I assistance, one female school psychologist, one female school nurse, three female and one male extended daycare workers.

The table below shows the grade level, years of experience, gender, race, degrees, highly qualified, waivers, and teaching outside certified area.

Teachers (3), who are teaching on waivers, compose 5% of the faculty. Two of these teachers will be highly certified this summer. The other teacher has a plan for working toward certification.

Fifty-three percent of the faculty at Hickory Creek Elementary has a Master’s Degree. Sixteen percent of the faculty has a Master’s Degree plus 45 hours. Sixteen percent of the faculty has an EDS Degree.

Hickory Creek Elementary meets the guidelines set forth by the State Department of Education. Instructional materials are chosen based on their

capability to support curriculum goals and objectives, which fulfill the students’

individual needs and levels of maturity. The local textbook selection committee, composed of instructional staff from across the System and the Director of Instruction, has the responsibility for textbook selection every year. Textbook adoption occurs every five years per subject area. Hickory Creek Elementary meets the state guidelines in the use of computers. The school houses one computer lab equipped with 25 Dell computers, one Dell computer connected to Net/OP and a projector, and two printers. Each class in every grade level has a scheduled time to attend the computer lab each week. The students work on the computers in the lab using the Orchard Program. Every classroom has one Dell PC for teachers to use and two or more IMAC computers, which the classroom teacher and students use to supplement the use of textbooks and state guidelines. Homework assignments are given to enhance classroom instruction. The assignments are used to keep track of the students’ progress towards mastering the objectives. Students learn to work in groups, as well as, work independently. The assessment of student mastery at Hickory Creek Elementary is an ongoing task. Subjective assessments are gathered through formal and informal observations. Hickory Creek student assessment data are gathered through the use of teacher made tests, textbook test, yearly TCAP, and ThinkLink tests. The TCAP Writing Assessment test is given at the fifth grade level to assess students’ writing abilities. Special needs students are assisted in mastering the state’s objectives by modified regular classroom instruction with periodic consultation from the Special Educational teacher, a Speech and Language Program, a Resource Program, or a Comprehensive Developmental Program. When a student with special needs is identified, the principal and teachers follow State and Federal guidelines for placement in the proper program(s).

The library at Hickory Creek School was the first in Warren County to use the Accelerated Reader Program. The library contains over 7,000 A.R. books alone. These books are labeled with the grade level and point value of each book. The students may read A.R. books and take a computerized test in their regular

classroom, special education classroom, ESL classroom, or Title I classroom. A list of books is kept on the computers, in order for students and teachers to view the scores for each test. Teachers offer different types of incentives for the students as their points accumulate. The library holds two Book Fairs each year. During each Book Fair, the library extends its hours one afternoon in order for the parents to visit the Book Fair with their children and help them select books. Teachers make a "wish list" of books for their classroom. Parents view the lists and may purchase books for their student’s classrooms. The librarian is the Yearbook sponsor for Hickory Creek School. A yearbook is planned and organized for purchase by the students in all grades, K through fifth. This allows many students to have a school yearbook for kindergarten through twelfth grade. The library has available book kits for each reading level for the teachers to use in their classrooms. Some kits contain thirty A.R. paperback books, which are identical. Some book kits have a variety of books. Students have access to several different books in their classrooms.

Hickory Creek School participates in the Summer Reading Program, which is sponsored by the Magness Memorial Library in McMinnville. Students are given a reading list of requirements during the last month of school. Parents and students complete the summer reading assignments. The students, who complete the assignments, are given a reading trophy in the fall during a special assembly program.

A Special Education Pre-Kindergarten class is available at Hickory Creek. This program is for students who are three to four years old and have special needs. The program is designed to prepare pre-school children in areas of language development, fine motor skills, reading and math skills, and self-help skills.

All upcoming kindergarten students attend a one-day screening for pre-registration. Using the results of the screening process, principal and teachers determine special needs, student-teacher ratios, and preparations needed for the upcoming school year.

Hickory Creek School offers an Extended Day Care Program. Day Care is open at 6:00 a.m. until 7:00 p.m. every school day. Students who arrive at school before 7:00 a.m. pay a small fee to attend Day Care. The Day Care is re-opened in the afternoon from 3:00 p.m. until 6:00 p.m. The students are supervised by four day

care workers. Students may receive homework assistance or participate in various activities. There are approximately forty students currently enrolled in the Extended Day Care Program.

Under the direction of Hickory Creek School physical education teachers, students participate in competitive physical activity events yearly at the Warren County Fair. Students compete with other elementary students in the county. Students at Hickory Creek School are given a Fitness Test at the end of each school year. The physical education teachers log abilities and speed. These records are kept and compiled as the students progress in school. The physical education teachers direct a Field Day in May of each school year. Teachers and students spend the day outside participating in a variety of activities.

