east brainerd elementary school - Hamilton County Department of ...

EAST BRAINERD ELEMENTARY 

SCHOOL 

of 

HAMILTON COUNTY SCHOOLS 

TITLE I 

e‐Documentation 

2009 – 2010

The purpose of 

e-documentation is to provide 

transparency and accessibility 

to all of our Title I Schools 

2009-2010

2009 AYP Preliminary Reports School ID: 

3300062 

East Brainerd Elementary K-8 

2009 2008 2007 2006 2005 2004 

Met AYP 

Y Y Y Y Y Y 

Met Attendance Rate K8 Y Y Y Y 

NEW NCLB Status: 

NCLB Status Last Year: 

Good Standing 

Ma t h All White Hisp Black NatAm API ED SWD LEP 

Student Count 

267 155 23 71 1 17 160 44 7 

Percent Passing 2009 

Percent Passing 2008 

94 

94 

96 

95 

78 

91 

94 

91 

100 

100 

94 

100 

91 

92 

80 

81 

86 

80 

Percent Not Passing 2009 

Percent Not Passing 2008 

6 

6 

4 

5 

22 

9 

6 

9 

0 

0 

6 

0 

9 

8 

20 

19 

14 

20 

Percent Not Passing 2007 12 8 0 19 11 14 24 

Percent Advanced 2009 

Percent Advanced 2008 

Made AYP in Math 

* How AYP was Met 

52 

52 

Y 

1 

59 

57 

Y 

1 

34 

42 

40 

38 

Y 

1 

100 

100 

64 

83 

45 

40 

Y 

1 

31 

33 

14 

30 

Read i ng All White Hisp Black NatAm API ED SWD LEP 

Student Count 

267 155 23 71 1 17 160 44 7 

Percent Passing 2009 91 94 75 92 100 89 90 85 71 

Percent Passing 2008 92 93 88 90 100 100 91 77 75 

Percent Not Passing 2009 9 6 25 8 0 11 10 15 29 

Percent Not Passing 2008 8 7 12 10 0 0 9 23 25 

Percent Not Passing 2007 15 12 0 23 5 18 31 100 

Percent Advanced 2009 41 45 27 32 100 51 34 27 0 

Percent Advanced 2008 50 53 54 33 100 85 39 23 10 

Made AYP in Reading 

* How AYP was Met 

Y Y Y Y 

1 1 1 1 

Math Benchmarks 

K-8 =86% HS = 83% 

* Key to "How AYP was met " 