The guidance department is the heart of Hickory Creek School. The counselor works and coordinates multiple activities for the school. The school counselor conducts classroom instruction, small group instruction, support groups, and individual counseling. Consultation services are offered for parents, teachers, other educators, and community agencies regarding strategies to assist students. The school counselor uses referral resources both within the school and outside the school community. Referrals could deal with crisis such as suicide, violence, abuse, illness and death. The school counselor coordinates or supports programs, which include Project Basic, Needy and Abused Children’s Programs, and Title X After-School Tutoring. Other programs coordinated or directed by the counselor include Child Sex Abuse Awareness and Prevention, Pre-teen Living for Grade 5, AIDS Prevention and Awareness, needy children assistance (school supplies, clothes, shoes, coats, and Christmas help for needy children and their families), Share a Christmas Dinner Program, Random Acts of Kindness, career awareness activities, which includes guest speakers from the community and an assembly each year, a Veteran’s Day Program, plus other educational programs. The counselor works in coordination with the ESOL Department to teach abuse prevention for ESOL students.

Hickory Creek Elementary provides two different free tutoring services. Students are referred by their classroom teachers or by parental request. The students attend tutoring class before school from 7:00 to 7:40 and/or after school from 3:00 to 4:00. For one tutoring program parents are responsible for the

transportation. The Title X After-School Tutoring Program provides bus service for qualified students.

Hickory Creek School organized an Emergency Management Team (EMT) in 1995. Currently there are thirteen members, who are trained in the use of CPR/AED and basic first-aid. A defibrillator (AED) is located in the school lobby and first-aid kits are placed strategically throughout the building. Members of the current team include the principal, secretary, school counselor, attendance clerk, and teachers. One member of the current team, a physical education teacher, represents our school at monthly safety meetings. The safety meetings are held with the county safety director and community representatives monthly to review employee accidents. The School’s safety representative reports vital information back to the faculty and staff.

Hickory Creek School participates in the Coordinated School Health Program. The School Health Team meets regularly to formulate plans and strategies helping to ensure the health and safety of students, parents, faculty and staff. The Health Team is composed of parents, teachers, the school counselor, and the principal.

Hickory Creek School holds an annual Kindergarten graduation ceremony. This ceremony is held at night for parents and family members to attend. The students perform a program for their parents and family members. Kindergarten diplomas are awarded during the program. Another graduation ceremony is conducted for the fifth grade students. The students receive diplomas and special recognitions during the program. Parents and family members are invited to attend.

Hickory Creek Elementary School encourages students and parents to reach-out and help others. Students and parents brought supplies on two different occasions for the victims of Hurricane Katrina. Each year students donate their snack money to the "Share a Christmas Dinner Program," which supplies local needy families with the food products to make a nice Christmas dinner for their families. Students brought toys to donate to the local Rescue Squad for delivery to needy children for Christmas. The 4-H Club collects supplies for the local Families in Crisis Shelter. Promoting a caring attitude among students, parents, staff, and faculty is important to a healthy school community. Hickory Creek School serves as a vital source for teaching the character traits of caring and responsibility.

Hickory Creek School has an excellent 4-H Club. Students are given books by

the 4-H representatives at the beginning of the year. Monthly assignments and projects are explained in the book. Students select and vote for a president, a vice-president, a secretary and a sergeant-at-arms. Students learn public speaking skills, nutritional information, and information on drug, alcohol, and tobacco use. Posters are designed by students on various topics to compete with other schools. Students in the 4^th and 5^th participate in the Clover Bowl. The Clover Bowl is a quiz with questions over agriculture, Tennessee history and regions. Students are encouraged to attend a summer 4-H camp.

The faculty at Hickory Creek takes full advantage to the many different learning and historical areas, which are close to the school. Each teacher takes an average of two or more field trips per year. Students have an opportunity to learn about the past and present. Among the many places students visit are the Cumberland County Playhouse, Discovery Science Center, Cannon County Playhouse, Pumpkin Patch, Pioneer Village, Tennessee Aquarium, and other places of interest.

Hickory Creek Elementary provides an enrichment class for the gifted students. Classes are held weekly and extra curriculum and instruction are given. These classes are designed to go a step further than the regular education program. Critical thinking skills are encouraged, as well as, cooperative learning,

The PTO at Hickory Creek Elementary is a major influence to further the school’s success. The PTO sponsors and organizes the Accelerated Reader Program, organizes the Fall Festival, and a Christmas Store for the students. Funding from the Fall Festival, sale of Smart Cards, Christmas Store, Box Tops for Education and Campbell Soup labels, allows the PTO to complete vital projects and purchase equipment for the school.

Hickory Creek School is partnered with the First National Bank of McMinnville. The First National Bank donates prizes for the Accelerated Reader Awards. The bank offers its employees during TCAP to be used as proctors, when they are needed. The bank offers tours for the students to view some of the different banking departments. Bank employees present Career Awareness Programs to students regarding careers in the banking industry. First National Bank is ready and willing to give assistance to the school in a variety of ways.

Warren County has a population of 39,559 as of 2004. This is an increase of 3.35% from the 2000 census of 38,276. The white race, according to the 2000 Census was 91.7% of the population. Black or African Americans made up 3.2% of the population. The Asian community composed 0.4%; American Indian and Alaska Native were 0.2%. The Hispanic or Latino community made up 4.9% of the Warren County population and other races made up 4.5%.