1 = Made current year benchmark 

1CI = Met current year w/ Confidence Level 

2 = Met with 2year average 

2CI = Met with 2year avg Confidence Level 

3 = Met with 3year average 

3CI = Met with 3year avg Confidence Level 

SH1 = Safe Harbor by 1year 10% reduction 



TO1 = Met with SWD interium flexibility 

PR = Met with projections 

Reading Benchmarks 

K-8 = 89% HS = 93%

TCAP CRT Achievement Test Results for 2009 

East Brainerd Elementary School 

Total 

3rd Grade 

Grade 

4th Grade 

5th Grade 

Female 

Gender 

Male 

ED 

Income Status 

Non ED 

African-American 

American Indian 

Ethnicity 

Asian-Pacific Islander 

Hispanic 

White 

Non Gifted 

Gifted 

Gifted 

Non SWD 

Special Education Status 

SWD 

Non ELL 

ELL Status 

ELL 

Below 

Proficient 

Percent 

12.2% 

20.9% 

7.0% 

9.6% 

12.7% 

11.7% 

16.5% 

6.7% 

18.8% 

.0% 

7.1% 

.0% 

9.8% 

13.0% 

.0% 

8.1% 

47.8% 

12.2% 

.0% 

2005 

Math 

Proficient or 

Advanced 

Percent 

87.8% 

79.1% 

93.0% 

90.4% 

87.3% 

88.3% 

83.5% 

93.3% 

81.2% 

.0% 

92.9% 

100.0% 

90.2% 

87.0% 

100.0% 

91.9% 

52.2% 

87.8% 

.0% 

2006 

Math 

Below 



Advanced 

Percent Percent 

13.4% 86.6% 

9.2% 90.8% 

18.8% 81.2% 

12.5% 87.5% 

18.9% 81.1% 

9.2% 90.8% 

19.4% 80.6% 

5.4% 94.6% 

22.7% 77.3% 

.0% .0% 

10.0% 90.0% 

22.2% 77.8% 

8.4% 91.6% 

14.1% 85.9% 

.0% 100.0% 

10.3% 89.7% 

39.1% 60.9% 

13.4% 86.6% 

.0% .0% 

Test Year 

2007 

Math 

Below 



Advanced 


10.6% 89.4% 

7.7% 92.3% 

12.9% 87.1% 

11.3% 88.7% 

6.8% 93.2% 

13.2% 86.8% 

13.9% 86.1% 

6.3% 93.7% 

16.7% 83.3% 

.0% .0% 

9.1% 90.9% 

.0% 100.0% 

8.4% 91.6% 

10.9% 89.1% 

.0% 100.0% 

7.8% 92.2% 

26.3% 73.7% 

10.3% 89.7% 

33.3% 66.7% 

2008 

Math 

Below 



Advanced 


7.2% 92.8% 

9.2% 90.8% 

5.7% 94.3% 

6.3% 93.7% 

4.4% 95.6% 

9.6% 90.4% 

9.0% 91.0% 

4.8% 95.2% 

9.6% 90.4% 

.0% 100.0% 

.0% 100.0% 

7.1% 92.9% 

6.9% 93.1% 

7.5% 92.5% 

.0% 100.0% 

4.6% 95.4% 

28.1% 71.9% 

6.8% 93.2% 

16.7% 83.3% 

2009 

Math 

Below 



Advanced 


8.8% 91.2% 

12.5% 87.5% 

7.5% 92.5% 

6.0% 94.0% 

6.6% 93.4% 

10.8% 89.2% 

12.2% 87.8% 

3.5% 96.5% 

11.1% 88.9% 

.0% 100.0% 

5.3% 94.7% 

21.4% 78.6% 

6.0% 94.0% 

9.2% 90.8% 

.0% 100.0% 

5.2% 94.8% 

27.7% 72.3% 

8.7% 91.3% 

11.1% 88.9% 

All students tested 

Page 19 

Questions: Accountability and Testing



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 

Special Education 

Status 

ELL Status 

Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 

2005 

Reading-Language Arts 

Below 


Percent 

8.1% 

10.4% 

8.5% 

6.0% 

8.2% 

8.1% 

13.9% 

1.9% 

10.1% 

.0% 

.0% 

20.0% 

7.5% 

8.7% 

.0% 

6.1% 

26.1% 

8.1% 

.0% 


Advanced 

Percent 

91.9% 

89.6% 

91.5% 

94.0% 

91.8% 

91.9% 

86.1% 

98.1% 

89.9% 

.0% 

100.0% 

80.0% 

92.5% 

91.3% 

100.0% 

93.9% 

73.9% 

91.9% 

.0% 

2006 


Below 



Advanced 


7.4% 92.6% 

6.6% 93.4% 

8.7% 91.3% 

6.9% 93.1% 

9.5% 90.5% 

5.8% 94.2% 

10.5% 89.5% 

3.2% 96.8% 

13.6% 86.4% 

.0% .0% 

10.0% 90.0% 

.0% 100.0% 

4.6% 95.4% 

7.8% 92.2% 

.0% 100.0% 

6.2% 93.8% 

17.4% 82.6% 

7.4% 92.6% 

.0% .0% 

Test Year 

2007 


Below 



Advanced 


12.9% 87.1% 

11.0% 89.0% 

20.4% 79.6% 

5.6% 94.4% 

7.8% 92.2% 

16.4% 83.6% 

14.6% 85.4% 

10.8% 89.2% 

20.5% 79.5% 

.0% .0% 

.0% 100.0% 

.0% 100.0% 

11.0% 89.0% 

13.4% 86.6% 

.0% 100.0% 

9.7% 90.3% 

31.6% 68.4% 

13.1% 86.9% 

.0% 100.0% 

2008 


Below 



Advanced 


7.9% 92.1% 

9.3% 90.7% 

8.0% 92.0% 

6.3% 93.7% 

2.2% 97.8% 

12.7% 87.3% 

9.0% 91.0% 

6.4% 93.6% 

9.6% 90.4% 

.0% 100.0% 

.0% 100.0% 

7.1% 92.9% 

8.0% 92.0% 

8.2% 91.8% 

.0% 100.0% 

5.8% 94.2% 

25.0% 75.0% 

7.5% 92.5% 

18.2% 81.8% 

2009 


Below 



Advanced 


9.5% 90.5% 

14.4% 85.6% 

9.3% 90.7% 

3.6% 96.4% 

8.0% 92.0% 

10.8% 89.2% 

10.6% 89.4% 

7.8% 92.2% 

9.9% 90.1% 

.0% 100.0% 

15.8% 84.2% 

25.0% 75.0% 

6.0% 94.0% 

9.9% 90.1% 

.0% 100.0% 

7.7% 92.3% 

19.1% 80.9% 

8.7% 91.3% 

33.3% 66.7% 


Page 19 




Total 

3rd Grade 

Grade 

4th Grade 

5th Grade 

Female 

Gender 

Male 

ED 

Income Status 

Non ED 



Ethnicity 


Hispanic 

White 

Non Gifted 

Gifted 

Gifted 

Non SWD 


SWD 

Non ELL 

ELL Status 

ELL 

Below 


Percent 

25.0% 

25.4% 

19.7% 

29.3% 

26.6% 

23.4% 

34.8% 

12.6% 

42.0% 

.0% 

14.3% 

20.0% 

17.4% 

26.7% 

.0% 

21.8% 

52.2% 

25.0% 

.0% 

2005 

Science 


Advanced 

Percent 

75.0% 

74.6% 

80.3% 

70.7% 

73.4% 

76.6% 

65.2% 

87.4% 

58.0% 

.0% 

85.7% 

80.0% 

82.6% 

73.3% 

100.0% 

78.2% 

47.8% 

75.0% 

.0% 

2006 

Science 

Below 



Advanced 


17.5% 82.5% 

10.5% 89.5% 

26.1% 73.9% 

16.7% 83.3% 

24.2% 75.8% 

12.5% 87.5% 

23.4% 76.6% 

9.7% 90.3% 

34.8% 65.2% 

.0% .0% 

10.0% 90.0% 

11.1% 88.9% 

9.9% 90.1% 

18.5% 81.5% 

.0% 100.0% 

14.9% 85.1% 

39.1% 60.9% 

17.5% 82.5% 

.0% .0% 

Test Year 

2007 

Science 

Below 



Advanced 


23.9% 76.1% 

23.1% 76.9% 

20.4% 79.6% 

29.6% 70.4% 

23.3% 76.7% 

24.3% 75.7% 

33.3% 66.7% 

11.7% 88.3% 

39.7% 60.3% 

.0% .0% 

18.2% 81.8% 

9.1% 90.9% 

17.4% 82.6% 

24.7% 75.3% 

.0% 100.0% 

19.4% 80.6% 

50.0% 50.0% 

23.8% 76.2% 

33.3% 66.7% 

2008 

Science 

Below 



Advanced 


18.2% 81.8% 

19.3% 80.7% 

18.2% 81.8% 

16.8% 83.2% 

18.5% 81.5% 

17.8% 82.2% 

22.9% 77.1% 

11.9% 88.1% 

30.1% 69.9% 

.0% 100.0% 

.0% 100.0% 

14.3% 85.7% 

15.4% 84.6% 

18.9% 81.1% 

.0% 100.0% 

14.2% 85.8% 

50.0% 50.0% 

16.8% 83.2% 

50.0% 50.0% 

2009 

Science 

Below 



Advanced 


21.7% 78.3% 

24.0% 76.0% 

20.6% 79.4% 

20.2% 79.8% 

18.2% 81.8% 

24.7% 75.3% 

27.8% 72.2% 

12.2% 87.8% 

30.9% 69.1% 

.0% 100.0% 

15.8% 84.2% 

35.7% 64.3% 

15.7% 84.3% 

22.7% 77.3% 

.0% 100.0% 

17.3% 82.7% 

44.7% 55.3% 

21.3% 78.7% 

33.3% 66.7% 


Page 19 




Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


Status 

ELL Status 

Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 

Below 


Percent 

21.4% 

25.4% 

14.1% 

24.4% 

22.9% 

19.8% 

31.3% 

9.7% 

36.2% 

.0% 

7.1% 

.0% 

15.9% 

22.8% 

.0% 

17.8% 

52.2% 

21.4% 

.0% 

2005 

Social Studies 


Advanced 

Percent 

78.6% 

74.6% 

85.9% 

75.6% 

77.1% 

80.2% 

68.7% 

90.3% 

63.8% 

.0% 

92.9% 

100.0% 

84.1% 

77.2% 

100.0% 

82.2% 

47.8% 

78.6% 

.0% 

2006 


Below 



Advanced 


19.8% 80.2% 

22.4% 77.6% 

18.8% 81.2% 

18.1% 81.9% 

23.2% 76.8% 

17.5% 82.5% 

29.0% 71.0% 

7.5% 92.5% 

36.4% 63.6% 

.0% .0% 

20.0% 80.0% 

22.2% 77.8% 

11.5% 88.5% 

21.0% 79.0% 

.0% 100.0% 

17.5% 82.5% 

39.1% 60.9% 

19.8% 80.2% 

.0% .0% 

Test Year 

2007 


Below 



Advanced 


27.5% 72.5% 

25.3% 74.7% 

29.0% 71.0% 

28.2% 71.8% 

24.3% 75.7% 

29.6% 70.4% 

36.8% 63.2% 

15.3% 84.7% 

46.2% 53.8% 

.0% .0% 

9.1% 90.9% 

.0% 100.0% 

21.3% 78.7% 

28.3% 71.7% 

.0% 100.0% 

22.6% 77.4% 

55.3% 44.7% 

27.4% 72.6% 

33.3% 66.7% 

2008 


Below 



Advanced 


17.5% 82.5% 

20.4% 79.6% 

12.5% 87.5% 

18.9% 81.1% 

10.4% 89.6% 

23.6% 76.4% 

21.7% 78.3% 

12.0% 88.0% 

27.4% 72.6% 

.0% 100.0% 

6.7% 93.3% 

14.3% 85.7% 

14.9% 85.1% 

18.2% 81.8% 

.0% 100.0% 

12.7% 87.3% 

56.3% 43.8% 

16.8% 83.2% 

36.4% 63.6% 

2009 


Below 



Advanced 


21.7% 78.3% 

24.0% 76.0% 

15.9% 84.1% 

26.2% 73.8% 

19.7% 80.3% 

23.4% 76.6% 

26.7% 73.3% 

13.9% 86.1% 

32.1% 67.9% 

.0% 100.0% 

15.8% 84.2% 

28.6% 71.4% 

16.3% 83.7% 

22.7% 77.3% 

.0% 100.0% 

17.7% 82.3% 

42.6% 57.4% 

21.7% 78.3% 

22.2% 77.8% 


Page 19 



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


ELL Status 

Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 

TCAP CRT Achievement Test Results for Advanced Status 2009 

2005 

Math Advanced 

Below 

Advanced 

Percent 

62.9% 

61.2% 

73.2% 

55.4% 

63.6% 

62.2% 

72.2% 

51.9% 

79.7% 

.0% 

35.7% 

40.0% 

57.9% 

66.2% 

14.3% 

59.1% 

95.7% 

62.9% 

.0% 

Advanced 

Percent 

37.1% 

38.8% 

26.8% 

44.6% 

36.4% 

37.8% 

27.8% 

48.1% 

20.3% 

.0% 

64.3% 

60.0% 

42.1% 

33.8% 

85.7% 

40.9% 

4.3% 

37.1% 

.0% 

2006 

Math Advanced 

Below 

Advanced Advanced 


70.5% 29.5% 

71.1% 28.9% 

82.6% 17.4% 

58.3% 41.7% 

71.6% 28.4% 

69.2% 30.8% 

81.5% 18.5% 

55.9% 44.1% 

84.8% 15.2% 

.0% .0% 

60.0% 40.0% 

44.4% 55.6% 

65.6% 34.4% 

73.2% 26.8% 

25.0% 75.0% 

69.1% 30.9% 

82.6% 17.4% 

70.5% 29.5% 

.0% .0% 

Test Year 

2007 

Math Advanced 

Below 



59.2% 40.8% 

52.7% 47.3% 

72.0% 28.0% 

50.7% 49.3% 

54.4% 45.6% 

62.5% 37.5% 

70.1% 29.9% 

45.0% 55.0% 

79.5% 20.5% 

.0% .0% 

27.3% 72.7% 

54.5% 45.5% 

51.6% 48.4% 

61.1% 38.9% 

.0% 100.0% 

54.8% 45.2% 

84.2% 15.8% 

59.1% 40.9% 

66.7% 33.3% 

2008 

Math Advanced 

Below 



50.3% 49.7% 

50.5% 49.5% 

67.0% 33.0% 

34.7% 65.3% 

45.2% 54.8% 

54.8% 45.2% 

62.0% 38.0% 

34.9% 65.1% 

68.5% 31.5% 

.0% 100.0% 

26.7% 73.3% 

53.6% 46.4% 

44.6% 55.4% 

52.3% 47.7% 

.0% 100.0% 

46.5% 53.5% 

81.3% 18.8% 

49.3% 50.7% 

75.0% 25.0% 

2009 

Math Advanced 

Below 



52.2% 47.8% 

55.8% 44.2% 

54.2% 45.8% 

45.2% 54.8% 

48.9% 51.1% 

55.1% 44.9% 

60.0% 40.0% 

40.0% 60.0% 

65.4% 34.6% 

.0% 100.0% 

36.8% 63.2% 

67.9% 32.1% 

45.2% 54.8% 

54.6% 45.4% 

.0% 100.0% 

47.6% 52.4% 

76.6% 23.4% 

51.0% 49.0% 

88.9% 11.1% 


Page 19 



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


Status 

ELL Status 


Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 


2005 


Advanced 

Below 

Advanced 

Percent 

66.1% 

68.7% 

70.4% 

60.2% 

61.8% 

70.3% 

79.1% 

51.0% 

82.6% 

.0% 

42.9% 

100.0% 

58.6% 

70.5% 

.0% 

62.6% 

95.7% 

66.1% 

.0% 

Advanced 

Percent 

33.9% 

31.3% 

29.6% 

39.8% 

38.2% 

29.7% 

20.9% 

49.0% 

17.4% 

.0% 

57.1% 

.0% 

41.4% 

29.5% 

100.0% 

37.4% 

4.3% 

33.9% 

.0% 

2006 


Advanced 

Below 



65.9% 34.1% 

72.4% 27.6% 

63.8% 36.2% 

61.1% 38.9% 

62.1% 37.9% 

68.3% 31.7% 

75.8% 24.2% 

52.7% 47.3% 

83.3% 16.7% 

.0% .0% 

60.0% 40.0% 

33.3% 66.7% 

59.5% 40.5% 

69.3% 30.7% 

8.3% 91.7% 

62.4% 37.6% 

95.7% 4.3% 

65.9% 34.1% 

.0% .0% 

Test Year 

2007 


Advanced 

Below 



69.0% 31.0% 

63.7% 36.3% 

77.4% 22.6% 

64.8% 35.2% 

60.2% 39.8% 

75.0% 25.0% 

79.9% 20.1% 

55.0% 45.0% 

88.5% 11.5% 

.0% .0% 

45.5% 54.5% 

54.5% 45.5% 

61.9% 38.1% 

71.3% 28.7% 

.0% 100.0% 

66.4% 33.6% 

84.2% 15.8% 

69.0% 31.0% 

66.7% 33.3% 

2008 


Advanced 

Below 



53.3% 46.7% 

54.6% 45.4% 

61.4% 38.6% 

44.2% 55.8% 

44.8% 55.2% 

60.5% 39.5% 

64.5% 35.5% 

38.4% 61.6% 

68.5% 31.5% 

.0% 100.0% 

20.0% 80.0% 

50.0% 50.0% 

50.6% 49.4% 

55.0% 45.0% 

9.1% 90.9% 

49.0% 51.0% 

87.5% 12.5% 

51.8% 48.2% 

90.9% 9.1% 

2009 


Advanced 

Below 



61.7% 38.3% 

63.5% 36.5% 

64.5% 35.5% 

56.0% 44.0% 

55.5% 44.5% 

67.1% 32.9% 

67.8% 32.2% 

52.2% 47.8% 

70.4% 29.6% 

.0% 100.0% 

47.4% 52.6% 

78.6% 21.4% 

56.6% 43.4% 

64.5% 35.5% 

.0% 100.0% 

58.5% 41.5% 

78.7% 21.3% 

60.5% 39.5% 

100.0% .0% 

Page 19 



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


ELL Status 

Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 


2005 

Science Advanced 

Below 

Advanced 

Percent 

87.3% 

83.6% 

91.5% 

86.6% 

87.2% 

87.4% 

93.0% 

80.6% 

97.1% 

.0% 

85.7% 

80.0% 

82.6% 

89.8% 

50.0% 

86.8% 

91.3% 

87.3% 

.0% 

Advanced 

Percent 

12.7% 

16.4% 

8.5% 

13.4% 

12.8% 

12.6% 

7.0% 

19.4% 

2.9% 

.0% 

14.3% 

20.0% 

17.4% 

10.2% 

50.0% 

13.2% 

8.7% 

12.7% 

.0% 

2006 


Below 



77.9% 22.1% 

73.7% 26.3% 

79.7% 20.3% 

80.6% 19.4% 

80.0% 20.0% 

75.8% 24.2% 

83.9% 16.1% 

69.9% 30.1% 

92.4% 7.6% 

.0% .0% 

60.0% 40.0% 

66.7% 33.3% 

72.5% 27.5% 

81.0% 19.0% 

25.0% 75.0% 

76.3% 23.7% 

91.3% 8.7% 

77.9% 22.1% 

.0% .0% 

Test Year 

2007 


Below 



73.3% 26.7% 

68.1% 31.9% 

82.8% 17.2% 

67.6% 32.4% 

68.9% 31.1% 

76.3% 23.7% 

81.9% 18.1% 

62.2% 37.8% 

88.5% 11.5% 

.0% .0% 

63.6% 36.4% 

63.6% 36.4% 

67.1% 32.9% 

75.3% 24.7% 

12.5% 87.5% 

71.0% 29.0% 

86.8% 13.2% 

73.0% 27.0% 

100.0% .0% 

2008 


Below 



69.2% 30.8% 

69.7% 30.3% 

73.9% 26.1% 

64.2% 35.8% 

72.6% 27.4% 

66.2% 33.8% 

77.7% 22.3% 

57.9% 42.1% 

84.9% 15.1% 

.0% 100.0% 

93.3% 6.7% 

64.3% 35.7% 

61.7% 38.3% 

71.2% 28.8% 

18.2% 81.8% 

66.9% 33.1% 

87.5% 12.5% 

67.9% 32.1% 

100.0% .0% 

2009 


Below 



66.8% 33.2% 

63.5% 36.5% 

68.2% 31.8% 

69.0% 31.0% 

64.2% 35.8% 

69.0% 31.0% 

74.4% 25.6% 

54.8% 45.2% 

81.5% 18.5% 

.0% 100.0% 

57.9% 42.1% 

75.0% 25.0% 

59.6% 40.4% 

69.9% 30.1% 

.0% 100.0% 

64.1% 35.9% 

80.9% 19.1% 

66.1% 33.9% 

88.9% 11.1% 


Page 19 



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


ELL Status 

Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 


2005 

Social Studies Advanced 

Below 

Advanced 

Percent 

78.6% 

74.6% 

88.7% 

73.2% 

78.9% 

78.4% 

88.7% 

67.0% 

89.9% 

.0% 

78.6% 

80.0% 

72.7% 

82.0% 

28.6% 

76.1% 

100.0% 

78.6% 

.0% 

Advanced 

Percent 

21.4% 

25.4% 

11.3% 

26.8% 

21.1% 

21.6% 

11.3% 

33.0% 

10.1% 

.0% 

21.4% 

20.0% 

27.3% 

18.0% 

71.4% 

23.9% 

.0% 

21.4% 

.0% 

2006 


Below 



78.8% 21.2% 

82.9% 17.1% 

79.7% 20.3% 

73.6% 26.4% 

77.9% 22.1% 

79.2% 20.8% 

87.1% 12.9% 

67.7% 32.3% 

90.9% 9.1% 

.0% .0% 

70.0% 30.0% 

66.7% 33.3% 

74.0% 26.0% 

82.4% 17.6% 

16.7% 83.3% 

77.3% 22.7% 

91.3% 8.7% 

78.8% 21.2% 

.0% .0% 

Test Year 

2007 


Below 



80.8% 19.2% 

74.7% 25.3% 

89.2% 10.8% 

77.5% 22.5% 

78.6% 21.4% 

82.2% 17.8% 

86.1% 13.9% 

73.9% 26.1% 

92.3% 7.7% 

.0% .0% 

72.7% 27.3% 

72.7% 27.3% 

76.1% 23.9% 

82.6% 17.4% 

25.0% 75.0% 

78.8% 21.2% 

92.1% 7.9% 

80.6% 19.4% 

100.0% .0% 

2008 


Below 



73.5% 26.5% 

66.7% 33.3% 

83.0% 17.0% 

72.6% 27.4% 

72.4% 27.6% 

74.5% 25.5% 

81.9% 18.1% 

62.4% 37.6% 

83.6% 16.4% 

.0% 100.0% 

60.0% 40.0% 

75.0% 25.0% 

70.7% 29.3% 

75.0% 25.0% 

36.4% 63.6% 

71.4% 28.6% 

90.6% 9.4% 

72.5% 27.5% 

100.0% .0% 

2009 


Below 



67.5% 32.5% 

67.3% 32.7% 

63.6% 36.4% 

72.6% 27.4% 

65.0% 35.0% 

69.6% 30.4% 

75.0% 25.0% 

55.7% 44.3% 

75.3% 24.7% 

.0% 100.0% 

47.4% 52.6% 

78.6% 21.4% 

64.5% 35.5% 

70.6% 29.4% 

.0% 100.0% 

64.9% 35.1% 

80.9% 19.1% 

66.8% 33.2% 

88.9% 11.1% 


Page 19 



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


Status 

ELL Status 

All students tested. 

Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 

Below 


TCAP CRT Achievement Test Preformance Level Counts for 2009 

2006 

Math Status 


Advanced 

Count Count Count 

29 124 64 

7 

47 22 

13 44 12 

9 

33 30 

18 50 27 

11 72 37 

24 77 23 

5 

47 41 

15 41 10 

0 

0 0 

1 

5 4 

2 

2 5 

11 75 45 

29 121 55 

0 

3 9 

20 114 60 

9 

10 4 

29 124 64 

0 

0 0 

Test Year 

2007 

2008 

Math Status 

Math Status 

Below 

Proficient Proficient Advanced 

Below 


Count Count Count Count Count Count 

27 124 104 21 126 145 

7 

41 43 10 45 54 

12 55 26 5 

54 29 

8 

28 35 6 

27 62 

7 

49 47 6 

55 74 

20 75 57 15 71 71 

20 81 43 15 88 63 

7 

43 61 6 

38 82 

13 49 16 7 

43 23 

0 

0 0 

0 

0 1 

1 

2 8 

0 

4 11 

0 

6 5 

2 

13 13 

13 67 75 12 66 97 

27 124 96 21 126 134 

0 

0 8 

0 

0 11 

17 102 98 12 109 139 

10 22 6 

9 

17 6 

26 123 103 19 119 142 

1 

1 1 

2 

7 3 

2009 

Math Status 

Below 



26 128 141 

13 45 46 

8 

50 49 

5 

33 46 

9 

58 70 

17 70 71 

22 86 72 

4 

42 69 

9 

44 28 

0 

0 1 

1 

6 12 

6 

13 9 

10 65 91 

26 128 128 

0 

0 13 

13 105 130 

13 23 11 

25 121 140 

1 

7 1 

Page 18 



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


Status 

ELL Status 


Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 

2006 

Reading-Language Status 

Below 




Advanced 


16 127 74 

5 

50 21 

6 

38 25 

5 

39 28 

9 

50 36 

7 

75 38 

13 81 30 

3 

46 44 

9 

46 11 

0 

0 0 

1 

5 4 

0 

3 6 

6 

72 53 

16 126 63 

0 

1 11 

12 109 73 

4 

18 1 

16 127 74 

0 

0 0 

Test Year 

2007 

2008 


Below 


Below 

Proficient Proficient Advanced Proficient Proficient Advanced 


33 143 79 23 132 136 

10 48 33 10 49 49 

19 53 21 7 

47 34 

4 

42 25 6 

36 53 

8 

54 41 3 

57 74 

25 89 38 20 75 62 

21 94 29 15 92 59 

12 49 50 8 

40 77 

16 53 9 

7 

43 23 

0 

0 0 

0 

0 1 

0 

5 6 

0 

3 12 

0 

6 5 

2 

12 14 

17 79 59 14 74 86 

33 143 71 23 131 126 

0 

0 8 

0 

1 10 

21 123 73 15 112 132 

12 20 6 

8 

20 4 

33 141 78 21 124 135 

0 

2 1 

2 

8 1 

2009 


Below 



28 154 113 

15 51 38 

10 59 38 

3 

44 37 

11 65 61 

17 89 52 

19 103 58 

9 

51 55 

8 

49 24 

0 

0 1 

3 

6 10 

7 

15 6 

10 84 72 

28 154 100 

0 

0 13 

19 126 103 

9 

28 10 

25 148 113 

3 

6 0 

Page 18 



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


Status 

ELL Status 


Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 

Below 



2006 

Science Status 


Advanced 


38 131 48 

8 

48 20 

18 37 14 

12 46 14 

23 53 19 

15 76 29 

29 75 20 

9 

56 28 

23 38 5 

0 

0 0 

1 

5 4 

1 

5 3 

13 82 36 

38 128 39 

0 

3 9 

29 119 46 

9 

12 2 

38 131 48 

0 

0 0 

Test Year 

2007 

2008 



Below 


Below 



61 126 68 53 149 90 

21 41 29 21 55 33 

19 58 16 16 49 23 

21 27 23 16 45 34 

24 47 32 25 73 37 

37 79 36 28 76 53 

48 70 26 38 91 37 

13 56 42 15 58 53 

31 38 9 22 40 11 

0 

0 0 

0 

0 1 

2 

5 4 

0 

14 1 

1 

6 4 

4 

14 10 

27 77 51 27 81 67 

61 125 61 53 147 81 

0 

1 7 

0 

2 9 

42 112 63 37 137 86 

19 14 5 16 12 4 

60 124 68 47 143 90 

1 

2 0 

6 

6 0 

2009 


Below 



64 133 98 

25 41 38 

22 51 34 

17 41 26 

25 63 49 

39 70 49 

50 84 46 

14 49 52 

25 41 15 

0 

0 1 

3 

8 8 

10 11 7 

26 73 67 

64 133 85 

0 

0 13 

43 116 89 

21 17 9 

61 128 97 

3 

5 1 

Page 18 



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


Status 

ELL Status 


Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 

Below 



2006 

Social Studies Status 


Advanced 


43 128 46 

17 46 13 

13 42 14 

13 40 19 

22 52 21 

21 74 25 

36 72 16 

7 

56 30 

24 36 6 

0 

0 0 

2 

5 3 

2 

4 3 

15 82 34 

43 126 36 

0 

2 10 

34 116 44 

9 

12 2 

43 128 46 

0 

0 0 

Test Year 

2007 

2008 


Below 


Below 

Proficient Proficient Advanced Proficient Proficient Advanced 


70 136 49 51 163 77 

23 45 23 22 50 36 

27 56 10 11 62 15 

20 35 16 18 51 26 

25 56 22 14 83 37 

45 80 27 37 80 40 

53 71 20 36 100 30 

17 65 29 15 63 47 

36 36 6 20 41 12 

0 

0 0 

0 

0 1 

1 

7 3 

1 

8 6 

0 

8 3 

4 

17 7 

33 85 37 26 97 51 

70 134 43 51 159 70 

0 

2 6 

0 

4 7 

49 122 46 33 152 74 

21 14 3 18 11 3 

69 134 49 47 156 77 

1 

2 0 

4 

7 0 

2009 


Below 



64 135 96 

25 45 34 

17 51 39 

22 39 23 

27 62 48 

37 73 48 

48 87 45 

16 48 51 

26 35 20 

0 

0 1 

3 

6 10 

8 

14 6 

27 80 59 

64 135 83 

0 

0 13 

44 117 87 

20 18 9 

62 129 95 

2 

6 1 

Page 18 



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


ELL Status 

TCAP CRT Achievement Test RCPI Math Results for 2009 

Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 

Math RCPI - 

Number 

Sense/Theory 

Math RCPI - 

Computation 

Math RCPI - 

Algebraic 

Thinking 

Test Year 

2009 

Math RCPI - 

Real World 

Problem 

Solving 

Math RCPI - 

Data 

Analysis and 

Probability 

Math RCPI - 

Measuremen 

t 

Math RCPI - 

Geometry 

Mean Mean Mean Mean Mean Mean Mean 

72 

86 

74 

70 

68 

72 

74 

72 

92 

78 

71 

66 

73 

78 

73 

86 

72 

76 

69 

72 

73 

72 

77 

72 

63 

70 

70 

68 

74 

87 

76 

71 

70 

72 

75 

71 

85 

73 

69 

66 

71 

72 

69 

84 

72 

66 

65 

69 

71 

77 

88 

78 

76 

73 

75 

78 

67 

82 

69 

65 

63 

67 

69 

79 

93 

79 

87 

75 

77 

82 

78 

92 

81 

80 

75 

78 

81 

64 

83 

68 

61 

58 

66 

65 

76 

87 

77 

73 

72 

74 

76 

71 

85 

73 

69 

67 

71 

73 

93 

95 

93 

92 

94 

91 

91 

75 

87 

76 

73 

71 

74 

76 

59 

78 

63 

58 

54 

61 

63 

73 

86 

74 

71 

69 

72 

74 

61 

79 

64 

57 

56 

62 

63 


Page 16 



Grade 

Gender 

Income Status 

Ethnicity 

Gifted 


ELL Status 

TCAP CRT Achievement Test RCPI Reading Language Arts Results for 2009 

Total 

3rd Grade 

4th Grade 

5th Grade 

Female 

Male 

ED 

Non ED 




Hispanic 

White 

Non Gifted 

Gifted 

Non SWD 

SWD 

Non ELL 

ELL 

Reading 

RCPI - 

Content 

Reading 

RCPI - 

Meaning 

Reading 

RCPI - 

Vocabulary 

Test Year 

2009 

Reading 

RCPI - 

Writing 

Organization 

Reading 

RCPI - 

Writing 

Process 

Reading 

RCPI - 

Grammar 

Conventions 

Reading 

RCPI - 

Techniques 

and Skills 


62 

70 

71 

61 

60 

60 

64 

56 

70 

68 

62 

52 

58 

71 

61 

67 

70 

64 

69 

63 

57 

69 

73 

76 

55 

58 

58 

63 

64 

72 

74 

63 

62 

62 

66 

59 

67 

69 

58 

59 

58 

62 

59 

67 

68 

57 

56 

56 

62 

67 

73 

76 

66 

66 

65 

67 

58 

66 

68 

56 

56 

56 

62 

77 

83 

87 

83 

83 

78 

75 

63 

73 

73 

66 

63 

63 

70 

53 

63 

62 

53 

55 

55 

56 

65 

72 

74 

63 

62 

62 

66 

60 

69 

70 

59 

59 

58 

63 

91 

92 

93 

85 

86 

85 

88 

64 

71 

73 

62 

62 

61 

66 

52 

60 

61 

51 

51 

49 

55 

62 

70 

72 

61 

61 

60 

64 

46 

55 

53 

42 

43 

44 

49 


Page 16 


Elementary Writing Results 2005 to 2009 


Test Year 

2005 

2006 

2007 

2008 

Grade Level 

Elementary School 

Grade Level 


Grade Level 


Grade Level 


Count Percent Count Percent Count Percent Count Percent 

0 1 1.2% 0 .0% 0 .0% 0 .0% 

1 2 2.4% 0 .0% 0 .0% 1 1.1% 

2 4 4.8% 3 4.3% 4 6.2% 1 1.1% 

Score Range (0 to 6) 3 22 26.5% 12 17.4% 7 10.8% 7 7.4% 

4 31 37.3% 26 37.7% 40 61.5% 27 28.4% 

5 15 18.1% 20 29.0% 12 18.5% 45 47.4% 

6 8 9.6% 8 11.6% 2 3.1% 14 14.7% 

2009 

Grade Level 


Count Percent 

0 .0% 

0 .0% 

3 3.6% 

16 19.0% 

38 45.2% 

25 29.8% 

2 2.4% 


Page 20 




Score at Four or Higher 

Below Four 

2005 

Grade Level 

Four or 

Higher 

Percentages for Scoring At or Above Four 



Below Four 

2006 

Grade Level 

Four or 

Higher 



Below Four 

Test Year 

Grade Level 

Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent 

Writing 

34.9% 65.1% 21.7% 78.3% 16.9% 83.1% 9.5% 90.5% 22.6% 77.4% 

Female 

30.0% 70.0% 23.5% 76.5% 18.5% 81.5% 2.6% 97.4% 19.5% 80.5% 

Male 

39.5% 60.5% 20.0% 80.0% 15.8% 84.2% 14.0% 86.0% 25.6% 74.4% 

African American 

44.0% 56.0% 28.0% 72.0% 22.7% 77.3% 15.0% 85.0% 20.0% 80.0% 

American Indian/Alaska Native .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% 

Asian/Pacific Islander 

20.0% 80.0% 50.0% 50.0% 25.0% 75.0% .0% 100.0% .0% 100.0% 

Hispanic 

.0% 100.0% 25.0% 75.0% .0% 100.0% 22.2% 77.8% 16.7% 83.3% 

White 

34.7% 65.3% 15.8% 84.2% 13.2% 86.8% 6.5% 93.5% 26.0% 74.0% 

Econ Disadvantaged 

48.0% 52.0% 29.3% 70.7% 28.6% 71.4% 14.0% 86.0% 21.2% 78.8% 

Non Econ Disadvantaged 15.2% 84.8% 10.7% 89.3% 3.3% 96.7% 4.4% 95.6% 25.0% 75.0% 

Non SWD 

25.7% 74.3% 16.4% 83.6% 9.6% 90.4% 2.4% 97.6% 20.8% 79.2% 

SWD 

84.6% 15.4% 62.5% 37.5% 46.2% 53.8% 58.3% 41.7% 42.9% 57.1% 

Gifted 

.0% 100.0% .0% 100.0% .0% 100.0% .0% 100.0% .0% 100.0% 

ELL 

.0% .0% .0% .0% 100.0% .0% 50.0% 50.0% 25.0% 75.0% 

School Level 

36.7% 63.3% 19.0% 81.0% 17.5% 82.5% 10.1% 89.9% 19.7% 80.3% 

System Level 

.0% 100.0% .0% 100.0% .0% .0% .0% 100.0% 50.0% 50.0% 

State Level 

.0% .0% .0% 100.0% .0% .0% .0% 100.0% 25.0% 75.0% 

Outside of State .0% 100.0% 100.0% .0% .0% 100.0% .0% 100.0% 100.0% .0% 

2007 

Four or 

Higher 



Below Four 

2008 

Grade Level 

Four or 

Higher 



Below Four 

2009 

Grade Level 

Four or 

Higher 


Page 71 



2003 

Grade Level 

Elementary 

School 

Writing 

Score 

(Averages are for single years) 

2004 

Grade Level 

Elementary 

School 

Writing 

Score 

2005 

Grade Level 

Elementary 

School 

Writing 

Score 

Test Year 

2006 

Grade Level 

Elementary 

School 

Writing 

Score 

2007 

Grade Level 

Elementary 

School 

Writing 

Score 

2008 

Grade Level 

Elementary 

School 

Writing 

Score 

2009 

Grade Level 

Elementary 

School 

Writing 

Score 


Writing 

3.5 

4.0 

3.9 

4.3 

4.0 

4.6 

4.1 

Female 

4.0 

4.0 

4.1 

4.2 

4.1 

5.1 

4.2 

Male 

3.2 

4.1 

3.7 

4.3 

4.0 

4.3 

4.0 


3.8 

4.0 

3.4 

4.1 

3.7 

4.3 

4.0 

American Indian/Alaska Native . 

. 

. 

. 

. 

. 

. 

Asian/Pacific Islander 

4.7 

4.0 

4.8 

3.5 

3.8 

6.0 

4.3 

Hispanic 

.0 

4.3 

4.3 

4.5 

5.0 

4.7 

4.0 

White 

3.3 

4.0 

4.0 

4.4 

4.2 

4.7 

4.1 

Econ Disadvantaged 

3.3 

4.0 

3.6 

4.0 

3.7 

4.4 

4.0 

Non Econ Disadvantaged 

3.6 

4.0 

4.3 

4.6 

4.3 

4.9 

4.3 

Non SWD 

3.6 

4.3 

4.2 

4.4 

4.2 

4.9 

4.1 

SWD 

2.3 

2.4 

2.4 

3.1 

3.3 

3.2 

3.4 

Gifted 

3.8 

5.0 

5.0 

5.2 

5.0 

5.3 

5.1 

ELL 

. 

. 

. 

. 

2.0 

3.5 

3.5 

School Level 

3.5 

4.0 

3.9 

4.3 

4.0 

4.6 

4.1 

System Level 

3.5 

3.7 

4.5 

4.5 

. 

5.3 

3.0 

State Level 

. 

. 

. 

4.0 

. 

4.5 

4.3 

Outside of State 2.5 

4.3 

4.0 

3.0 

4.0 

5.0 

3.0 


Page 122 


TVAAS 

2009 TVAAS School Value Added Report for East Brainerd Elementary in Hamilton County 

TCAP CRT Math 

The Tennessee Department of Education has reset the growth standard to reflect the state's present student progress. Shading below 

is consistent with this new minimal expectation for systems and schools. The Help link above includes the specific details of this 

transition year. 

Estimated School Mean NCE Gain 

Grade: 3 4 5 Mean NCE Gain over 

Grades Relative to 

Growth Standard: 0.0 0.0 

State 3-Yr-Avg: -0.3 -0.1 Growth 

Standard 

State 

2007 Mean NCE Gain: -0.9 Y 11.0 G* 5.0 5.2 

Std Error: 1.5 1.5 1.1 1.1 

2008 Mean NCE Gain: -3.8 R* 8.7 G* 2.5 2.7 

Std Error: 1.5 1.3 1.0 1.0 


Std Error: 1.3 1.4 0.9 0.9 

3-Yr-Avg NCE Gain: -1.9 R* 8.0 G* 3.1 3.3 

Std Error: 0.8 0.8 0.5 0.5 

Estimated School Mean NCE Scores 

Grade: 3 4 5 

New State Baseline: 50.0 50.0 50.0 

State 3-Yr-Avg: 48.9 48.4 48.3 

2006 Mean: 47.9 42.3 45.0 

2007 Mean: 50.3 46.9 53.3 

2008 Mean: 50.5 46.5 55.6 

2009 Mean: 51.1 49.4 50.9 

G* - Estimated mean NCE gain above the growth standard by at least 1 standard error. 

G - Estimated mean NCE gain equal to or greater than growth standard but by less than 1 standard error. 

Y - Estimated mean NCE gain below the growth standard by 1 standard error or less. 

R - Estimated mean NCE gain more than 1 standard error below the growth standard but by 2 standard errors or less. 

R* - Estimated mean NCE gain below the growth standard by more than 2 standard errors.

TVAAS 

2009 Performance Diagnostic Report for East Brainerd Elementary in Hamilton County 4th 

Grade TCAP CRT Math 

2009 Performance Diagnostic Report for East Brainerd Elementary in Hamilton County 4th Grade TCAP CRT 

Math 

Predicted Proficiency Group 

Not Proficient Proficient Advanced 

Math Reference Line 0.0 0.0 0.0 

2009 Gain 4.5 -7.9 

Std Err 1.3 2.3 

Nr of Students 6 50 36 

% of Students 6.5 54.3 39.1 

Previous Cohort(s) Gain 4.0 -3.1 -9.4 

Std Err 2.7 0.9 1.7 



Copyright © 2009 SAS Institute Inc., Cary, NC, USA. All Rights Reserved.

TVAAS 


Grade TCAP CRT Math 


Math 



Math Reference Line 0.0 0.0 0.0 

2009 Gain 4.5 3.9 

Std Err 1.7 2.0 



Previous Cohort(s) Gain 4.6 4.7 8.1 

Std Err 4.4 1.1 1.4 




TVAAS 


TCAP CRT Reading/Language 









Standard 

State 

2007 Mean NCE Gain: -4.3 R* 0.3 G -2.0 -1.8 

Std Error: 1.4 1.5 1.0 1.0 


Std Error: 1.4 1.3 0.9 0.9 


Std Error: 1.2 1.3 0.9 0.9 

3-Yr-Avg NCE Gain: -1.5 R 2.9 G* 0.7 0.9 

Std Error: 0.8 0.8 0.5 0.5 


Grade: 3 4 5 


State 3-Yr-Avg: 48.8 48.3 48.2 

2006 Mean: 48.6 50.6 50.2 

2007 Mean: 45.5 44.3 50.9 

2008 Mean: 45.8 45.5 49.5 

2009 Mean: 44.9 45.7 48.8 






TVAAS 


Grade TCAP CRT Reading/Language 


Reading/Language 



Reading/Language Reference Line 0.0 0.0 0.0 

2009 Gain 8.8 3.0 -5.9 

Std Err 3.1 1.1 1.8 




Std Err 3.0 1.0 1.5 




TVAAS 


Grade TCAP CRT Reading/Language 


Reading/Language 



Reading/Language Reference Line 0.0 0.0 0.0 

2009 Gain 4.1 1.2 

Std Err 1.9 2.6 



Previous Cohort(s) Gain 3.4 2.8 

Std Err 1.1 1.3 




TVAAS 


TCAP CRT Science 









Standard 

State 

2007 Mean NCE Gain: -2.5 R 3.8 G* 0.6 0.9 

Std Error: 1.6 1.5 1.1 1.1 


Std Error: 1.6 1.3 1.0 1.0 

2009 Mean NCE Gain: 0.3 G 1.7 G* 1.0 1.3 

Std Error: 1.4 1.4 1.0 1.0 

3-Yr-Avg NCE Gain: -1.2 R 3.6 G* 1.2 1.4 

Std Error: 0.9 0.8 0.5 0.5 


Grade: 3 4 5 


State 3-Yr-Avg: 49.0 48.4 48.2 

2006 Mean: 48.3 45.6 50.1 

2007 Mean: 46.6 45.7 49.3 

2008 Mean: 46.2 45.3 50.9 

2009 Mean: 48.3 46.5 47.0 






TVAAS 


Grade TCAP CRT Science 


Science 



Science Reference Line 0.0 0.0 0.0 

2009 Gain 6.4 0.9 -3.9 

Std Err 2.2 1.9 2.7 




Std Err 2.8 1.1 2.1 




TVAAS 


Grade TCAP CRT Science 


Science 



Science Reference Line 0.0 0.0 0.0 

2009 Gain 2.3 0.3 -1.1 

Std Err 3.9 1.5 2.5 




Std Err 2.4 1.1 2.4 




TVAAS 


TCAP CRT Social Studies 









Standard 

State 

2007 Mean NCE Gain: -2.9 R 4.2 G* 0.6 0.8 

Std Error: 1.5 1.5 1.1 1.1 


Std Error: 1.5 1.3 1.0 1.0 

2009 Mean NCE Gain: 3.6 G* 2.7 G* 3.1 3.3 

Std Error: 1.3 1.4 1.0 1.0 

3-Yr-Avg NCE Gain: 0.1 G 4.4 G* 2.2 2.4 

Std Error: 0.8 0.8 0.5 0.5 


Grade: 3 4 5 


State 3-Yr-Avg: 48.6 48.2 48.0 

2006 Mean: 44.5 45.5 51.7 

2007 Mean: 44.3 41.7 49.7 

2008 Mean: 44.3 43.7 48.1 

2009 Mean: 45.7 47.9 46.4 






TVAAS 


Grade TCAP CRT Social Studies 





Social Studies Reference Line 0.0 0.0 0.0 

2009 Gain 6.0 5.8 -1.4 

Std Err 2.3 1.7 2.6 




Std Err 2.3 1.0 2.0 




TVAAS 


Grade TCAP CRT Social Studies 





Social Studies Reference Line 0.0 0.0 0.0 

2009 Gain 4.1 2.0 2.9 

Std Err 3.0 1.8 3.1 




Std Err 2.0 1.0 2.2 




TVAAS/Value Added 

Grade Status Mean Gain Range 

Reading/ 

Language Arts 

Math Social Studies Science 

A Exceptional > 1.2 >1.5 >0.4 >0.6 

B Exceeds State Growth Standard 0.7 to 1.2 0.5 to 1.5 -0.1 to 0.4 -0.2 to 0.6 

C Maintains State Growth Standard - 0.1 to 0.6 -0.5 to 0.4 -0.8 to -0.2 -1.1 to -0.3 

D Below State Growth Standard -0.6 to -0.2 -1.9 to -0.6 -1.6 to -0.9 -1.9 to -1.2 

F Deficient

School Improvement Plan 

2007-2008 

Dr. Bryan K. Stewart 

Principal 

Mrs. Janice Scott 

Assistant Principal

SIP Table of Contents 

TSIPP Assurances Page 3 

Component 1 

Component 1b 

Component 2 

Component 3 

Component 4 

Component 5 

School Profile and Collaborative Process 

1.1 SIP Leadership Team Composition Page 4 

1.2 Subcommittee Formation and Operation Page 5 

1.3 Collection of Academic and Non-Academic Data and Analysis/Synthesis Page 11 

Academic and Non-Academic Data Analysis 

1.4 Variety of Academic and Non-Academic Assessment Measures Page 20 

1.5 Data Collection and Analysis Page 20 

1.6 Report Card Data Disaggregation Page 25 

1.7 Narrative Synthesis of All Data Page 26 

1.8 Prioritized List of Targets Page 26 

Beliefs, Mission, and Vision 

2.1 Beliefs, Mission and Shared Vision Page 27 

Curricular, Instructional, Assessment and Organizational Effectiveness 

3.1.a Curriculum Practices Page 28 

3.1.b Curriculum Gap Analysis Page 31 

3.1.c Curricular Summary Questions Page 33 

3.2.a Instructional Practices Page 34 

3.2.b Instructional Gap Analysis Page 37 

3.2.c Instructional Summary Questions Page 39 

3.3.a Assessment Practices Page 40 

3.3.b Assessment Gap Analysis Page 43 

3.3.c Assessment Summary Questions Page 45 

3.4.a Organizational Practices Page 46 

3.4.b Organizational Gap Analysis Page 48 

3.4.c Organizational Summary Questions Page 48 

Action Plan Development 

4.1 Goals Page 50 

4.2 Action Plan Page 50 

4.3 Implementation Plan Page 50 

The School Improvement Plan and Process Evaluation 

5.1 Process Evaluation Page 57 

5.2 Implementation Evaluation Page 60 

5.3 Monitoring and Adjusting Evaluation Page62 

Tennessee School Improvement Planning Process Templates – August, 2007 Page 2 of 58

Tennessee School Improvement Planning Process 

(TSIPP) 

Assurances 

with Signature of Principal 

I certify that East Brainerd Elementary School has utilized the data and other 

requirements requested for each component. The school will operate its programs in accordance 

with all of the required assurances and certifications for each program area. 

I CERTIFY that the assurances referenced above have been satisfied to the best of my 

knowledge. 

__________________________________________ 

Signature of Principal 

______________________ 

Date Signed 


Component 1a - School Profile and Collaborative Process 

TEMPLATE 1.1: SIP Leadership Team Composition 

Leader- 

SIP Leadership Team ship 

Name of Subcommittee(s) (when 

Position 

Member Name Chair? 

applicable) 

(Y/N) 

Connie Babcock N First Grade Component 5 

Alice Brooks N Cafeteria Monitor Component 2 

Janice Coleman N Second Grade Component 2 

Theresa Crabtree N Exceptional Education Component 2 

Lori deC’ordova N Third Grade Component 4 

Chris Gold N Parent Component 1 

Cheri Grant N Title I Coordinator Component 1 

Amy Ingell N Kindergarten Component 1 

Kay Jetton N Secretary Component 1 

Andy Nichols N Fifth Grade Component 5 

Sarah Papillion N Fourth Grade Component 3 

Janice Scott N Assistant Principal All 

Lisa Steele N Related Arts Component 1 

Dr. Bryan K. Stewart Y Principal All 

Dionne Upton N Third Grade Component 4 



TEMPLATE 1.2: Subcommittee Formation and Operation 

Subcommittee for COMPONENT 1 School Profile and Collaborative Process 

Member Name Position Chair 

Erin Earnest Kindergarten N 

Lori Green Kindergarten N 

Cheri Grant Title I Coordinator N 

Amy Ingell Kindergarten Y 

Kay Jetton Secretary N 

Caroline Persinger Kindergarten N 

Jan Rutherford ESOL N 

Janice Scott Assistant Principal N 

Lisa Steele Related Arts – Music N 

Dr. Bryan K. Stewart Principal N 

Carole Voelp Kindergarten N 

Holley Woodard Speech and Language N 

Component 1 Subcommittee has met to address critical 

components of the SIP and minutes are on file. 