In Warren County, according to the Profile of Selected Social Characteristics 2000, 17.8% of the population never married, 60.2% married, 1.9% separated but still married, 7.5% widowed, and 12.6% divorced. In Warren County according to the Profile of Selected Social Characteristics 2000, 12.9% of the population had less than a 9^th grade education, 19.9% had a 9^th to 12^th grade but no diploma, 39.3% had a high school diploma (includes equivalency), 16.3% had some college, 2.5% had a Associate Degree, 5.9% had a Bachelor’s Degree, and 3.2% had a Graduate of Professional Degree.

Based on the Profile of Selected Economic Characteristics 2000, 59.4% are in the labor force, 2.9% are unemployed and 37.7% are not in the labor force.

According to the 2000 Census, there were 38, 276 people living in Warren County. There were 13, 819 people living inside the city limits of McMinnville and 24,457 people living outside the city limits of Warren County. The average income for a single income family was $22,299 per year, with the average income with two people working in a household was $30,920 per year. There are currently four private schools in Warren County. The largest major employer in Warren County is the Warren County Government; this includes all workers, who receive their income totally and partially from the county. Two of the major industries located in the county are Bridgestone/Firestone Cooperation and Yorozu-Calsonic Cooperation. Another large employer is the nursery industry with an estimated 400 nurseries. Warren County is known as the "Nursery Capital of the World." According to the Demographic Profile of the 2000 Census, 31.9% of family households had children under the age of 18 years of age. Married couple families were 23.4%, and single female households were 6.6%.

Hickory Creek Elementary School works hand-in-hand with the community. Many community service organizations donate time, materials, school supplies, glasses, and other necessary items throughout the year. The students benefit greatly from these silent donations. The faculty and staff recognize the importance of the wonderful community support.

FORM 1.3.2 Other Data Sources (including surveys)

1. We believe learning is a life-long process.

2. We believe teachers, parents, and the community share the responsibility   of decision-making and the development of the policies of the school.

3. We believe a healthy, safe, stimulating, and physically comfortable

environment is essential in encouraging academic learning, personal

development, and good citizenship.

4. We believe students learn in different ways and instructional practices should take into account differences in learning styles.

5. We believe each student is a valued individual with unique physical, social,

emotional and intellectual needs.

6. We believe a student’s self-esteem is enhanced by positive relationships and mutual respect among and between students and staff.

7. We believe the curriculum and assessment practices should meet the individual needs of each child.

8. We believe cultural diversity awareness increases each student’s ability to interact respectfully within the community.

9. We believe all students are capable of learning, achieving, and succeeding to their fullest potential.

The fourth grade improved the three year Reading/Language Arts average to

-2.2. Previous scores were -6.9 in 02/03, -1.9 in 03/04, and 2.2 in 04/05. Each year the fourth grade has shown steady improvement. While still below the state three year average gain, improvement is in a growth pattern for Reading/Language Arts.

Fourth grade CRT results show that 108 students were tested. 25% (34) students are advanced, 50% (54) students are proficient and 19% (20) students are below proficient.

The 2005 subgroup reporting for Hickory Creek was in two categories: Economically Disadvantaged and Students with Disabilities. In the Economic Disadvantaged subgroup students scored at 18% below proficient, 50% proficient, 32% advanced. This gave Hickory Creek a three year average of 74% proficient/advanced. The System and State performed at the same level, 14% were below proficient, 63% proficient, and 23% advanced. The System shows a 78% three year average proficient/advanced and the State shows a 79% three year average proficient/advanced for Economic Disadvantaged subgroup students.

In the Students with Disabilities subgroup students scored at 48% below proficient, 46% proficient and 6% advanced. This gave Hickory Creek a three year average of 40% proficient/advanced in this subgroup. The System posted 35% below proficient, 61% proficient and 4% advanced. The System three year average is 51%. The State shows 31% below proficient, 59% proficient and 10% advanced. The State's three year average is 55% of students in this subgroup are proficient/advanced.

The Math CRT scores for all students at Hickory Creek show 84% at the proficient or advanced levels and 17% below proficient. Compared with the System's 2 year average, 86% of all students are proficient/advanced and 12% are below proficient. The state scored 86% proficient/advanced on the two year average scoring and 17% below proficient for all students in Math.

The subgroup reporting for Hickory Creek was in two categories: Economically Disadvantaged and Students with Disabilities. The Economically Disadvantaged subgroup reports show 23% were below proficient, while proficient students were 46% and advanced were 31%. The two year average of proficient/advanced was 72%.

The third grade students at Hickory Creek scored in Science with the following break-down.

18% (19 students) scored Advanced

61% (66 students) scored Proficient

21% (23 students) scored Below Proficient

The fourth grade students Science scores were:

29% (32 students) scored Advanced

46% (52 students) scored Proficient

25% (28 students) scored Below Proficient

The fifth grade scores were reported as:

29% (27 students) scored Advanced

53% (49 students) scored Proficient

18% (17 students) scored Below Proficient

TVAAS reports (2004-05) show Hickory Creek fourth grade students scored a 5.2 gain with a 1.4 three year average. The System’s gain was 3.8 and 1.1 for the three year average. The State three year average for fourth grade Science was 1.7.