YES 

NO 

Subcommittee 1 Chair Signature 

Subcommittee for COMPONENT 2 Beliefs, Mission and Vision 



John Anderson Related Arts – Guidance N 

Cheri Boyd Second Grade N 

Alice Brooks Cafeteria Monitor N 

Janice Coleman Second Grade Y 

Theresa Crabtree Exceptional Education N 

Nicole Galletta Librarian N 

Yohanna Parks Second Grade N 

Glenda Roy Second Grade N 



Wendy Thompson Paraprofessional N 



YES 

NO 


Subcommittee for COMPONENT 3 Curricular, Instructional, Assessment, and 

Organizational Effectiveness 


Amy Brown Second Grade N 

Jody Conn Fourth Grade N 

Joy Ferguson Fourth Grade N 

Becky Michaels Third Grade N 

Melissa Moore Third Grade N 

Sarah Papillion Fourth Grade Y 

Michele Reeves Fourth Grade N 


Tiffany Stafford Fourth Grade N 




YES 

NO 



Subcommittee for COMPONENT 4 Action Plan Development 


Lori deC’ordova Third Grade N 

Cheryl Howard Paraprofessional N 

Lex Oren Related Arts – P.E. N 



Denise Trantham Exceptional Education N 

Dionne Upton Third Grade Y 



YES 

NO 



Subcommittee for COMPONENT 5 The School Improvement Plan and Process Evaluation 


Connie Babcock First Grade N 

Kristy Bramlett First Grade N 

Dana Carmody First Grade N 

Brenda Davis First Grade N 

Marilyn Dolin Fifth Grade N 

Debbi Kidd Fifth Grade N 

Charles Lynn Fifth Grade N 

Andy Nichols Fifth Grade Y 

Sue Pflug Fifth Grade N 





YES 

NO 




TEMPLATE 1.3 Collection of Academic and Nonacademic Data and 

Analysis/Synthesis 

TEMPLATE 1.3.1: Data Sources (including surveys) 

Data Source 

Relevant Findings 

Parent 96% of parents felt the school met their children’s needs. 94% 

felt the school has good consistent discipline. All parents 

surveyed felt that they take an active roll in their child’s school 

work. 96% of parents felt that the school has helped their child 

on standardized test and have noticed positive changes in their 

child’s academic skills and attitudes. This survey was a valuable 

source on parent educational levels. It shows that there was a 

clear correlation between family income levels, employment rates 

and educational levels. It also showed that most parents are 

satisfied with the climate of the school, with curricular offerings 

and teacher/parent communication. 

Teacher 

All of the teachers consider the school a safe and pleasant place to 

work. They consider staff development to be opportunities to be of 

value to their classroom instruction. All teachers agree or strongly 

agree that the stated goals of the school are the primary basis for the 

academic program. 

Student Grades 1-3 98% of the students indicated that they liked coming to a safe 

school. 98% felt that teachers always helped them when they 

needed it. 99% indicated that their teacher read to them everyday. 

94% indicated that they were proud of their school. 

Student Grades 4-5 97% indicated that they felt safe at school. 83% felt the school 

was safe and they enjoyed coming to school. 97% felt they were 

treated fairly by teachers and principals. 83% felt that the 

teachers thought their ideas were important. 85% indicated that 

their teacher read to them everyday. 

TEMPLATE 1.3.2: School and Community Data 

Narrative and analysis of relevant school and community factors: 

Student Characteristics 

1. Number of Students 

The total number of students enrolled at East Brainerd Elementary School is 614. This includes 

Kindergarten through 5 th grade. During 2005-2006, we had 505 students on roll. During the 

2006-2007 school year, we had 545 students on roll. 


2. Student Demographics 

Female 

Male 

Caucasian 


Hispanic 

Asian 

Native American 

ELL Student 

Non ELL Student 

Economic Disadvantaged 

Exceptional Education Students 

Non Exceptional Education Students 

Non Gifted 

Gifted 

Non Refugee Student 

3. English Proficiency 

Currently, approximately 30% of our ESOL students are English proficient (9 out of 31 

students). Approximately 70% of our ESOL students are not English proficient (22 out of 31 

students). Due to the 31 students that are ESOL, we have a full time ESOL teacher. 

4. Free and Reduced Lunch Rate 

Total Free 

Total Reduced 

Total Free and Reduced 

Total Full Pay 

5. Students Scheduled in Classes without a Credentialed Teacher 

All teachers are highly qualified. 

6. Attendance Rate 

The East Brainerd Elementary attendance rate for the 2005-2006 school year was 93.4% During 

the 2006-2007 school year, the attendance rate was 93.7%. Currently, the attendance rate for this 

school year is 94.0%. 

7. Suspension Rate 

During the 2005-2006 school year there were 47 students suspended for disciplinary infractions. 

For the 2006-2007 school year, we had 1 expulsion and 32 students suspended. Currently, we 

have had 14 suspensions. Our school also has an In-School Suspension classroom. 

8. Retention Rate 

During the 2005-2006 school year, we had 23 students retained. During the 2006-2007 school 

year, we had 18 students retained. 

9. Transfer Rate 


During the 2006-2007 school year, we had 198 students transfer out and 218 students transfer 

into our school. So far, during the 2007-2008 school year, we have 191 students to leave and 

190 students to enroll at East Brainerd Elementary School. 

10. Student Transportation 

During the 2005-2006 school year, 52% of our students rode the bus. During the 2006-2007 

school year, 44% rode the bus. This year, 2007-2008, we have 51 % riding the bus, 36% are car 

riders, 12% attend after school care, and 1% of our students walk. 

Staff Characteristics 

11. Staff Demographics 

Teacher 

Grade Race Gender Years Highest Degree 

Level 

Experience 

Anderson, Jonathon Guidance W M 1 Masters 

Babcock, Connie 1 st W F 17 Masters 

Blevins, Barbara CDC W F 25 BS 

Boyd, Cheri 2 nd W F 10 BS 

Bramlett, Kristy 1 st W F 11 Masters 

Brown, Amy 2 nd W F 2 BS 

Carmody, Dana 1 st W F 2 BS 

Coleman, Janice 2 nd W F 33 Masters 

Conn, Jody 4 th W M 2 BS 

Cooke, Diane 3 rd B F 29 Masters 

Crabtree, Theresa Ex. Ed. W F 33 Masters 

Davis, Brenda 1 st W F 20 Masters 

deC’ordova, Lori 3 rd W F 15 Masters 

Dolin, Marilyn 5 th W F 28 Masters 

Earnest, Erin K W F 1 BS 

Ferguson, Joy 4 th W F 1 BS 

Galletta, Nicole Librarian W F 5 Masters 

Green, Lori K W F 33 Masters 

Hopkins, Rebecca PE W F 1 Masters 

Hughes, Summer 2 nd W F 1 BS 

Ingell, Amy K W F 17 Masters 

Kidd, Debi 5 th W F 4 BS 

Landis, Susan Psycholog W F 22 Masters 

ist 

Lynn, Charles 5 th W M 29 Masters 

Michaels, Rebecca 3 rd W F 3 BS 

Moore, Melissa 3 rd W F 7 Masters 

Nichols, Andy 5 th W M 9 Masters 

Oren, Lex PE W M 1 BS 

Owens, Darlene 1 st W F 27 Masters 

Papillion, Sarah 4 th W F 7 BA 

Parks, Yohanna 2 nd B F 33 Masters 

Persinger, Caroline K W F 4 BS 

Pflug, Sue 5 th W F 28 Masters 

Reeves, Michele 4 th W F 12 Masters 

Roy, Glenda 1 st W F 30 Masters 

Rutherford, Jan ESOL W F 28 BA 


Scott, Janice Assistant W F 27 Masters 

Principal 

Stafford, Tiffany 4 th W F 1 BS 

Stewart, Bryan Principal W M 15 Doctorate 

Trantham, Denise Ex. Ed. W F 16 Masters 

Upton, Dionne 3 rd B F 12 Masters 

Voelp, Carole K W F 26 Masters 

Wilkie, Terri 3 rd W F 19 BS 

Woodard, Holley Speech W F 14 Masters 

12. Percentage of Faculty and Staff Who Hold Advanced Degrees 

% of our faculty and staff hold advanced degrees. Five teachers are currently working on their 

master’s degree. On-line courses and opportunities for advanced degrees are e-mailed monthly 

to teachers. New Teacher Network offers teachers opportunities to advance their degrees. 

13. Percentage of Faculty Teaching Courses Outside Their Area of Certification 

All of our teachers are teaching within their certification area. 

14. Administration, Faculty, and Staff Demographics 

The East Brainerd Elementary staff consists of a principal, assistant principal, secretary, clerical 

assistant, lunchroom monitor, custodian, nurse, ESOL teacher, music teacher, guidance 

counselor, librarian, and physical education teacher. We have 1 part-time speech language 

pathologist, teacher of the gifted, school psychologist, and a bookkeeper. The school has 31 

general education teachers, 1 exceptional education self-contained classrooms, 1 inclusion 

teacher, 1 resource teacher, and 5 full-time educational assistants. 

The faculty and staff at East Brainerd Elementary consist of 40 Caucasians, 9 African- 

Americans, and 2 Asian. The staff is made up of 2 males and 49 females. 14 members of the 

staff have twenty years or more of teaching experience. 13 members of the staff have between 

ten and nineteen years of experience. 26 members of our staff hold master’s degrees in different 

areas. Four teachers are currently working on their advanced degrees. Two faculty members are 

fluent in Spanish, which has been very helpful in translating for our ESOL population. 

15. Highly Qualified Teachers 

All teachers at East Brainerd Elementary School are highly qualified. Administration and 

teachers participate in the Hamilton County Department of Education Job Fair to recruit and 

attract Highly Qualified Teachers. Hamilton County Department of Education also has a 

screening process before applicants are interviewed. 

School Characteristics 

16. History and Facilities 

East Brainerd Elementary School is one of the oldest schools in Hamilton County and has a rich 

and proud history dating back to 1838 when the first school in the East Brainerd community was 

established as a part of Concord Church. 

In 1912, the Walnut Grove School was built on the present school site. The five-acre school site 

was donated by Squire W.T. Walker and was located across East Brainerd Road from his home. 

The cost of the four-room school building was $5,666. 


The Walnut Grove School grew with the community, and in 1923 there were 150 children 

enrolled. Bus service was established and water was provided from a well with a pump. There 

were no bathrooms. 

In 1926, the capacity of the school was doubled with four rooms added to the back of the 

building. A furnace replaced stoves, an electric pump was installed in the well, and drinking 

fountains and a lavatory were placed in the hall. The cost of this four-room addition was 

$20,665 and included a small cafeteria. Later in 1926, when the name of Old Birds Mill Road 

was changed to East Brainerd Road, the name of the Walnut Grove School was changed to East 

Brainerd School. 

On July 12, 1938, a second addition to the school was begun and completed on December 20, 

1938 at the cost of $38,489.93. This construction was across the front of the building and 

included two classrooms, a large auditorium, library, office and indoor bathrooms. 

In May of 1956, seven classrooms, two offices, a teachers’ lounge, a first aid room, janitor’s 

storage room, kitchen and two bathrooms were added at a cost of $136,670. The next year, 

improvements were made to the school site with paved sidewalks, a driveway, and a large 

playground being added. 

Another addition was made to the school in 1964. It consisted of five classrooms, one special 

education room, one storage room, and two bathrooms. The cafeteria was doubled in size and 

air-conditioning was installed. 

The latest addition to East Brainerd Elementary School was completed in 1994. Ten classrooms, 

two bathrooms, a new library, and the expansion of the cafeteria were added to accommodate a 

school population of over 500 students. 

In the 2007-2008 school years, East Brainerd Elementary added four portable classrooms. With 

increases in enrollment 7% over the last 4 years, space has become limited. 

While East Brainerd Elementary sits on a busy four-lane thoroughfare, it is enclosed by a fence 

and gate, and no safety concerns have been an issue. In 2008, East Brainerd Elementary School 

proudly serves one of the most racially, economically, and ethnically diverse school population 

in Hamilton County in a school building that reflects its rich history from 1912 to the present.. 

17. Environmental and Safety Conditions 

Fire Drills 

Tornado Drills 

Emergency Plans posted in each room 

Crisis Intervention Plan 

Lock-down Procedure/Drills 

Visitor passes are visible and worn by all 

Employee Picture Identification cards worn daily by all employees of the building 

Sign in and out for all visitors is located in main office 

School-wide and classroom rules and expectations are posted in each classroom 


Student dress-code is enforced daily 

School-crossing guard 

Full-time nurse on staff 

18. Grade Distribution 

Grade Number of Classes Number of Students % of Population 

Kindergarten 

First Grade 

Second Grade 

Third Grade 

Fourth Grade 

Fifth Grade 

Exceptional Ed. 

Total 

5 classes 

5 classes 

6 classes 

5 classes 

5 classes 

5 classes 

1 class 

32 classes 

19. Length of School Year 

The length of the school year is 180 days. The students have a Fall break in October, a Winter 

break in December, and a Spring break in March. Teachers have six Administrative Professional 

In-Service days and six Teacher Professional Development days on the school calendar. On 

these days the students do not attend. 

20. Length of School Day 

The length of the school day is seven hours. The school does have an on-site before and after 

school daycare program. Extended school day is offered for students in the areas of remediation, 

enrichment, and extracurricular activities. 

21. Operating Budget Distribution Equity 

East Brainerd Elementary School’s total operating budget is $18,314.00. The leadership team 

and grade levels meet together to discuss the areas of the budget and makes decisions on 

spending for the year. East Brainerd Elementary receives $89,000.00 in Title I funds. The team 

has allocated from Title 1 funds for 1 instructional assistant to be used in the classroom and for 

small group instruction to support, enrich, and remediate instruction. Each teacher receives BEP 

money for instructional materials in their individual classrooms. Additional money is allocated 

to staff development, instructional supplies, and stipends. Revenue from Kid’s First campaign 

totaled $7,500.00. 

22. Per Pupil Expenditures 

Title 1 per pupil expenditures are $300.00 per student. Based on current eligibility summary, 

59% of the EBE students are economically disadvantaged. 

23. Enrollment Data 

Our current enrollment is 604. 

24. Curriculum Offerings 

East Brainerd Elementary offers all regular curriculum courses: reading, math, language arts, 


science, and social studies. Our students also have library, physical education, music, and 

guidance classes each week. Currently, East Brainerd’s exceptional education program provides 

services for multi-handicapped, CDC, ESOL, Speech/Language, inclusion/resource, and gifted 

students. 

25. Extended Learning Opportunities 

Opportunities are provided for students to showcase their talents through drama, music, and 

athletics. In addition, homework helper and book club are offered. Tutoring is made available 

through extended contracts for students that need enrichment and remediation during and after 

school hours and also the summer break. 

East Brainerd Elementary provides a variety of opportunities for students to excel beyond the 

curriculum. Students that meet criteria are allowed to participate in the track, cross-country, 

chorus, and basketball. 

26. Drug, Alcohol, or Tobacco Incidents or Arrests 

East Brainerd Elementary school has had no recorded incidents with drug, alcohol, or tobacco 

usage for the 2005-2006, 2006-2007, nor the 2007-08 school years. 

Parent/Guardian Characteristics 

27. Parental Support 

The East Brainerd Elementary Parent Teacher Association (PTA) is an integral part of the school 

community. The PTA board meets monthly to plan ways the parents can support the school’s 

program. We have a PTA membership of 178 members and 100% teacher membership. We 

have regular PTA meetings, an annual volunteer appreciation luncheon, and PTA nomination 

and election committees. PTA assists in hosting Math Night, Literacy Nights, School Dances, 

and annual back to school picnics. 

28. Parent Demographics 

The ethnicity of parents or guardians is as follows: 

White – 63% 

Black – 20% 

Hispanic – 6% 

Other – 11% 

Of these broad groups, Chinese, Thai, Indian, Pakistani, Korean, Middle Eastern, Bosnian, 

African, Mexican and Latin Americans are included. 

59% of the parents polled are married, 14% are divorced, and 22% are single parents who were 

never married. 

Community Characteristics 

29. Size of the Community 

East Brainerd Elementary School sits in the middle of the 37421 zip code area of Chattanooga, 

TN. There are approximately 42,000 people living in the East Brainerd community. Four 


elementary schools, serve approximately 3,000 students in K through grade 5. 

The boundaries of the East Brainerd School zone are Morris Hill Road on the east, Igou Gap 

Road and the 153 Highway on the north, Lee Highway on the northwest, the Tennessee-Georgia 

state line on the east, and Brainerd Village Shopping Center and the Chickamauga Creek on the 

west. This zoning pattern was established during the 1999-2000 school year. 

30. Community Demographics 

As the boundaries of the city of Chattanooga have expanded, so too has the demographics around 

the school. What was once a middle class suburban and rural community of farms and small 

neighborhoods has become now become a small metropolis. The building of the Hamilton Place 

Mall twenty years ago was the catalyst for this change. The ensuing city rezoning efforts to 

incorporate more commercial real estate has caused a boom in the building of strip malls, 

hospitals and medical complexes, restaurants and apartment complexes. 

Along with these changes has come a shift in cultural and socio-economic diversity. Where once 

the community was almost 100% white middle and working class families, now the 

demographics are: 79.9% white, 14% black, 6.1 other. 

Over sixty-nine percent of the citizens of East Brainerd over the age of 16 are employed, with the 

largest percentage working in sales and administrative support. 18% of all workers are 

employed in executive and managerial professions with approximately 20% in professional 

specialties. 

31. Average Income 

According to data obtained from the Chattanooga Area Chamber of Commerce, the 20056 

estimated average annual income for the 37421 zip code is $67,434. However, these figures do 

not accurately reflect the income level of the East Brainerd Elementary School community. This 

is because the school serves only two of several high-income residential neighborhoods as well 

as fourteen apartment complexes with a highly transient population. Several duplexes and small 

single-family dwellings as well as three large apartment complexes are low-income federally 

subsidized residences. A more accurate estimated average income, based on parent surveys for 

our school, would be around $20,000. 

32. Major Business Employers 

Within the 37421 zip code, there are over twenty major employers including Hamilton Place 

Mall, Erlanger Hospital East Campus, Memorial Atrium Hospital, as well as several banks, 

restaurants and other service industries. A few of the residents of the East Brainerd Community 

commute to work in the revitalized downtown district, across the borders into Georgia and 

Alabama, as well as outlying Tennessee cities and towns. A few of the residents of this area 

even find employment overseas or in large cities such as Atlanta, New York and Washington 

DC. 

33. Number of Private Schools in Area 

There are four private schools in the East Brainerd area. All four of these are parochial schools 

affiliated with a particular religious organization. In addition, there has been an increase in the 


number of parents choosing to home school their children. 

34. Residents with School-Age Children 

According to the Chattanooga Chamber Foundation, there are 40,706 households estimated to be 

in the East Brainerd area in the year 2006. Of those, 22.5% are estimated to be households with 

children. 

35. Community Involvement 

East Brainerd Elementary continues to involve the community in the education of all children. 

Last school year, parents and community volunteers logged over 1000 hours of service to the 

school. 

Parents and community members volunteer in many capacities in the school. Many work as 

room parents to plan and direct class parties, others help to chaperone field trips, do clerical work 

in the office, conduct small reading groups, tutor students in math or reading, assist teachers with 

clerical duties such as copying, cutting out materials for class, preparing bulletin boards etc. 

36. School-Business/Community Partnerships 

East Brainerd Elementary has maintained a long-standing relationship with concord Baptist 

Church and Ridgedale Baptist Church. Several church members provide free tutoring to students 

during the day. Many area churches and organizations provide volunteers to assist with school 

programs, landscaping, and special recognitions for parents and teachers. The school has been 

fortunate to be able to utilize both Concord and Ridgedale for large assemblies. 

Many area businesses have provided food, incentives, coupons, gift cards, and give-a-ways for 

school functions. These include: Honey Baked Ham, Texas Roadhouse, Food Lion, Benton Oil, 

Aeration Specialist, Little Caesar’s, Prudential Realtors, Heritage Funeral Home, and Dallas Bay 

Skypark. Chick-fil-A partners with East Brainerd for monthly “Spirit Nights” where a percentage 

of the sales are given back to the school. Several organizations within our community donate 

time, resources, and incentives to benefit East Brainerd Elementary School. East Brainerd 

Elementary business partners include: Wal-Mart, Komatsu, Food Lion, Fire and Police 

Departments, Bi-Lo, News Channel 3, East Brainerd High School, Mountain Creek Church of 

Christ, K-Mart, Dollar General, Chick-fil-a, Junior Achievement, Times Free Press, Pizza Hut, 

Coca Cola, and Pepsi Company. 


Component 1b – Academic and Non-Academic Data 

Analysis/Synthesis 

TEMPLATE 1.4: Variety of Academic and Non-Academic Assessment 

Measures 

List Data Sources 

1. ThinkLink Reading 

2. ThinkLink Math 

3. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 

4. TN Writing Assessment for 5 th Grade 

5. Tennessee Comprehensive Assessment Program Data (TCAP) 

6. T-CAP ALT-PA 

7. First Steps 

Non-Academic Data 

1. Teacher Attendance Report 

2. Student Attendance Report 

3. Discipline Report 

4. Promotion Rates 

5. Parent Community Volunteers 

TEMPLATE 1.5: Data Collection and Analysis 

Describe the data collection and analysis process used in determining your strengths and needs. 

A variety of Academic and Non-Academic Data sources were used in this analysis to determine 

strengths and needs. Data was disaggregated into subgroups in order to identify patterns and 

trends, and strengths and needs for instruction. 

Academic Measures 

1. ThinkLink Reading 

The number of proficient and advanced students in the 3 rd grade has decreased from 90% to 

87.9%. The non-proficient students went from 10.0% to 12.1%. Writing/Organization is a 

weakness for 3 rd grade, as Techniques/Skills is strength. 4 th grade has 2 areas to strengthen in the 

areas of Content/Grammar and Writing/Process. The area of strength is Techniques/Skills. 5 th 

grade scores indicate that Content and Writing/Organization are the areas to be strengthened. The 


strengths in 5 th grade are Grammar and Vocabulary. 

Advanced Proficient Not Proficient 

Grade 3 

Grade 4 

Grade 5 

2. ThinkLink Math 

The number of proficient and advanced students in the 3 rd grade decreased in math from 90% to 

87.9%. Scores indicate a significant need for Numbers/Operations and Problem Solving to be 

strengthened. Geometry is a strength, in that 93.1% of the students scored proficient and 

advanced. In 4 th grade, Problem Solving and Data/Probability are areas to be strengthened, as 

less than 75% of the students are scoring in the proficient and advanced areas. The strength for 

4 th grade is in the area of Measurement, as 89.8% of the students scored in the proficient and 

advanced areas. 5 th grade scores indicated that 69% of the students scored in the advanced and 

proficient areas in the area of Problem Solving and Computation. The strength for 5 th grade is in 

the area of Geometry as less than 1.1% of our 5 th grade students’ fall in the not proficient 

category. 

Advanced Proficient Not Proficient 

Grade 3 

Grade 4 

Grade 5 

3. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) 

Fall and winter benchmarks for kindergarten include Initial Sound Fluency (ISF) and Letter 

Naming Fluency (LNF). Of the two, the area needing intervention is the ISF. Only 10% of our 

students have met benchmark at mid year point. 

Initial Sound Fluency (ISF) 

Grade 

# of 

Students 

Tested 

Intensive 

Beg. Of 

year 

Intensive 

Mid year 

Strategic 

Beg. Of 

Year 

Strategic 

Mid year 

Benchmark 

Beg. Of 

Year 

K 77 24 3 26 12 27 63 

Benchmark 

Mid year 

Fall and winter benchmarks for 1 st grade include Phoneme Segmentation Fluency (PSF) and 

Nonsense Word Fluency (NWF). Of the two, the area needing intervention is NWF, as little 

growth was made. 

Nonsense Word Fluency (NWF) 

Grade 

# of 

Students 

Tested 

Intensive 

Beg. Of 

year 

Intensive 

Mid year 

Strategic 

Beg. Of 

Year 

Strategic 

Mid year 

Benchmark 

Beg. Of 

Year 

1 st 99 10 7 21 14 68 78 

Benchmark 

Mid year 

Fall and winter benchmarks for 2 nd through 5 th grades include Oral Reading Fluency (ORF) and 

retell fluency. Of the two, the area needing intervention is ORF in 2 nd and 5 th grades, as little or 

no growth was obtained. 

Oral Reading Fluency (ORF) 

Grade # of Intensive Intensive Strategic Strategic Benchmark Benchmark 


Students 

Tested 

Beg. Of 

year 

Mid year 

Beg. Of 

Year 

Mid year 

Beg. Of 

Year 

Mid year 

2 nd 107 26 27 26 15 55 68 

3 rd 95 21 9 25 21 49 65 

4 th 89 26 10 21 26 42 63 

5 th 93 19 19 20 12 54 62 

4. TN Writing Assessment for 5 th Grade 

Based on the table below, we see a marked increase for two subgroups, African American and 

Non Students with disabilities. Our score in 2007 showed a 17% growth from the previous year. 

Over the past three years, we would attribute our success to the number of students that attended 

our Saturday Writing Academy. 

2005 2006 2007 

Below 4 At or Below 4 At or Below 4 At or 

Higher 

Higher 

Higher 

Asian 20 80 50 50 25 75 

African American 44 56 28 72 23 77 

Hispanic 100 25 75 100 

White 35 65 16 84 13 87 

Female 30 70 24 76 18 82 

Male 40 60 20 80 16 84 

Non SWD 26 74 16 84 10 90 

SWD 85 15 62 38 46 54 

Total 35 65 22 78 17 83 

5. Tennessee Comprehensive Assessment Program Data (TCAP) 

Spring ’07 TCAP scores indicate that grades 3-5 Reading/Language Arts scores exceed the 

system and state average for our proficient students. Grades 3-5 math scores exceed the system 

and state averages. Students with disabilities need not meet the system or state average for math. 

Black students as well as students with disabilities did not meet system or state average for 

reading. 

Spring 2007 Grades 3-5 2005 2006 2007 

% Prof or Adv 

Math 87.78 86.64 89.41 

Reading / Lang. 91.86 92.63 87.06 

Arts 

Science 75 82.49 76.08 

Social Studies 78.64 80.18 72.55 

2 nd grade scores indicate that 52 students of 109 are proficient. 34 students are proficient in 

Language. In math, 36 students are proficient. 25 students are proficient in science. In Social 

Studies, 32 students are proficient. Grade 2 has 3% more students in the proficient category than 

the national norm group. In Science, 2 nd grade has 20% fewer students in the proficient category. 


6. T-CAP ALT-PA 

TCAP ALT-PA. 7 students out of 10 took the test. All portfolios were advanced. 

7. First Steps 

First Steps is an individually administered screening test given at the beginning of the school year 

and is designed to assess a child’s nonverbal, cognitive, verbal, neuromaturational, and integrated 

abilities. It is meant only as a “first step” in the process of evaluating a child’s needs. Data from 

our Kindergarten assessment indicate that 14% came in to EBE significantly below average, 26% 

below average, and 70% in the average range. 

Non-Academic Measures 

1. Teacher Attendance Report 

We currently have 98.4% average daily teacher attendance. 

2. Student Attendance Report 

The Student Attendance data is viewed as an essential component at East Brainerd Elementary. 

East Brainerd Elementary monitors student attendance very closely and offers regular incentives 

for students having weekly perfect attendance. Currently our school attendance rate is .0%. For 

the 2006-07 school year, our attendance rate was % and 93.4% for the 2005-06. 

3. Discipline Report 

The expectation at East Brainerd Elementary is that all students follow established routines and 

procedures. Inappropriate behaviors and/or major infractions are dealt with fairly and 

consistently. All teachers have a written classroom discipline plan that is signed by parents, 

students, administrators, and teachers at the beginning of the school year in order to clearly 

communicate expectations and procedures for behavior. In cases of repeated misbehaviors or of 

major infractions, school personnel refer students to the office. 

Female 

Male 


White 

Total Student Suspension 

4. Promotion Rates 

Promotion rates have increased to 99.8% in 2006-07. This is slightly above the state goal of 97%. 

5. Parent Community Volunteers 

We have a group of parents that are at East Brainerd Elementary on a daily basis. They are 

frequently used to assist teachers in various ways, including room coverage for IEP meetings. 

We also have a devoted group of area church members that volunteer daily in the 1 st , 2 nd , and 3 rd 

grade classrooms for small group and individual instruction. 

Areas of Strength 

In grades 3-5, reading and math scores are a strength according to TCAP. 


ThinkLink Math scores show a significant increase in at all grade levels. 

All writing scores show increase except for students with disabilities. 

All exceptional education students that took the TCAP Alt-PA received advanced ratings. 

Areas to Strengthen 

Increase the number of advanced students in Reading/Language Arts and Math on the 

TCAP assessment. 

Increase our writing scores (Based on TCAP Writing Assessment and ThinkLink). 

Increase problem solving skills in all grade levels. 

Increase Kindergarten initial sound fluency skills based on DIBELS results. 

Increase Oral Reading Fluency and Retell skills in all grade levels. 

Parent Community Volunteers need to be used more effectively. 

TEMPLATE 1.6: Report Card Data Disaggregation 

Report Card Data Disaggregation 

East Brainerd Elementary is in good standing and has met AYP for 2007. Our attendance rate 

exceeds the state goal of 93%. The academic growth (Value Added) this year showed 

improvement in Math from a C to a B status. East Brainerd has A’s in Reading/Language, Social 

Studies, and Science. However, in the area of academic achievement, the same content areas 

showed no change as we maintained a grade of C. Our TCAP Writing score showed no change 

with a grade of B. 

TCAP scores for all students showed improvement and met target goals in Math and 

Reading/Language Plus Writing. The most notable increase was in the area of Math from 28% to 

39% advanced. The percentage of Hispanic students scoring advanced in Math increased 

dramatically from 11% to 27%. The White subgroup scoring advanced increased from 33% to 

45%. The Economically Disadvantaged subgroup increased from 25% advanced in Math to 35%. 

Students with Disabilities increased from 19% to 28% advanced. African Americans increased 

from 20% to 25% advanced. In Reading/Language Plus Writing the subgroup with the most 

notable increase were Hispanics from 4% to 37% advanced. 75% of the LEP subgroup was 

proficient and advanced in Math and Reading/Language Plus Writing. 

We have exceeded the state goal for attendance rate, 93.7%. The Promotion rate has increased 

yearly and has now exceeded that state goal. The student discipline category indicates that a 

total of 14 students were suspended: 11 African American, 3 White, 3 Female, and 11 Males. 


TEMPLATE 1.7: Narrative Synthesis of All Data 

Narrative Synthesis of Data 

Academic Assessment Measures 

Based on all data that we analyzed, the greatest area of need is to focus on improving our reading 

and writing scores. Oral Reading Fluency is a specific area of concentration for all grade levels 

looking carefully at Retell. In the area of writing, focus should be made on Writing/Organization 

and Writing/Process. 

Non-Academic Assessment Measures 

Teacher and student attendance averages have increased over the last 3 years, exceeding the state 

average. There are fewer out of school suspensions, due to our emphasis on character education 

traits, individual and group counseling, and our use of in-school suspension. Our promotion rate 

is still above the state goal, 97.3%. 

TEMPLATE 1.8: Prioritized List of Goal Targets 

Prioritized List of Goal Targets 

Academic: 

Increase the number of advanced students in Reading/Language Arts and Math. 

Reading: Students will demonstrate proficiency in reading and will meet or exceed the 

target goal of 89% for the 08-09 school year. 

Math: Students will demonstrate proficiency in math and will meet or exceed the target 

goal of 86% for the 08-09 school year. 

Writing: Students will demonstrate proficiency in writing by scoring a 4 or higher for the 

08-09 school year. 

Non Academic: 

Attendance: Students will maintain or exceed the current goal of 93% for the 08-09 

school year. 

Suspensions: Students will decrease the number of in-school and out-of-school 

suspensions for the 08-09 school year. 

Promotions: Students will maintain or exceed the state goal of 97.3% for the 08-09 

school year. 

Parent: Our PTA membership and the number of volunteer hours will increase for the 

08-09 school year. 

Component 2 – Beliefs, Common Mission and Shared Vision 

Template 2.1: Beliefs, Common Mission and Shared Vision

Beliefs 

At East Brainerd Elementary we believe that: 

1. Children need a safe and nurturing environment in which to learn 

and succeed. 

2. Education is an ongoing process that engages the student, school, 

families, and community. 

3. Children learn best when a variety of instructional strategies are 

implemented. 

4. The use of formative and summative assessments guides 

instruction for all students. 

Policies, rules, regulations and requirements set forth by state, district, and federal governing 

bodies should be followed. 

Common Mission 

The staff, faculty of East Brainerd Elementary School is committed to 

helping all students reach their academic potential and develop integrity 

with support of parents and the community. 

Shared Vision 

Creating a nurturing environment with high expectations for all 

students, staff, and families; respecting our diversity and providing 

education for all. 


Template 3.1.a: Curricular Practices 

Current 

Curricular 

Practices 

Evidence of 

Practice (State in 

definitive/tangible 

terms) 

Is the current 

practice researchbased? 

Is it a principle & 

practice of highperforming 

schools? 

EBE uses the TN 

DOE state 

approved 

standards and 

provides training 

to staff in the use 

of the standards 

*DIBELS data 

* Rigby PM 

Benchmark/ QRI 

*Think Link 

* Study Island 

*Voyager (Ticket to 

Read) 

Curriculum is 

prioritized and 

mapped 

*Math Lead teacher 

content specialist 

* Literacy Lead 

teacher content 

specialist 

*3 inclusion teachers 

EBE has 

established 

school wide 

student 

achievement 

benchmarks 

*Focus Calendars 

are displayed in 

hallways 

* SPI calendars 

are created to track 

the teaching of the 

SPI’s (Curriculum 

Map) 

*Literacy and 

Math inservices by 

lead teachers 

EBE has 

implemented a 

grade 

appropriate 

cohesive 

standards based 

model for 

literacy 

* Think Link, 

DIBELS are 

monitoring tools 

* Maps help to 

know how to meet 

each child’s needs. 

* Study Island 

reports 

* Voyager reports 

EBE has 

implemented a 

grade 

appropriate 

cohesive 


model for 

mathematics 

*EveryDay Math 

is used school 

wide 

* Focus groups are 

created based on 

Think Link data 

* Unit tests are 

given to monitor 

progress 

Support system 

is in place for 

enhancing the 

quality of 

curriculum and 

instruction 

* Whole group 

instruction, small 

group instruction 

and intervention 

* Job embedded 

professional 

development 

*Focus on 5 

reading strategies 

to be emphasized 

on all subject areas 

* Grades K-5 teach 

the strategies at the 

designated times to 

help cohesiveness 

in standards 

Yes Yes Yes Yes Yes Yes Yes 

Yes Yes Yes Yes Yes Yes Yes 

EBE communicates 

a shared vision of 

what students 

should know and 

be able to do at 

each grade level to 

stakeholders 

through a variety of 

media formats 

* Teachers create 

nine weeks calendar 

of skills to focus on 

based on relevant test 

scores and 

assessments. 

*Communication 

from teachers is 

done through use of 

agendas and daily 

record sheets. 

*The school 

communicates 

through newsletters, 

phone calls, and 

conferences with 

parents. 

* Grade level bulletin 

boards that promote 

standards being 

taught. 


Has the current 

practice been 

effective or 

ineffective? 

What data 

source(s) do you 

have that support 

your answer? 

(identify all 

applicable sources) 


effectiveness or 

ineffectiveness 

(State in terms of 

quantifiable 

improvement) 


equitable school 

support for this 

practice 

Next Step (changes 

or continuations) 

Effective Effective Effective Effective Effective Effective Effective 

*All scores 

indicate progress 

(RTI scores, 

TCAP. ThinkLink, 

Voyager Reports, 

Study Island) 

AYP Goals met in 

2006-2007 

*All teachers input 

data into a 

computer program 

to document and 

track progress 

*TCAP results 

Continue this 

practice August 

through May 

*School wide 

schedule 

*Master schedule 

created around 

literacy block 

AYP Goals met in 

2006-2007 

*Teachers and 

support staff provide 

differentiated 

instruction 

Continue this 


through May 

*Focus Calendars 

*SPI Calendar of 

Progress 

*Monitoring 

Template for SPI 

skills done by 

grade levels 

*Teaching is 

differentiated 

based on progress 

* Think Link 

guides the 

planning 

*Training is 

offered for all staff 

*All staff members 

are required to 

implement focus 

calendars 

Continue 

practice through 

May 

* DIBELS 

* Think Link 

Student’s growth 

progress is up and 

scores are 

improving 

All teachers have 

access to training 

and progress charts 

in each of the 

assessment areas. 