The third grade scores in Social Studies were:

19% (19 students) scored Advanced

61% (62 students) scored Proficient

20% (20 students) scored Below Proficient

The fourth grade scores were:

19% (21 students) scored Advanced

58% (63 students) scored Proficient

22% (24 students) scored Below Proficient

The fifth grade scores were:

29% (26 students) scored Advanced

53% (47 students) scored Proficient

18% (18 students) scored Below Proficient

Hickory Creek Elementary uses the ThinkLink Predictive Assessment. ThinkLink is a researched-based assessment that gives the teacher an opportunity to track student progress using a test that is correlated with the state standards in both Reading/Language Arts and Math. The ThinkLink Learning website says that ThinkLink testing can predict proficiency of students before the high stakes testing takes place and can allow teachers to reteach as needed in specific areas.

First Grade Reading

For the very first time the Hickory Creek First Grade Students completed the ThinkLink test in December of 2005. In Reading/Language Arts, the first grade students scored 88 percent mastery in Basic Reading, 79 percent mastery in Analyzing Text, 78 percent mastery in Evaluation and Extension, 76 mastery percent in Reading Strategies, 85 percent mastery on Introduction to Print, 61 percent mastery in Sentence Structure, 30 percent mastery on Writing Strategies, and 45 percent in Editing.

These results gave the First Grade Teachers a data based outline to structure the student’s classroom curriculum to meet their needs. The spring test will give the teachers a comparison of growth for all students.

First Grade Math

In Math on the December test, the first grade students scored 50% mastery in Number, 51% mastery in Computation and Estimation, 83% mastery in Operation, 85% mastery in Measure, 97% mastery in Geometry, 41% mastery in Analyzing and Statistics, 85% mastery in Patterns and 76% mastery in Problem Solving. The spring test will give teachers a comparison for growth of their students.

Second Grade Reading

One hundred and six students have taken two ThinkLink tests in 2005. Comparing the scores from both tests, students show gains from test one to test two in six of the eight areas tested. The areas that show gains are Basic Reading, Analyzing Text, Evaluation and Extension, Reading Strategies, Introduction to Print. The Sentence Structure portion of the test remained the same (59% mastery) for both tests. The two areas declining were Writing Strategies (55% in fall and 50% in winter) and Editing (55% in fall and 40% in winter).

Second Grade Math

Comparing the scores from both tests that Second grade has completed this school year shows that student gains were made in the areas of Computation/Estimation (75% mastery), Operation (57% mastery), Measurement (72% mastery), Analyzing/Statistics (66% mastery) and Problem Solving (51% mastery). The areas that declined in number of mastery students are Number (63% in fall and 23% in winter), Geometry (83% in fall and 77% in winter) and Patterns/Alg (86% in fall and 80% in winter).

Third Grade Reading

The results from fall test and winter test give classroom teachers an excellent tool to plan for curriculum emphasis. Gains were shown in three areas from fall to the winter tests. Those areas were Grammar, Writing/Organizing and Writing/Processing. The declining areas were Content (38% in fall and 34% in winter), Meaning (49% in fall and 31% in winter), Techniques and Skills (47% in fall and 22% in winter) and Vocabulary (39% in fall and 31% in winter).

Third Grade Math

Gains were shown in four areas from fall testing to winter testing. Those areas are Computation, Problem Solving, Data/Probability, and Measurement. The areas that showed a decline in the number of mastery students are Numbers/Operations (54% in fall and 50% in winter), Algebra (63% in fall and 42% in winter) and Geometry (74% in fall and 51% in winter).

Fourth Grade Reading

The fourth grade students test results comparing fall and winter mastery scores also gave an excellent plan for the curriculum. Gains in mastery were shown by students in the following areas: Grammar, Writing/Organizing and Writing/Processing. Student mastery dropped in the following areas: Content (52% fall to 40% winter), Meaning (47% fall to 31% winter), Techniques/Skills (50% fall to 35% winter) and Vocabulary (50% fall to 45% winter).

Fourth Grade Math

Gains in mastery were shown by students in two areas. These areas were Problem Solving and Measurement. Student mastery dropped in the following areas: Numbers/Operations (39%-fall and 30%-winter), Computation (54%-fall and 52%-winter), Algebra (30% -fall and 25%-winter), Data and Probability (49%-fall and 39% -winter) and Geometry (55%-fall and 35%-winter).

Fifth Grade Reading

The fifth grade winter test mastery goals were all exceeding the fall test mastery goals in all areas except one. The one area that showed the percentage of students mastering the skill dropped was in Writing/Processing. The fall mastery percentage was 52% and the winter mastery percentage was 44%.

Fifth Grade Math

The fifth grade winter test mastery goals for Math were changed in the number of mastery students falling in all areas but one. The area of Measurement showed the mastery number gain. The other areas show slight drops from fall to winter testing. The areas and their changes are: Numbers/Operations (52%-fall and 44%-winter), Computation (63%-fall and 53%-winter), Algebra (55%-fall and 45%-winter), Problem Solving (49%-fall and 48%-winter), Data/Probability (50%-fall and 40%-winter) and Geometry (59%-fall and 48%-winter).