Continue this 


through May 

* Unit tests 

* Think Link Data 

*TCAP scores 

increased 

*All teachers have 

implemented this 

program 

*All teachers have 

access to content 

support through 

the lead teacher 

program 

Continue current 

proactice which 

shows progress 

being met 

*Strategies listed 

* PM Benchmarks 

* Small group 

instruction 

* 90 minute+ 

literacy block 

*Literacy lead 

teachers 

*DIBELS 

* TCAP scores 

improving 

*All teachers and 

interventionists are 

provided job 

embedded 


development 

* All teachers use 

standards 


practice which 

shows progress is 

being met 

* TCAP writing 

assessment 

* Bulletin board 

displays 

* Copies of 

communication 

* Think Link 

*Test scores from 

Think Link, TCAP 

indicate that focused 

lessons have 

improved student 

achievement 

Nine week calendars 

are shared with all 

stakeholders to 

ensure equity. 


practices as 

progress is being 

shown 


Template 3.1.b: Curriculum Gap Analysis 

Curriculum Gap Analysis 

The school has focused the resources for curriculum in varied ways. Personnel are an 

important part of our implementation of curriculum. There is one model classroom for 

both primary and intermediate classrooms in math and reading. Inclusion teachers and 

exceptional education staff work closely with classroom teachers to effectively implement 

the curriculum. An ESL teacher are in place to support students and teachers. In the 

implementation of curriculum, time and money have an important role. They enable us to 

provide staff development, which plays a large part in the implementation of effective 

curriculum. Before school, planning days have been scheduled for vertical planning and 

mapping curriculum. After school opportunities for extended professional development 

are offered in the areas of effective curriculum, curriculum practices, and assessing 

curriculum. 

Time: 

Adequate time has been allotted for Differentiated, Standards based curriculum in literacy 

and math. A 90+ block of time has been allotted for literacy. Math instruction takes place 

in a 70 minute block. 

Money: 

Money is allocated for school-wide technology and to maintain adequate interventions in 

each classroom. It is also used to provide leveled books that are appropriate to support 

literacy development. 

Personnel: 

3 class size reduction teachers have been hired (class size average is 20 in grades 3-5) 

1 inclusion assistant has been hired 

2 instructional Support Coaches are in place; 1 math 1 reading 

Each additional member of our staff supports students achieving at high levels. We are 

accelerating instruction considerably to make drastic progress in closing the gap. 

Other resources: 

Vertical planning time will be used to continue the process of aligning our content in 

writing. 

Teachers are allocated curriculum resources, such as leveled readers and calculators, 

based on their needs as determined by the data generated from students. 

Resources listed above are for every classroom. 

“What Ought to Be” – How Should we be Using Our: TIME, MONEY, 

PERSONNEL And OTHER RESOURCES 

Vertical planning will be used to continue to continue the process of aligning our content in 

writing. 

Teachers are allocated curriculum resources, such as leveled readers and calculators, 


ased on their needs as determined by the data generated from students. 

Resources listed above are for every classroom. 

Template 3.1.c: Curricular Summary Questions 

Curriculum Summary Questions- What are our major strengths and how do we 

know? 

Our strengths in curriculum are our equity and consistency in implementing school wide 

program in both math and reading. Teachers are effectively implementing practices in 

classrooms that are transferring to the progress on TCAP scores. Support personal and 

classroom teachers are working together to reach all students and their needs, such as inclusion, 

ESL, and model teachers. Materials are available to enrich the curriculum and all staff 

members have access to these materials. We know this practice works because in closely 

monitoring our data, we track individual progress. Our TCAP and TVAAS gains also support 

this. 

Curriculum Summary Questions- What are our major challenges and how do we 

know? 

Our challenges in curriculum continue to be assessing students’ needs and adapting the 

curriculum to meet those needs affectively. 

Teachers need to continue to use both formative and summative assessments in the use 

of planning and mapping out the curriculum. 

Effective communication must be maintained with the support personnel. 

Our high influx of students each year throughout the year complicates our planning and 

curriculum delivery because students are not receiving a constant scope and sequence 

when they move from school to school. 

Curriculum Summary Questions- How will we address our challenges? 

These challenges need to be addressed through continued use of assessments to develop 

curriculum maps and then implementing effective lessons using that curriculum. Teachers need 

to continue training in forming good formative and summative assessments so that curriculum 

needs meet the students. 

Efforts must always be made to communicate with all teachers and support personnel. Districtwide 

curriculum standards and pacing can help with the mobility rate. 


Template 3.2.a: Instructional Practices 

Current Instructional 

Practices 

Evidence of Practice 

Classroom 

instruction is 

aligned with the 


curriculum 

-Curriculum is 

aligned to 

Tennesee’s SPI’s 

-Teachers use the 

Bluebook to 

develop SPI 

calendar each 9 

weeks 

Classroom 

instruction is 

aligned with the 

assessments 

Teachers 

review TCAP 

and thinklink 

to align 

classroom 

instruction to 

the SPI’s in 

the Blueprint. 

Teaching 

process is data 

driven 

Teachers 

create and 

use SPI 

calendars 

based upon 

data 

analysis to 

effective 

meet student 

needs 

Students are 

actively engaged 

in high quality 

learning 

environments as 

supported by 

higher order 

thinking skills 

(HOTS) 

Teachers 

incorporate 

the following 

strategies: 

*Inclusion 

RTI using 

Soar to 

Success and 

Voyager 

*Vertical 

team meetings 

to discuss 

student needs. 

*Writing 

Conferencing 

*Small group 

reading 

strategies (by 

Debbie Diller) 

and math 

(based on 

Tabor 

Teachers 

incorporate a 

wide range of 

research based, 

student centered 

teaching 

strategies 

*New 

Teacher 

Network 

Training 

offered for 

organizational 

support. 

*Guidance 

counselor 

helps support 

Character Ed 

in the 

classroom. 

Inclusion 

program helps 

support 

diversity in 

organizational 

management 

of the 

environment. 

Classroom 

organization and 

management 

techniques 

support the 

learning process 

*Afterschool 

tutoring 

through 

supplemental 

programming. 

*Computer 

programs 

available for 

Reading and 

Math 

enrichment 

Students are 

provided with 

multiple 

opportunities to 

receive additional 

assistance to 

improve their 

learning beyond 

the initial 

classroom 

instruction 


Is the current practice 

research-based? 

Is it a principle & 

practice of highperforming 

schools? 

Has the current 

practice been effective 

or ineffective? 

What data source(s) do 

you have that support 

your answer? 


effectiveness or 


rotations) 

* New 

literacy 

adoption- 

Houghton 

Mifflin 

*Everyday 

Math series as 

daily focus. 

*Small focus 

groups for 

math. 

yes yes yes yes yes yes 

yes yes yes yes yes yes 

Effective Effective Effective Effective Effective Effective 

*TCAT 

*Think Link 

*Writing 

Assessment 

*DIBELS 

*Scores on 

the above 

mentioned 

assessments 

reflect that 

standards are 

being 

effectively 

*TCAT 

*Think Link 

*Writing 

Assessment 

*DIBELS 

*Scores on 

the above 

mentioned 

assessments 

reflect that 

standards are 

being 

effectively 

*TCAT 

*Think Link 

*Writing 

Assessment 

*DIBELS 

*Scores on 

the above 

mentioned 

assessments 

reflect that 

standards 

are being 

effectively 

*TCAT 

*Think Link 

*Writing 

Assessment 

*DIBELS 

*Scores on 

the above 

mentioned 

assessments 

reflect that 

standards are 

being 

effectively 

Documentatio 

n of 

suspensions 

and referrals 

The data 

supports the 

decrease in 

the number of 

suspensions 

and referrals 

which are 

submitted by 

*TCAT 

*Think Link 

*Writing 

Assessment 

*DIBELS 

*Scores on 

the above 

mentioned 

assessments 

reflect that 

standards are 

being 

effectively 


Evidence of equitable 

school support for this 

practice 

Next Step (changes or 

continuations) 

taught. 

*Percentage 

of students at 

proficient 

went up. 

*All staff 

members have 

access to state 

standards for 

implementatio 

n through the 

State 

Blueprint 

Continue this 

practice 

August thru 

May 

taught. 

*Percentage 



went up. 

*Grade Level 

Planning 

Sessions are 

used to review 

and access 

data to align 

curriculum as 

needed 

Continue this 

practice 

August thru 

May 

taught. 

*Percentage 

of students 

at proficient 

went up. 

*Grade 

Level 

Planning 

Sessions are 

used to 

review and 

access data 

to align 

curriculum 

as needed 

and create 

SPI 

calendars 

Continue 

and expand 

vertical 

planning 

among the 

grade levels 

for further 

developmen 

t 

taught. 

*Percentage 



went up. 

*Professional 

Development 

to all staff 

members to 

align 

instructional 

practices to 

SPI’s 

Continue 

practice and 

extend the 

practices of 

vertical 

planning for 

further 

development 

staff 

members. 

*The 

evidence of 

having 

administrators 

allows for 

intervention 

and 

implementatio 

n of the 

trainings 

Continue this 

practice with 

further 

trainings and 

discussions 

among staff 

members 

taught. 

*Percentage 



went up. 

*Some 

practices are 

school wide 

and all 

students are 

involved in 

these 

practices 

*Others are 

targeted to 

specific grade 

levels as 

needs warrant 

Continue and 

expand 

vertical 

planning 

among the 

grade levels 

for further 

development 


Template 3.2.b: Instructional Gap Analysis 

Instructional Gap Analysis 

Time 

Adequate time has been allotted for Differentiation, Standards based curriculum in 

literacy and in math. A 90+ block of time has been blocked for literacy. Math 

instruction takes place in a 70 minute block. Instructional time is lost to transitions 

and to behavior management interventions. 

Money 

It is also used to provide leveled books that are appropriate to support literacy development. 

Funds from various sources provide professional development In research based 

instructional strategies, classroom management and organization, and support personnel so 

that teachers may teach more effectively. 

PERSONNEL 

3 Class size reduction teachers have been hired 

OTHER RESOURCES 

Vertical Planning time will be used to continue the process of evaluating student 

performance. 

Template 3.2.c: Instructional Summary Questions 

Instructional Summary Questions- What are our major strengths and how do we 

know? 

The strengths of instruction in our school involve all teachers and staff members incorporating 

effective instruction with equity and consistency in the classroom. A school wide literacy plan 

is in place that involves whole, small, and individual intervention that all teachers follow. SPI 

calendars are implemented per nine weeks based on students needs from TCAP and 

THINKLINK assessments. All teachers have access to trainings and developments that further 

their knowledge of effective instruction. The school has a wide range of materials to meet all 

students’ needs that all teachers may use in the classroom. Observations and walk-throughs 

provide teachers with appropriate feedback on improving instruction. 

Instructional Summary Questions- What are our major challenges and how do we 

know? 


The instructional challenge the school faces is we need more intervention strategies and support 

staff to incorporate more vertical planning. Another challenge is to provide instruction that is 

engaging and leads to active involvement of students. 

Instructional Summary Questions- How will we address our challenges? 

Planning days need to be provided for teachers and staff members to collaborate and create a 

school wide vertical planning guide for literacy and math. Professional development in 

incorporating active, engaging strategies into instruction should be provided. 


Template 3.3.a: Assessment Practices 

Current Assessment Practices 

Evidence of Practice (State in 

definitive/tangible terms) 

Uses student 

assessments 

that are 

aligned with 

the TDOE 

standards 

based 

curriculum 

*Every 

class/teache 

r has 

DIBELS 

kit, web 

access and 

booklet for 

each 

student. 

*Provides 


developmen 

t in the 

appropriate 

use of 

assessment. 

*Provides 

support and 

support and 

technical 

assistance to 

Ensures that 

the appropriate 

assessments 

are used to 

guide 

decisions 

relative to 

student 

achievement 

*Uses 

students 

assessments 

that are 

aligned with 

the 

Tennessee 

Department 


Education 

standards 

based 

curriculum. 

*Ensures 

that the 

appropriate 

assessments 

are used to 

guide 

decisions 

relative to 

Uses a variety 

of data points 

for decision 

making 

relative to 

student 

achievement 

*Test 

protocols. 

CRT 3 rd -5 th 

grade, NRT 

2 nd grade. 

*Uses a 

wide range 


assessments, 

CRT, NRT, 

portfolio, 

curriculum 

based 

assessments, 

etc. 

*Assesses 

all 

categories 

of students. 

Assesses all 

categories of 

students 

Data 

Evidence 

Uses a wide 

range of 

assessments 

Test 

protocols in 

exceptional 

ed files. 

Provides 


development 

in the 

appropriate 

use of 

assessment 

*Provide 

assessment 

information 

with 

students to 

communicat 

e with 

students, 

parents, and 

other 

appropriate 

stakeholders 

regarding 

student 

learning. 

*Uses a 

variety of 

data points 

for decision 

making 

relative to 

Provides 

assessment 

information to 

communicate 

with students, 

parents, and 

other 

appropriate 

stakeholders 

regarding 

student 

learning 

Test 

protocols 


Is the current practice researchbased? 

Is it a principle & practice of 

high-performing schools? 

Has the current practice been 

effective or ineffective? 

teachers in 

developing 

and using 

assessments. 

student 

achievement 

. 

student 

achievement 

. 

yes yes yes yes yes yes yes 

Yes, all 

schools in 

district use 

this 

assessment. 

yes yes yes Yes, used to 

identify ex. 

Ed. students 

yes 

Yes, 

required by 

district 

Effective Effective Effective Effective Effective Effective Effective 

What data source(s) do you have 

that support your answer? 

(identify all applicable sources) 

Evidence of effectiveness or 

ineffectiveness (State in terms of 

quantifiable improvement) 

Evidence of equitable school 

support for this practice 

TCAP 

scores 

-T-CAP scores 

reflect 

effectiveness 

- 

Administrative 

walkthroughs 

and feedback 

-Peer 

observation 

notes 

-HCDE visits 

All staff 


ly trained. 

Support 

from 

TCAP 

scores 

Scores have 

improved 

across 

curriculum. 

All staff has 

their own 

personal 

login 

information 

State 

mandated, 

NCLB is 

norm test. 

-T-CAP scores 

reflect 

effectiveness 

- 


walkthroughs 

and feedback 

-Peer 

observation 

notes 

-HCDE visits 

All lessons 

are planned 

on state 

standards. 

Data sheets, 

work 

samples. 

More 

accurate on 

knowledge. 

100% 

advanced 

portfolios. 

Across 

board for all 

special 

education 

students 

WJIII 

norming 

sample 

No over or 

under 

identificatio 

n of 

students 

Required by 

district 

-T-CAP scores 

reflect 

effectiveness 

- 


walkthroughs 

and feedback 

-Peer 

observation 

notes 

-HCDE visits 

All teachers 

support 

writing and 

teach spi’s/ 

all including 

Will use 

ELL results 

after start 

year 

Ell 

progression 

from this 

year to next. 

All students 

receive 

home 

language 

survey 




administrati 

on, lead 

teachers, 

and central 

office. 

and web 

access. 

special ed. 

And ELL 

participate 

in writing. 

Continue Continue Continue Continue Continue Continue Continue 


Template 3.3.b: Assessment Gap Analysis 

Assessment Gap Analysis 

East Brainerd Elementary provides a wide range of assessments which includes ThinkLink, 

DIBELS, Running Records, etc. to enhance instruction in the classroom. Funds are used to 

purchase ThinkLink tests three times a year to assess student progress on skills for the TCAP. 

Training has been provided for all staff members regarding the use of rubrics, how to 

implement assessments correctly, and how to use data results effectively in the guiding 

instruction. Monthly and weekly writing assessments are given in the classroom with 

individual feedback provided to foster student growth. We are currently making efforts to 

identify more gifted and talented students. 

Time: 

 

 

 

 

 

 

 

Time is allocated to administer DIBELS, ThinkLink, and Running Records. 

Adequate time has been allotted for differentiated standards based curriculum in literacy 

and math. 

A 90 minute block of time has been provided for literacy. 

Math instruction takes place daily with a minimum of 70 minutes. 

RTI is provided outside the reading and math curriculum. 

To discuss curriculum issues related to assessment data, we have a daily 40 minute 

common planning time. 

Monthly vertical planning. 

Money: 

Money is allocated to provide teachers with resources that help them teach efficiently. 

Technology is purchased to complement to instructional practices that address academic 

goals. 

Various up-to-date materials are used to support a standards based curriculum. 

Personnel: 

Central Office personnel walkthroughs which includes other HCDE administrators. 

Lead Teacher sessions to provide professional development to all teachers. 

Kirk Kelly to review terminology, interpret TVASS reports and performance diagnostic 

reports. 

Other Resources: 

Instructional materials are available on site for every teacher to utilize effective teaching 

strategies. 

We have a leveled book room to support our research based literacy program. 

Our teachers teach after school programs that are optional for students and after school 

workshops for teachers that are optional. 

A lead math and lead reading teacher are available as an additional source. 

What Ought to be….

Time: 

 

 

Additional time to collaborate, consult, and coach with novice and experienced teachers 

in regard to formative and summative assessment. 

Training on consistent use of rubrics. 

Money: 

Secure funds to pay for subs for additional team (vertical and horizontal) planning 

which include persistent and pervasive use of research based strategies embedded into 

the school day. 

Additional funds are needed to upgrade our current technology. 

Personnel: 

Continue efforts to secure highly qualified teachers and staff. 

Other Resources: 

Additional clerical assistant to assist in daily phone contact with students/parents to 

improve attendance. 

Continue efforts to ensure continuous and consistent use of rubrics. 

Equity and Adequacy: 

Are we providing equity and adequacy to all of our teachers? 

Our primary goal is to move from proficient to advanced. All teachers are exposed to 

professional development activities based on student needs. All are held accountable for their 

continuous growth and improvement. Administrative and peer observations guide and inform 

with consistent feedback. 

Are we targeting funds and resources effectively to meet the needs of all of our teachers in 

being effective with all their students? 

Our challenge is a strong correlation between professional development and student needs. 

Professional development is provided by school based leaders, central office personnel, and 

paid consultants. All expenditures are aligned with the school improvement plan. 

Based on the data, are we accurately meeting the needs of all students in our school? 

Yes, we are using data for safety nets, previewing and acceleration. We keep a data notebook 

that includes all students (exceptional education, gifted, those monitored for RTI, and all 

others). 

Template 3.3.c: Assessment Summary Questions 


Assessment Summary Questions- What are our major strengths and how do we 

know? 

Our greatest strength is that we have a data driven curriculum that was created from the 

assessments given throughout the year. Students’ needs are met by using the data and Student 

Performance Indicators focusing on curriculum and instructions that are most needed. A variety 

of assessments are used to gather a wide range of information that include ThinkLink, DIBELS, 

and Running Record data regarding students present levels of performance at beginning of year, 

mid year, and end of year. 

Assessment Summary Questions- What are our major challenges and how do we 

know? 

A school challenge in assessment is for the school to continue to use these assessments 

effectively and understand that data drives instruction. Another challenge is for teachers to 

follow through on interventions and curriculum changes as indicated by the data. Scheduling 

staff development that addresses the needs of high end students and/or gifted students while 

implementing RTI to address the needs of our low performing students is a challenge. 

Assessment Summary Questions- How will we address our challenges? 

Additional training and planning needs to ensure that a working building knowledge of 

formative/summative assessments exists, and how to implement them into effective instruction 

in the classroom. Teachers and support staff should collaborate in grade level meetings and 

vertical planning meetings to ensure that there is follow-through in using data gathered from 

assessments. 


Template 3.4.a: Organizational Practices 

Current Organizational 

Practices 

Evidence of Practice 

Is the current practice researchbased? 

Is it a principle & practice of 

high-performing schools? 

Has the current practice been 

effective or ineffective? 

EBE’s beliefs, 

mission and shared 

vision define the 

purpose and direction 

for the school 

-Schools beliefs are 

presented to all 

stakeholders in a 

variety of formats. 

-These beliefs are 

evaluated yearly to 

monitor their validity. 

EBE provides 

continuous 


development for 

school leaders 

-Voyager (reading 

intervention training) 

-DIBELS Training 

-Everyday Math - 

Training 

-7 Keys to 

Comprehension 

training 

-The school has two 

lead teachers to 

provide staff support 

in math and literacy 

EBE is organized to be 

proactive in addressing 

issues that might 

impede teaching and 

learning. 

-The school has 

implemented a school 

wide discipline plan to 

support instruction 

-Guidance counselor 

implements character 

education 

-Teachers are 

implementing best 

practices in their 

classrooms 

EBE is organized to 

support a diverse 

learning community 

through its programs 

and practices 

-ESL program 

-Inclusion for 

students with special 

needs 

-CDC class 

-State’s RTI plan has 

been implemented 

-Small group 

instruction for 

reading and math 

-Newsletters in 

English and Spanish. 

-The school has a 

part-time interpreter 

-Extended library 

hours 

Yes Yes Yes Yes Yes 

Yes Yes Yes Yes Yes 

Effective Effective Effective Effective Effective 

EBE is organized to provide 

extended learning 

opportunities for students 

-Before and After school 

tutoring programs 

-Summer School 

-Title 1 educational assistant 

-Extended library hours for 

all students and parents 

What data source(s) do you 

have that support your answer? 

-T-CAP 

-DIBELS 

-Rigby 

-ThinkLink 

-Calendars 

-Agendas 

-ERO 

-Staff development 

sign in sheets 

-Annual professional 

-Announcement of 

attendance goals 

-Referrals 

-Student handbooks 

-Fist Steps 

-DIBELS 

-ThinkLink 

-Appropriate 

behavior (fewer 

discipline referrals) 

-Attendance 

-T-CAP 

-Student sign-in sheets for 

Library extended hours, and 

after school program.

development plans 

Evidence of effectiveness or 


Evidence of equitable school 

support for this practice 



-Meeting AYP goals 

-Student surveys 

-Parent surveys 

All staff, parents, and 

students have access 

to the mission 

statement. 

-Continue 

-Revise as needed. 

-T-CAP scores reflect 

effectiveness 

-Administrative 

walkthroughs and 

feedback 

-Peer observation 

notes 

-HCDE visits 

-Staff attendance at 

PD opportunities 

-Lesson plans reflect 

practices 

-Common language 

regarding reading 

strategies 

-Continue 

-Strategies for centers 

(ILS) 

-Improving scores & % 

of attendance 

-Less Suspensions & 

referrals 

-Summer staff 

development 

opportunities 

-Data reviews 

-All staff is involved in 

the professional 

development and 

development of school 

wide programs. 

-Teacher effect data 

All subgroups are 

showing 

improvement on data 

reports. All 

educators examine 

data and make 

instructional 

decisions across all 

grade levels. 

Teachers have 

adequate professional 

development 

opportunities to 

enhance 

implementation of 

curriculum and 

assessments. 

Continue -Continue Continue 

-TCAP scores are 

improving 

-Documentation of student 

attendance 

-Staff collaboration 

regarding needed 

improvement activities 

- All students and parents in 

grades K-5 are given the 

opportunity to participate 

and be involved in the after 

school tutoring 


Template 3.4.b: Organizational Gap Analysis 

Organizational Gap Analysis 

The school schedule is organized into segments of time for whole class, small group, and 

individual interventions. A ninety minute time slot is set up for rigorous and uninterrupted 

reading and language arts instruction in every classroom. The reading schedule and assignment 

of personnel has been changed to decrease the time spent in transitions. An hour of math 

instruction is part of each day’s curriculum. Related art classes, speech, RTI pull-outs, and other 

programs are all scheduled around the reading/literacy and math block times. Personnel are 

organized into support teams for each grade level. Vertical planning is scheduled every month. 

Grade level teams meet daily. Clear structures, rules, and procedures are provided and enforced 

for students and teachers. 

Equity and Adequacy: 

Are we providing equity and adequacy to all of our teachers? 

Our primary goal is to move from proficient to advanced. All teachers are exposed to 

professional development activities based on student needs. All are held accountable for their 

continuous growth and improvement. Administrative and peer observations guide and inform 

with consistent feedback. 

Are we targeting funds and resources effectively to meet the needs of all of our teachers in 

being effective with all their students? 

Our challenge is a strong correlation between professional development and student needs. 

Professional development is provided by school based leaders, central office personnel, and 

paid consultants. All expenditures are aligned with the school improvement plan. 

Based on the data, are we accurately meeting the needs of all students in our school? 

Yes, we are using data for safety nets, previewing and acceleration. We keep a data notebook 

that includes all students (exceptional education, gifted, those monitored for RTI, and all 

others). 

Template 3.4.c: Organization Summary Questions 

Organization Summary Questions- What are our major strengths and how do we 

know? 

On a staff survey which was presented to all staff, school leadership was noted as strength for 

East Brainerd Elementary. A school leadership team is comprised of the principal, assistant 

principal, guidance counselor, and each grade level chairperson, including related arts, and 

exceptional education. Support personnel assist in meeting the needs of all students, such as 

ELL, inclusion, reading, CDC, etc. Many extended learning opportunities are also offered. 

Other strengths noted on the survey were dedicated teachers who have high expectations for 

students, and many opportunities for professional development. 


Organization Summary Questions- What are our major challenges and how do we 

know? 

Major challenges include increasing the number of advanced students in reading and math. 

Increasing the number of students scoring 4 or above on writing assessment. We need 

additional training in challenging the average and above students. Our goal is to place emphasis 

on differentiating instruction to challenge our high end students. An additional challenge would 

be to provide additional incentives for perfect attendance and punctuality. 

Organization Summary Questions- How will we address our challenges? 

We will address our challenges through scheduling specific professional development 

opportunities that address differentiated instruction for the average and above students. Request 

additional time or an additional itinerant teacher for our gifted students. Utilize 

materials/practices geared toward more challenging instructional practices. Provide necessary 

materials and equipment for teachers and students. Perfect attendance is recognized and 

celebrated. Provide opportunities for students to give input on incentives for good attendance 

and continue to communicate with parents the correlation of absenteeism and achievement. 


Component 4- Action Plan Development 

GOAL 1 – Action Plan Development 

Template 4.1 Revised DATE: __________________________ 

Goal 

Which need(s) does this Goal address? 

How is this goal linked to the system’s Five-Year 

Plan? 

Action 

Step 

Action 

Step 

ACTION STEPS – Template 4.2 

 

 

 

Students and teachers will 

develop individual goals for 

increasing achievement in 

Reading/Lang. Arts. They will 

identify their goals for a 9 wks 

period. 

Teachers will use a variety of 

differentiated strategies to assist 

students with accomplishing their 

individual goals. 

Staff will attend professional 

development activities that relate 

to implementation of research 

based reading instructional 

practices. These may include, 

but is not limited to guided 

reading practices, school visits, 

conferences, training. 

East Brainerd Elementary students will score 89% proficient in reading while the number of advanced students will 

increase by 5%. 

Increasing the number of proficient and advanced students in reading. 

Students at East Brainerd Elementary will score 89% proficient in Reading, which is a goal consistent to Hamilton 

County’s “Moving Toward Excellence” Strategic Plan. 

Timeline 

Aug.’08- 

May ‘09 

Quarterly 

Aug.'08- 

May '09 

Person(s) 

Responsible 

Teachers 

Administrators 

Students 

Interventionists 

Literacy Lead 

Teacher 

Classroom 

Teachers 

Literacy Lead 

Teacher 


IMPLEMENTATION PLAN 

Projected Cost(s) 

Required 

& Funding Evaluation Strategy 

Resources 

Sources 

Soar 

Voyager 

Houghton 

Mifflin 

7 Keys To 

Reading 

Comprehension 

(Faculty Book 

Study) 

$6,000 Stipends 

Consultants $20,000 

DIBELS 

(Benchmark) 

Progress Monitoring 

ThinkLink 

Ticket To Read 

Running Records 

Student Data 

Notebook 

Classroom 

observations 

Vertical Team 

Meetings 

Guided Reading 

Level Summary 

Chart 

Guided Reading 

Level Wall 

Walkthroughs with 

HCDE 

Performance Results 

/ Outcomes 

89% of student 

proficient in Reading 

Teachers will stay 

abreast of current 

trends and reading 

instructions 


Action 

Step 

 

All students indicating a need for 

intensive or strategic intervention 

as indicated by the DIBELS 

scoring reports will receive an 

additional 30-60 minutes of 

reading intervention instruction. 

Aug ‘08- 

May ‘09 

Teachers 

Literacy Lead 

Teacher 

RTI Facilitator 

Grade Level 

Team Mtgs. 

Vertical Teams 

Mtgs. 

RTI Facilitator 

Meetings 

$0 

TCAP 

DIBELS 

SPI Assessment 

Student will increase 

reading ability and 

skills 

Action 

Step 

Action 

Step 

 

 

Student interviews will be 

conducted to assess prior 

achievement, current progress, 

and future growth prediction. 

Students in grades K-5 will 

participate in before or after 

school programs for all students, 

such as Book Club, after-school 

tutoring and science club to help 

enrich reading skills as well as 

summer school tutorial program 

to remediate and enrich their 

reading skills. 

Aug. ’08- 

May ‘09 

Aug. '08- 

May '09 

3-5 Teachers 


Literacy Lead 

Teachers 

Extended 

Contract 

Teachers 

Parents 

DIBELS Data 

Student data 

sheets 

ThinkLink 

scores 

$0 

Materials / 

contracts $16,000.00 

Student Interviews 

DIBELS Scores 

ThinkLink 

TCAP 

Running Records 

Student Performance 

Student Participation 

logs 








Goal 


How is this Goal linked to the system’s Five-Year Plan? 

Action 

Step 

Action 

Step 

Action 

Step 

 

 

 

 

ACTION STEPS 

Teachers will plan math lessons 

according to Hamilton County's SPIs, 

Tennessee's SPIs, and the EDM 

curriculum and pacing chart, using 

ongoing assessments to drive 

instruction. 

Staff will participate in math related 

Professional Development activities 

that may include but are not limited to 

EDM, Research Based Practices, 

Touch Math, Assessment Training, 

HCDE PD, etc. 

Students and teachers will collaborate 

to develop individual goals for 

increasing achievement in Math. They 

will identify their goals for a 9 wks 

period. 

Teachers will use a variety of 

differentiated strategies to assist 

students which complement Everyday 

Math. 

The percent of students scoring proficient or advanced in the area of math will increase to 86% on the 2008 TCAP. 

This addresses the need of students in all grade levels and sub-groups to meet the NCLB requirements for AYP in 

mathematics by increasing skills in problem solving, reasoning, estimation, and measurement. 

Student achievement in math will reach the 86th% level, which will meet NCLB, and is tied to the Three Steps of 

Excellence of the Hamilton County Five-Year Plan. The plan is linked to the state's guiding principles and goals. 


Timeline 

Aug ‘08- 

May ‘09 

Aug ‘08- 

May ‘09 

Grade 

level 

meetings 

2x a week, 

vertical 

meetings 

1x a 

month 

during 

school 

Person(s) 

Responsible 

Teachers 


Lead Math 

teacher 


Team 

Teachers 

Lead math 

teacher 

HCDE Central 

Office Staff 


Team 

Teachers 

Educational 

Assistants 

Lead Math 

Teacher 

Interventionist 

Required 

Resources 

Improved 

technology 

ThinkLink 

Probes and 

Websites 

Workshop 

materials, 

handouts 

ThinkLink 

Probes and 

Websites 

ThinkLink 

Probes and 

Websites 


& Funding 

Sources 

$25,000 

$6,000 

$0 

Evaluation Strategy 

TCAP 

ThinkLink 

EDM Checklists 

EDM Projects 

Unit Tests 

Lesson Plans 

Walk-Throughs 

Observe and provide 

feedback to teachers. 

Administrative Walkthroughs 

Peer observations 

Formal observations 

Classroom feedback 

from administrators, 

teachers, and other 

team members 


/ Outcomes 

ThinkLink - 86% of 

students will be 

proficient in math by 

3rd assessment 

86% of students will 

be proficient in math 

on the 2008 TCAP 

ThinkLink - 86% of 

students will be 

proficient in math by 

3rd assessment 

86% of students will 

be proficient in math 

on the 2008 TCAP 

Meeting sign-in 

sheets and minutes 

will document 

number of meetings 

and topics discussed 

as related to student 

needs. Survey results 

will show increase in 

teacher perception of 

collaboration. 


year. 

Action 

Step 

 

Students are involved in after-school 

tutoring sessions. Parents can 

volunteer to assist in the classroom as 

needed. Students/Families attend 

Family Math Night. Parents assist 

students with Home Links from the 

EDM program. EDM parent letters 

provide information to help parents 

support their children. 

PTA 

meetings 

monthly, 

daily 

volunteer 

opportunit 

ies. 

Aug ‘08- 

May ‘09 


Teachers, 

Parents, 

Students 

Lead Math 

Teacher 

EDM Parent 

Letters 

Home Links 

Extended 

Contracts 

ThinkLink 

Probes and 

Websites 

$1,500.00 Log parent hours 

PTA sign-in sheets 

and volunteer logs 

will show a 10% 

increase in parent 

participation in PTA 

meetings and 

volunteer 

opportunities. 




Goal 



Action 

Step 

Action 

Step 

Action 

Step 

 

 

 

 

 

 

 

 

ACTION STEPS 

Students in grades K – 5 will engage 

in writing to weekly prompts to 

develop effective use of writing 

conventions. 

Teachers will include teaching the 

writing process during guided writing 

lessons. 

Professional Development on Lucy 

Calkins Writing. 

Lead teachers will develop grade 

specific sessions on how to effectively 

implement this framework for 

improving writing. 

Students will write frequently across 

the content areas. 

Summarize concepts presented in 

science 

Write stories using concepts presented 

in social studies 

Write in math journals, create math 

stories 

The number of students obtaining a score of 4 or above will increase. 

This addresses the need of students in 5th grade level and all sub-groups to meet the NCLB requirements for AYP 

in writing. 

Student achievement in writing will increase by 5%, which will meet NCLB, and is tied to the Three Steps of 

Excellence of the Hamilton County Five-Year Plan. The plan is linked to the state's guiding principles and goals. 

Timeline 

Aug ‘08- 

May ‘09 

Aug ‘08- 

May ‘09 

Aug ‘08- 

May ‘09 

Person(s) 

Responsible 

Teachers, 

Literacy Lead, 

Admin. 

Lead Literacy 

Teachers 

Teachers, 

Literacy Lead, 

Admin. 


Projected 

Required Cost(s) & 


Resources Funding 

Sources 

Journals, 

Writing 

prompts 

Graphic 

organizers 

Writing 

Folders 

Writing 

materials 

Instructional 

materials 

Writer’s 

Portfolio 

Informational 

texts 

Graphic 

organizers 

$0 

$4,500 

$1,000 

Grade specific 

rubrics 

Scoring guides 

TCAP writing 

assessments 

Grade level and peer 

evaluation 

Modeling of the 

process 

Rubrics 

Teacher/St Conf 

Writing Folders 

Culminating 

Activities 

Writing Samples 

Assignments 

Summaries 

Response Journals 


/ Outcomes 

Scores of 4, 5, or 6 

using the grade 

specific rubric for 

writing. 

Good Writing 

samples 

Peer Evaluations 

Writing samples of 

student work that 

reflect that students 

write across the 

curriculum 




Goal Maintain school wide student attendance at 93% for 2008-2009. 



Action 

Step 

Action 

Step 

Action 

Step 

 

 

 

 

 

 

ACTION STEPS 

Students will be encouraged to 

increase attendance daily by working 

toward the established daily, weekly, 

and monthly incentives. 

The Attendance Team will review 

attendance data and develop a plan to 

monitor student attendance. 

Students will check attendance chart 

daily in the classroom. 

Teachers will post attendance 

chart/banners in classroom and 

provide stickers for students to track 

attendance. 

The office will record attendance 

daily and contact parents of absent 

students. Formal letters will be sent 

out to parents of students with 

excessive absences. The school social 

worker will contact parents and 

conduct home visits for students with 

three or more unexcused absences. 

The school social worker will work 

with identified behavior students and 

Our goal will meet the NCLB requirements for AYP. 

The “Investing in Our Future: Moving Toward Excellence” District Plan for Hamilton County Schools promotes 

and supports student attendance to impact student achievement and to raise students test scores. 