Pre-Kindergarten Screening is held yearly in April for the entire school system. The screening is for the students entering kindergarten in August. The Developmental Indicators for the Assessment of Learning (DIAL 3) is used to assess basic skills of these potential students. The skills that are assessed are personal information, visual-motor skills, gross-motor skills, counting and numerical comprehension, following directions and pre-reading skills. Vision, hearing and speech were also checked during the screening process. The screening process also helps our staff to be ready to target any special needs or language needs of incoming kindergarteners.

In April 2005, 91 children completed screening to attend Hickory Creek Elementary. The highest possible score on the DIAL screening is 39. Five students scored 15 or below. Nineteen students scored in the 16 to 25 range. Sixty-seven students scored above 26. Scores were used to determine the level of kindergarten readiness and the need for referral for special programs.

Attendance Reports

Attendance reports for Hickory Creek are electronically filed daily using the Chancery program. The 2005 State Report Card shows that Hickory Creek had an attendance of 94.9%. That exceeded the System attendance (94.8%) and the State (93%).

Parent – Teacher Conferences

Parent – Teacher Conferences were held on September 29, 2005. Hickory Creek’s total attendance for those conferences was 423 parents. The grade level attendance breakdown is:

Kindergarten---50

First Grade---73

Second Grade---61

Third Grade---58

Fourth Grade---51

Fifth Grade---57

The teachers who do not have a designated homeroom also welcomed parents included in this total.

Needs Assessment Surveys

In the fall of 2005, a needs assessment survey was conducted. Faculty, staff, parents and students were included in this survey process. The overall results indicated that as a whole, all surveyed were pleased with our school.

The 175 parents that completed our survey agree that our school provides a positive, safe learning environment for their children. The only concern from the parent survey is the number of responding parents. There were less than 30% of our parents returning the survey forms.

The Faculty/Staff of Hickory Creek completed a Needs Assessment Survey in January of 2006. Sixty-three members of the faculty and staff responded to various questions about all aspects of the school.

In the Faculty/Staff survey, the students’ needs, abilities and interests are of great importance. The majority of the faculty also stated that our school does an above average job teaching the basic skills necessary for student success. The results showed the concern of the faculty in two areas.

The first area was a need for more parental involvement in our school. From the sixty-three responses from the faculty and staff, thirty-five respondents stated that our school is average in allowing parents to check out materials, etc. from our school to help their student at home. Fourteen respondents felt that we were below average in this area. These responses (22%) give our school an opportunity to plan new activities to meet the day to day needs of parents.

The second area was the need for fair and consistent discipline in our school. Out of the sixty-three teachers and staff members completing the survey, fifteen responded that our school was below average in firm and consistent discipline for students. Both questions on discipline had many more responses that the job our school was doing with discipline was average (40 and 37 average responses) instead of above average (7 and 10 responses). The below average responses (23%) represented fifteen members of our faculty and staff for each question. This assessment provided the information showing a need to address school wide behavior.

The student survey was completed by 94 fifth grade students. The majority of the students are very satisfied with their school and the variety of resources that they have access to. The students feel that the teachers care about them personally. The students also responded that they feel they are learning what they should. The overall results of the Student Assessments were positive.

The Student Academic Achievement portion of the 2005 Report Card shows that Hickory Creek scored a 53/B in Math, a 50/C in Reading/Language, a 51/C in Social Studies and a 51/C in Science.

The Math portion of the CRT shows that 17% of all students are below proficient, 38% of all students are proficient and 45% of all students are advanced. The two year average of proficient/advanced students is 84%.

The data is also disaggregated by gender. Female students showed 11% below proficient, 46% proficient and 43% advanced. While male students showed 23% below proficient, 30% proficient and 47% advanced.

The breakdown by ethnicity for Math is 13% of all White students and 46% of all Hispanic students are below proficient, 36% of White students and 47% of Hispanic students are proficient and 45% of White students and 7% of Hispanic students are advanced. The two year average of proficient/advanced is 86% for White students and 61% for Hispanic students.

The subgroup reporting for Math was in two categories, Economically Disadvantaged and Students with Disabilities. The Economically Disadvantaged subgroup had 23% below proficient, 46% proficient and 31% advanced. The two year average for this subgroup is 72% proficient/advanced. The Students with Disabilities subgroup reported for Math 64% below proficient, 24% proficient, 12% advanced. The two year average for the Students with Disabilities is 39% proficient/advanced.

The Reading/Language plus Writing scores from the 2005 State Report Card for Hickory Creek are reported in the same group break downs. All students scored as 12% below proficient, 44% proficient and 44% advanced. The two year average for all students was 86% proficient/advanced. The gender break down shows that 15% of males were below proficient, 46% of males were proficient and 39% were advanced. Females had 7% below proficient, 43% proficient and 50% advanced in Reading/Language/Writing.

Breaking down the report by ethnicity, shows that White students posted 9% below proficient, 41% proficient and 50% advanced. Comparing to Hispanic students, 47% below proficient, 53% proficient, <5 advanced. The two year average for White students was 88% proficient/advanced and for Hispanic students 57% proficient/advanced.

The subgroup reporting for Reading/Language/Writing is for two groups, Economically Disadvantaged and Students with Disabilities. The Economically Disadvantaged subgroup scored 18% below proficient, 50% proficient, 32 % advanced with a two year average of 76% proficient/advanced. The Students with Disabilities subgroup scored 48% below proficient, 46% proficient, 6% advanced, with a two year average of 50% proficient/advanced. The Writing results for fifth grade were reported as an "A" with a score of 4.1.

The 2005 State Report Card also reported the TVAAS (Value Added) scores. The 2005 scores were: Reading/Language "B" with a mean gain of 1.2, Math "B" with a mean gain of 1.0, Science "A" with a mean gain of 1.6, Social Studies "A" with a mean gain of 1.5.

The 2005 gains given for fourth grade were:

                     Reading/Language Arts                    Math

02-03              -6.9                               02-03       -0.2

03-04      -1.9                              03-04       -3.2

04-05        2.2                             04-05       -1.2

                   Three year average -2.2              Three year average -1.5

                     Science                                         Social Studies   

02-03             1.5                                02-03        -0.8

03-04            -2.6                               03-04        -0.4

04-05      5.2                               04-05          1.3

                Three year average 1.4               Three year average 0.1

The 2005 gains given for fifth grade were:

                    Reading/Language Arts                     Math    

02-03          2.1                               02-03       -1.6

03-04    3.4                               03-04       -0.3

04-05    8.6                               04-05        9.5

Three year average 4.7              Three year average 3.0

      Science                                        Social Studies 

02-03        -0.5                             02-03     3.1

03-04       0.2                             03-04     1.7

04-05       5.6                             04-05     4.3

Three year average 1.8              Three year average 3.0

The TVAAS data for Hickory Creek reveals that improvement in the value added three year average is evident from 2004 to 2005 reporting. The grades/status of each core academic area improved in the 2005 reporting. All academic area mean gain scores were in the positive gains in 2005, not true for the 2004 report.

The 2005 TCAP CRT data shows that 83% of all students scored proficient or advanced in Math and 88% of all students scored proficient or advanced in

Reading/Language.

The two subgroups in CRT reporting for Hickory Creek will show less than the percentages for all students. The subgroup of Economically Disadvantaged students in Math show a 76% proficient or advanced and in Reading/Language/Writing 82% proficient or advanced. The subgroup of Students with Disabilities has a 36% proficient or advanced score in Math and 52% proficient or advanced score in Reading/Language/Writing.

We recognize the need to focus learning opportunities specifically related to learning abilities and poverty levels. Our plans include addressing these issues in staff development and implementing researched based instructional strategies and interventions into our student curriculum.

Our school also recognizes the need to increase parent involvement in our school. Research shows that student improvement is closely linked to involving parents in all aspects of the school environment. Hickory Creek will emphasize adding new programs for our parents to become more involved in our day to day school activities.

Additional success for our students would be improved by addressing

The Component 4 Team met and came to a consensus that there is a high degree of collaboration and cooperation between administration, staff, parents, students and community stakeholders at Hickory Creek Elementary. Parent-teacher conferences are held in the fall. Conferences are from 3:00 p.m. until 9:00 p.m. to allow all parents and/or guardians to attend. Parents are able to discuss any concerns or questions they have about their students’ achievement. Parents are encouraged to take an active part in their child’s learning and are given suggestions in ways to support their student. There is also an ESL translator available to meet with teachers and parents if needed.

A school-wide committee has been developed to aid in the process of Hickory Creek Elementary implementing a school-wide Title I Program next year. They will be involved in evaluating our school’s strengths and weaknesses and planning a program that best fits our needs. Parent, teacher, and student surveys have been distributed to help determine our schools strengths and needs.

Faculty and staff meetings are scheduled monthly. School policies and concerns are reviewed. When test data is received, it is discussed among the faculty. Strengths and weaknesses are identified. Suggestions are made in ways to maintain our strengths and improve our weaknesses. TCAP results, ThinkLink, TVAAS, and the State Report Card information is taken into account when determining the needs of all our school’s diverse population.

Teachers have grade level meetings at each school, as well as county-wide grade level meetings to work on curriculum mapping, discuss ideas, and share materials. Hickory Creek also has access to a system instructional coordinator who meets with grade level teachers and helps them with curriculum mapping, organizing curriculum standards (monthly), and shares teaching ideas and practices which are used throughout the county.

Teachers complete professional development surveys online. This helps determine and provide high quality and ongoing professional development for teachers, principal, and staff. Professional development opportunities are made available at the school and system level, and within the state and nation. Professional and staff development opportunities are provided throughout the school year and during the summer. Teachers share information from professional development meetings they have attended with the faculty.

The principal attends a monthly administration meeting at the Central Office. The Central Office administrative directors from each of the school system’s departments, along with the Director of Schools, present current information in regard to school board policies, laws, standards, and system goals. Principals also meet monthly with the Director of Instruction with a focus on specific curriculum planning and staff development. The principal shares this information with the faculty during faculty meetings. Notes of principal meetings are posted in "Teacher Links", the system-wide teacher newsletter.

Teachers collaborate with other professionals and specialists to better meet the needs of all students. Teachers meet with speech teachers, special education teachers, the school counselor, psychologists, the school nurse, and others to improve student learning and general well-being.

The Hickory Creek PTO works to make a sizable purchase every other year. In the school year 2004-05 the plan helped buy new computers for the computer lab. In the year 2006-07 the plan is to purchase approximately $18,000 for new playground equipment. When requests are made by teachers to the PTO, the PTO officers meet together to determine, if a request is appropriate, and if funds can be made available.

The Hickory Creek Library receives donations of money, books, and teacher materials. This year the library received a one-time donation of $10,300.00. The librarian also holds a yearly book fair that brings in approximately $1,500.00. This money is used to buy Accelerated Reader Books and tests, other books, equipment, and supplies for the library. All the books, videos, and teacher materials are available for teachers and students to check out. The teacher resource room is located in the library.

School and grade level meetings with the Director of Instruction for Warren County Schools are held in order to develop curriculum mapping for each grade level. Hickory Creek also has across grade level meetings, where each grade level meets with the grade above and below, to discuss expectations and to make sure curriculum is aligned from year to year.

The system instructional coordinator meets monthly with grade level teachers to help align state standards and state performance indicators with curriculum being taught. The coordinator also helps to monitor and adjust the curriculum mapping to make sure state standards are continually being met in the classrooms.

Think Link tests are given in the fall, winter, and spring of each school year. Teachers review and analyze data to determine mastery, partial mastery, and non-mastery of specific skills in reading and math. These results are discussed with Title 1 teachers and Special Education teachers to assist in meeting the needs of individual students. The results of all three testing sessions are sent home with each student for parents to view. Parents are encouraged to contact the school with any questions or to schedule a conference.

Students in fifth grade are given the TCAP Writing Assessment in February each year. Students in grades three through five are given the TCAP each spring.

Before and after-school tutoring is available for students whose Think Link scores indicate partial or non-mastery of skills. It is also available to students whose report card shows a need for small group tutoring.

Incoming kindergarten students go through a screening process to identify needs before entering school. The screening is held in April before students begin school. Students are assessed by using the DIAL evaluation of skills, vision and hearing screenings are administered by the Speech and Language Therapists, and shot and medical records are reviewed.

Hickory Creek has a pre-k program consisting of students from the Warren County High School’s preschool. These students meet guidelines, determined by the Special Education Department, which make them eligible for the pre-k program. Local Head-Start students visit the school in the spring. The visit by the Head-Start students is an effort to relieve anxiety for entering Kindergarten students and to encourage an interest in school.

The Special Education students received complete psycho-educational evaluations before entering the program. These students have vision/hearing screenings yearly. They must go through a re-evaluation process every three years. Re-evaluations are given earlier, if the IEP team feels it is necessary. Each student’s IEP is written individually using this information, grades, and TCAP scores, as well as teacher and parent input. Goals and objectives for special education students are correlated with State benchmarks.

All data that reflects student output is thoroughly examined by the School Testing Coordinators, the school’s principal and classroom teachers. Students entering kindergarten are given the DIAL 3 in the spring for fall placement. These scores allow classroom teachers to determine the best program fit for all children, but especially those with special needs. For the school year 2005-2006, targeted-assisted Title 1 guidelines were used to determine at-risk students, for the Title 1 program for grades K-5. These guidelines included greatest needs assessments, ThinkLink tests, checklists, and TCAP assessments. Hickory Creek School will be a school-wide Title I School next school year (2006-2007). Guidelines will change, but the same data will be used to determine students, who need remediation and those who need acceleration, allowing teachers to develop more individualized teaching strategies.

Our teachers use many research-based strategies in their classrooms. Kindergarten teachers use Leap Frog materials, Bob Books (home reading), American Education Publishing materials, which are researched-based. Many teachers use research-based websites such as; brainpop.com, razkids.com, starfall.com, and others. Teachers use strategies such as; cooperative learning groups, student-centered classroom, and peer tutoring. All students participate in the Orchard Program, which is used in the computer lab. Our Special Education teachers use the Orchard Program, Wilson Reading, and Intellitools, which are all research-based programs. Teachers and students participate in the Accelerated Reading Program. Teachers also use other resources including Scholastic News Magazine, Weekly Reader, and the Southern Standard Mini-Standard. Hickory Creek uses practice tests provided at the ThinkLink website and TCAP Practice Tests.

Hickory Creek has many programs in place to meet the needs of all students. Teachers use strategies in the classroom to individualize student learning, such as peer and cross-age tutoring and cooperative learning groups. High School students participate in a co-op program with our school. High School students work in the elementary classrooms to listen to students read and to read to the students. At risk students are served by the Title 1 teachers, to help remediate in reading and math. The Special Education Department is also available to meet the needs of students, who may qualify as learning disabled, ADD/ADHD, or Gifted. Instruction is determined by each student’s IEP. The IEP is drawn up at M-team meetings, which involves the input of teachers, parents, school psychologists, and the principal. For identified special education students, the opportunity to participate in the TRAINS Behavior Lab is available, as needed. Hickory Creek School provides a Pre-K class for students who are eligible through the Special Education Department. Hickory Creek School provides a full-time School Counselor for any student to visit with as the needs arise. The School Counselor coordinates special programs giving needed information to students on careers, self-esteem, conflict resolution, decision-making skills, goal setting, and personal safety. Hickory Creek School partners with Cheer Mental Health to provide Project Basic classes (guidance based classes) and provides a liaison between the School and Cheer Mental Health, to assist students and families as needed. A full-time school nurse is on duty daily. This provides students with consistent follow-up with medical needs and safety concerns. A Homework Program is available in the mornings and afternoon for students who need individual tutoring. Summer school provides curriculum based instruction during the summer months, when traditional school is not in session. It is open to all students. ESL services are available for students who have not tested as being English fluent in reading, writing, and oral language. The ESL teacher and bi-lingual assistant are available to translate for and to parents, translate notes, and help the classroom teachers adapt classroom instruction for students who are not English fluent. The Warren County School System has in place a Home School Involvement-Intervention Program, which helps meet the needs of the more at risk migrant and ELL students by involving parents in the educational process. There is Summer School (K-12) available for all migrant and ELL students. It is an all day, six week program, transportation provided, with an emphasis on state-mandated assessment skills, test-taking strategies, and listening skills (FastForword). There are programs in place for enrichment, such as, Open Library Hours at the Warren County High School, in which all Warren County students are given the opportunity to enhance academic performance by using the latest in technology and research by visiting the high school library during after-school hours throughout the school year. Warren County holds YSI (Young Scholars Institute) each year. YSI provides enrichment activities to highly capable students, who have been referred by their teachers. Hickory Creek parents have the opportunity to participate in parent education training and courses: Parent/Community Training is a community-based, activity program that is offered to parents for both prevention and intervention purposes. It uses a 13 week parenting skill curriculum; A Parent’s Guide to Changing Destructive Adolescent Behavior. Parent Project Junior, K-8, is for parents with younger children, and a specialized course entitled Empowering Parents is offered. The program promotes raising safe, strong, and capable children. Communication skills are a primary focus. The School System provides a Family Resource Center, which can be used by all schools. The Center supplies families with needed resources to help them succeed in school. Any teacher may refer a student and/or their family to the Center. Hickory Creek plans to implement a Family Reading Night and Computer Night for Parents in the upcoming school year. Family Reading Night would provide an opportunity for parents and children to read together in a library setting. Computer Night for Parents would give an opportunity for parents to gain assistance in assessing the state, system, and school’s website and in using K12 Planet. It would also provide availability of computers to parents, who may not have access to a computer at home. These family oriented sessions can promote academic, social, and emotional advancement for both parents and children, while at the same time fostering a positive partnership/relationship between school, teacher, and family.

Staff development is determined through the needs of the school to meet SIP goals, input from teachers, staff, and administration. After reviewing all requirements and data gathered from needs assessments, staff development is set to fulfill the required number of building level staff development days. Recent past staff development has focused on curriculum mapping, interpreting test data, CPR, safety, blood borne pathogens training, poverty training, stress reduction training, strategies to improve reading instruction, and grade level meetings. Future staff development will include developing a positive behavior program, strengthening the school’s parental involvement plan, tests analysis, and grade level meetings.

A master schedule is completed after the student placement in May for the up-coming year. Based on the number of students, teachers, and special area classes, the master schedule is developed by the principal. The schedule is developed to best utilize time, so students receive the maximum classroom instruction. Some areas for consideration are; (1) amount of time needed by students to complete lunch, (2) rotation classes (music, art, physical education, library, computer, etc.), assemblies, bathroom and calcium breaks and (3) transportation considerations. Grade level meetings give teachers the opportunity to plan their individual classroom schedules. Emphasis on working together as a team is stressed.

Think Link Tests: Given to students in grades 1-5 three times (fall, winter, and spring) per year. Data results are used to assist each student in remediation of any non-mastered areas. Parents are given a copy of the results and advised in ways to help the students improve. Teachers use the data to review, monitor, and adjust teaching strategies, and to help students gain mastery in needed areas.

TCAP State Tests: Given annually in the spring to grades 3-5. Results are used to give each student and parent. Remedial help is provided by the school faculty in non-proficient areas. Parents are given a copy of the results and advised about ways to help their students improve. Teachers use the data to review teaching strategies to help students gain proficiency. The Writing Assessment (TCAP) is given in the fifth grade each year. Teachers review the Writing Assessment scores to determine the best strategies for teaching Writing.

Orchard: A research based computer program used to identify levels of fluency in areas of reading, language arts, and math. Students work individually to improve fluency levels and advance to the next level at his/her own pace. This program is used weekly in the School’s computer lab for grades K-5.

Teachers use Report Cards: Reports are sent home each six weeks during the school year. A computer generated report is given to the parents to sign and return. Parents may also review continuing grade reports during the six weeks on the K12 Planet website using individual access passwords. Daily, weekly, and mid-six-week’s grades and reports are sent home. Most reports home require a parent’s signature.

Surveys will be used to get feedback from parents, students, and staff. Compact signatures are required for students, parents, teachers, and the principal. Questions in the home surveys, teacher surveys, and student surveys will help determine the effectiveness of the Compact. The number of surveys returned will be used as an indicator of the increased interest of the parents in the education of their children. An increase in the number of parents participating in PTO, P/T Conferences, volunteer parent services, and other school events will be used to measure the success of Goal 3, which is to improve parental involvement. Improved parent/student/school relationships and improved student achievement (meeting AYP targets) will be indicators of the successful strategies.