Timeline 

Aug ‘08- 

May ‘09 

Aug ‘08- 

May ‘09 

Aug ‘08- 

May ‘09 

Person(s) 

Responsible 

Admin., 

Students, 

Parents, 

Teachers 

Admin., 

Registrar, 

Students, 

Classroom 

Teachers 

Guidance 

counselor, 

Social 

Worker 

Clerical 

Asst. 

Required 

Resources 

Attendance 

Roster, 

Incentives, 

Flyers 

Attendance 

Roster, 

Parent 

Information 

Attendance 

Roster 

Telephone 


& Funding 

Sources 

$0 

$0 

$500.00 


Track attendance 

daily with 

absence/tardy forms; 

post and announce 

attendance daily, 

weekly and monthly 

Target tardy and 

chronically absent 

students, as needed 

parent contacts/ 

conferences. 

Daily progress on 

attendance charts to 

monitor student 

attendance; form 

letters for 3 or more 

absences sent 

regularly 


/ Outcomes 

93% attendance or 

above. 


above. 


above. 


Action 

Step 

 

 

 

 

 

 

 

meet with parents to improve 

behavior and attendance. 

The ISS teacher will assist with 

preventing suspensions by working 

with students on conflict resolution 

and peer mediation. 

Students and teachers will celebrate 

classroom attendance through Fun 

Fridays, special treats, and dressdown 

days. 

Teachers will participate in a monthly 

attendance initiative to impact 

student’s achievement. 

High performing teachers are 

recognized and celebrated annually 

based on TVAAS data. 

Administration will establish a 

mentoring program to encourage 

teacher attendance and provide 

support to new and experienced 

teachers. 

Students will be recognized for 

perfect attendance through quarterly 

certificates. 

Outside resources such as Junior 

Achievement though the East 

Brainerd High School Teaching 

Academy to motivate students to 

attend school. 

Aug ‘08- 

May ‘09 

Students, 

Classroom 

Teachers, 

Admin. 

Teacher 

attendance 

roster, banners, 

incentives 

SIMS Report 

$1,000 

SIMS Report 

Teacher Payroll 

Recorded Absences 


above for students 

and teachers. 


Component 5 – The School Improvement Plan and Process Evaluation 

TEMPLATE 5.1: Process Evaluation 

Evidence of Collaborative Process 

What evidence do we have that shows that a collaborative process was used throughout the entire 

planning process? 

Classroom teachers, administrators, exceptional educators, specialty teachers, parents, classified 

personnel, as well as community representatives met on a regular basis throughout the entire 

planning process. 

Committees met the following dates: 

- November 14, 2007 

- January 4, 2008 

- January 24, 2008 

- February 27, 2008 

- March 27, 2008 

Also included were memos to staff members, agendas, and faculty meetings. Surveys were 

distributed to parents and staff. 

Evidence of Alignment of Data and Goals 

What evidence do we have that proves alignment between our data and our goals? 

From the data collected through the use of assessments such as DIBELS. First Steps, Think Link, 

TCAP, and incentives for attendance, our goals of improving reading, math and attendance are 

aligned. 

Goal #1 - East Brainerd Elementary students will score 89% proficient in reading while the 

number of advanced students will increase by 5%. 

Think Link is administered 3 times per year. The scores are used to pinpoint weaknesses 

in reading so that reading scores can be improved. 

DIBELS is administered 3 times per year with ongoing progress monitoring taking place 

to check that student reading achievement is improving. 

Goal #2 - The percent of students scoring proficient or advanced in the area of math will 

increase to 86% on the 2008 TCAP. 

Think Link is administered 3 times per year to determine areas of need for each student. 

Goal #3 - The percent of students scoring a 4 or higher for the 2008 TCAP will increase. 

Writing prompts on a regular basis are used as formative assessments to provide feedback 

to teachers to improve writing scores. 

Goal #4 - Maintain school wide student attendance at 93% for 2008-2009. 

The daily and monthly attendance reports are used to monitor school-wide improvement 

in attendance 

All sources of data are aligned with the action steps in order to improve reading, math and

Evidence of Alignment of Data and Goals 

attendance. 

Results of data analysis are used to plan, prioritize, instruct and pace the curriculum to meet the 

goals. 

Evidence of Communication with All Stakeholders 

What evidence do we have of our communication of the TSIPP to all stakeholders? 

 

 

 

 

 

 

 

 

 

 

Belief and Mission statements are posted in handbooks, newsletters. 

Agenda-Mates are provided for all students. 

Weekly notices sent home. 

Monitor newsletter containing target skills in math/reading for each month. 

Family Nights scheduled throughout the year (to improve math/reading/science 

achievement). 

Announcements are made concerning goals, beliefs, and other sections of the TSIPP. 

Surveys involving components of the TSIPP sent to parents, community, classified, 

personnel and staff. 

PTA Meetings. 

Marquee outside with all upcoming events posted. 

Quarterly newsletter sent home. 

Dates for communication with all stakeholders are listed below: 

August - Open House 

September- Literacy Night 

October – Math Night and Parent Conferences 

November – Literacy Night 

December – PTA 

January- Community Resource Night 

February – Conferences 

April – TCAP Strategy Night, Volunteer Appreciation 

May – Teacher Appreciation 

Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals 


Evidence of Alignment of Beliefs, Shared Vision, and Mission with Goals 

What evidence do we have that shows our beliefs, shared vision and mission in Component 2 

align with our goals in Component 4? 

 

 

 

 

 

 

 

 

 

 

 

Collaborative planning by grade levels and school administration. 

Vertical planning across grade levels with school administration. 

Use of multiple assessment tools to monitor and evaluate student progress. 

Remedial and Enrichment programs that focus on all academic areas. 

Differentiated and varied instruction in all classrooms. 

Participation in Professional Development. 

Utilization of Math and Literacy Lead Teachers. 

Parent volunteer opportunities offered to all parents. 

Utilization of school-wide writing prompts and writing across the curriculum techniques. 

Collaboration of Administration, office personnel, social worker, and teachers to monitor 

attendance of students. 

Incentives included regularly to promote and encourage regular attendance. 

Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and 

Organization 

What evidence do we have that shows our action steps in Component 4 align with our analyses 

of the areas of curriculum, instruction, assessment and organization in Component 3? 

The areas of curriculum, instruction, assessment, and organization align to the following 

strategies and programs. These align with the action steps as indicated. 

Before and After school tutoring will be available for students based on TCAP and Think Link 

data. Goal #1 and #2 of our action plan aligns with 3.3a Assessment Practices (ThinkLink and 

TCAP) 

The EveryDay Math program will be implemented on a daily basis using games and 

supplementary activities to support the EDM program. 

Goal #2 of our action plan aligns with 3.2a Instructional Practices (wide range of strategies) and 

with 3.1a Curriculum Practices (instructional support). 

Writing prompts will be used on a monthly basis in all content areas to improve the writing 

process. Goal #3 of our action plan aligns with 3.3a Assessment Practices (regular writing 

prompts). 

Small group reading instruction occurs on a daily basis in every classroom. 

Goal #1 of our Action Plan aligns with 3.4a of Organizational Practices (diverse learning 

community programs and processes). Teachers will participate in Professional Development 

focused on guided reading strategies. 

Attendance is monitored and reported back to students and staff on a daily basis through the use 

of announcements. Awards such as Fun Friday and Awards Day Certificates will be in place for 


Evidence of Alignment of Action Steps with Curriculum, Instruction, Assessment and 

Organization 

attendance incentives. 

Attendance is monitored and analyzed by teachers and clerical assistants on a daily basis. School 

nurse and clerical assistant, school social worker, and families are contacted regarding 

attendance issues. 

Goal #4 of our Action Plan aligns with 3.4a Organizational Practices (school is proactive). 

Suggestions for the Process 

What suggestions do we have for improving our planning process? 

 

 

 

 

 

Stress importance of planning process to all stakeholders. 

Acknowledge that the school improvement provides a data driven, research-based 

framework for defining goals and objectives for improving student learning and for 

selecting and implementing strategies to improve the instructional and organizational 

effectiveness of EBE. 

Realize that improvement planning is used as a means of determining how EBE will 

ensure that our students reach proficiency and beyond. 

Recognize that the process focuses on improvement of student needs by bringing together 

all stakeholders to plan for improvement, by focusing planning efforts on priority needs 

and closing achievement gaps between sub groups of students. 

Review the previous SIP planning process, i.e., how teams collected data, analyzed data 

to inform work, and provide specifics on timelines and formats. 

TEMPLATE 5.2: Implementation Evaluation 

Evidence of Implementation 

What is our plan to begin implementation of the action steps? 

To begin the process of implementing the Action Steps, the subsequent actions will take place: 

A checklist of Action Steps will be given to the Leadership team to ensure each step is 

being put into practice. 

Determine the person responsible for beginning each Action Step to ensure each step is 

being implemented with a date for the step to begin. 

The Leadership Team will meet monthly to review each Action Step to guarantee that 

each step is in process. 

The faculty will then review the Action Steps during the staff meetings to be given updates on 

progress of the steps. 

Evidence of the Use of Data 


What is the plan for the use of data? 

The following formative assessments will be used and collected to monitor the progress of the 

plan: 

 

 

 

 

 

 

 

 

Monthly Writing Prompts: Writing prompts will be administered on a monthly basis to 

K-5 starting in September. Classroom teachers and the Leadership Team will assess the 

prompt according to the state rubric. Teachers will conference with students individually 

to give warm and cool feedback. Students with a score of 3 or lower will be tutored. 

Growth will be charted and compared in individual student folders on a monthly basis 

and will follow through the grades. 

RTI/Voyager passport: This program will be offered daily to any student in grades K-5, 

focusing on the reading components (phonemic awareness, phonics, fluency, vocabulary, 

and comprehension). Students will be benchmarked as they enter the program using the 

DIBELS assessment. The data will be tracked as they work in the program using a 

progress-monitoring tool that is built into the formal component of the Voyager Passport 

program. 

Before and After-School Tutoring: After-school tutoring sessions are provided for 

students in grades K-5 in reading/writing and math October through April. A pre- and 

post- assessment is administered to track student progress during the four-month program 

and can be tracked through previous years based on student’s involvement in the 

program. 

Think Link: Think Link is administered three times during the year to assess student 

progress before TCAP. Individual teachers in grades 1-5 use Think Link to measure 

reported categories and pinpoint targeted students. Teachers may then create practice 

tests from measured categories to assist students in areas of difficulty, for optimum 

performance on TCAP. Think Link is administered in August, December, and February. 

Rigby PM Benchmark and QRI: Rigby PM Benchmark/Reading Assessment is 

administered during the first 3 weeks of school in order to assess students’ instructional 

reading level. The tests are administered again in December and May. The classroom 

teacher and literacy lead teacher administer the assessment. Previous instructional levels 

will be accessed and charted throughout the year to compare progress. This testing is 

conducted at each grade level. 

DIBELS: The classroom teacher administers DIBELS three times a year, in August, 

December, and May. The results are analyzed and compared to previous administrations 

within the current school year, or tests from previous years, to provide information on 

curriculum coverage and instructional effectiveness. As a part of DIBELS, teachers pick 

targeted students that would be considered at risk, and administer progress monitoring, 

which helps to redirect teaching to help in areas of concern during the time between the 

three benchmarks of the year. Results of formative assessments will be analyzed and 

discussed in grade level and faculty meetings in order to modify interventions if needed. 

Report Cards/Progress Reports: Following the district requirements, report cards will be 

issued every nine weeks to students. Teachers are required to record two grades per 

week, per subject. These grades will be averaged at the end of the nine weeks and shared 

with parents. The grades will be monitored throughout the school year. Likewise, 

progress reports are submitted at the end of each four-week period. 

Attendance: Student attendance is monitored daily. An average is taken of school-wide 

attendance to monitor the AYP goal of 93%. Classes with 100% for the month. At the 


end of the school year, attendance data will be disseminated and shared with faculty, 

staff, and parents. 

Chapter and Unit Assessments: As a part of HCDE district reading and math adoption, 

chapter and unit assessments are given to students to monitor performance. Grades are 

taken accordingly and performance is shared with parents in a variety of ways. 

Mid-year Math Assessment: This standards-based assessment provides data on student 

gains in Mathematics. Students scoring non-proficient receive additional tutoring with 

their classroom teacher. Students who score proficient receive additional enrichment to 

challenge them further. 

TEMPLATE 5.3: Monitoring and Adjusting Evaluation 

Evidence of Monitoring Dates 

What are the calendar dates (Nov/Dec and May/June) when the School Leadership Team will 

meet to sustain the Tennessee School Improvement Planning Process? Identify the person(s) 

responsible for monitoring and the role they will play in the monitoring process. 

The principal/assistant principal will notify the leadership team of the time and location of 

meetings that are scheduled. An agenda will be provided and an item on the agenda will include 

the discussion of the SIP and progression of implementation, action steps, and the SIP process in 

general. The principal/assistant principal, will be responsible for overseeing implementation and 

progress of components included in the SIP. The principal /assistant principal and leadership 

team shall review any areas that exhibit weakness or lack of proper implementation. Direction 

and suggestions from the principal/assistant principal will be given to assure adherence to the 

SIP. 

Meeting Dates are as follows: 

October 2008 December 2008 February 2009 April 2009 

November 2008. January 2009 March 2009 May 2009 

Evidence of a Process for Monitoring Plan 

What will be the process that the School Leadership Team will use to review the analysis of the 

data from the assessments and determine if adjustments need to be made in our plan? 

The annual TCAP/CRT summary is used to identify individual students who are not proficient in 

some/all academic areas. This information is used to determine and identify areas of 

instructional need for the entire school population of East Brainerd Elementary. Administrators 

and faculty will identify distinct patterns and trends to correct deficits in instructional procedures 

and determine appropriate professional development for the faculty. An examination of test data 

of East Brainerd Elementary students provides a distinct overview of different subgroups of 

students through the disaggregation of data. Data will show the impact of current processes on a 

specific group of students. Comparative information for several groups of students throughout 

the school population will be used to identify processes and develop strategies to meet student 

needs. Dr. Kirk Kelly, HCDE testing and accountability supervisor, will meet with teachers in 

September to disaggregate data and list implications of the 2008 data for the coming year. 


Teachers are able to determine, through the use of state performance indicators and standards, 

the processes critical to ensure that all students at East Brainerd Elementary will master these 

learning standards. Students enrolled in Exceptional Education, Regular/Resource, and some in 

self-contained classes take the appropriate TCAP. Testing accommodations are provided as 

indicated by the student’s IEP. 

Communicating goal attainment through use of the SIP/goals is as follows: 

Parents, visitors, and students will view standards and objectives posted to identify the specific 

skills and processes that students engage in daily. In addition to the state and districts 

distribution of TCAP student reports, parents are advised of their child’s progress during the 

school year with consistent and regular home-school communications. TVASS and AYP data 

will be published in the newspaper, online at the district’s web site, and in school newsletters. 

Parent and community input will be solicited through the use of surveys and meetings in regard 

to strategies and effectiveness of the SIP. 

As part of the monitoring procedure for the SIP, focus will be placed on the identification of 

continuing challenges, adjustment and addition of intervention strategies to augment action plan 

goals that are not met, and celebrating successes as well as exploring other options to enhance 

attainment of goals met or exceeded. To that extent, the following strategies or options will be 

implemented: 

June 2008/May 2009 -Compare and contrast the data for DIBELS to determine student 

progress (September, December, May) 

August 2008-Provide professional development opportunities for all staff members, 

topics to be determined by summative data analysis. 

August 2008- Celebrate successes at grade level meetings, faculty meetings, and in 

memorandums 

September 2008- Dr. Kirk Kelly to evaluate student TCAP data with faculty 

September 2008/September 2009- Evaluate student TCAP data and develop enrichment 

and remediation programs that target areas of concern. 

September 2008/May 2009-Review Action Plan for evaluation of strategies and 

interventions that proved successful or unsuccessful. 

September 2008- Review expectations related to the SIP and revise as necessary. 

Quarterly- Celebrate and announce successes at PTA meetings and assemblies where 

stakeholders will be informed of progress towards attainment of goals. 

June 2008- Assess the proficiency/non-proficiency of the students to determine progress. 

September 2008/March 2009- Monitor student progress on tested skills on the Think Link 

Assessment. 

August 2008/May 2009- Compare attendance data to previous years using district 

attendance data. 

May 2009- Analyze Writing Assessment scores of 5 th Graders to determine proficiency 

rates and compare growth scores using 2007 data. 

August 2009- School Improvement Plan will be reviewed using scores, comments from 

stakeholders, and AYP information data to revise action plan and goals to reflect and 

correlate with school needs. 


Evidence of a Process for Adjusting Plan 

What will be the process that the School Leadership Team will use for adjusting our plan 

(person(s) responsible, timeline, actions steps, resources, evaluation strategies) when needed? 

The staff will abide by the following procedure in identifying any necessary adjustments to the 

Action Plan Steps: 

Use formative data to determine which Action Steps need to be reevaluated. 

Feedback from parents and teachers will be used to determine the need for adjustments to 

the Action Plan. 

The following steps will occur when adjustments have been identified: 

Discussion of concerns will occur during grade level meetings. 

Pending adjustment(s) are presented to the Leadership Team for discussion 

After the Leadership Team has made a decision regarding the adjustment to the plan, 

the entire staff will be informed. Being an essential part of the decision making 

process, the faculty/staff will be included in the final decision of adjustment(s) to be 

implemented. 

Evidence of a Plan for Communicating to All Stakeholders 

How will the School Leadership Team communicate success/adjustments of the plan to 

stakeholders and solicit ongoing input from stakeholders? 

Evaluation and communication of the SIP process to all stakeholders will occur as follows: 

A copy of the SIP, Action Plan, and the Teacher’s Handbook will be located in the 

library and all teacher workrooms. 

Monthly school newsletters will apprise parents and community members of the SIP. 

PTA meetings will be used as a conduit to present the SIP, in its entirety, to parents 

and community members. Feedback and suggestions will be encouraged. 

A checklist with a timeline for action steps and formative/summative assessment will 

be developed to monitor the implementation and adjustments will be implemented as 

needed. 

Implementation of the SIP and its progression will be monitored by the Leadership 

Team during monthly faculty meetings and teacher grade level planning meetings. 

During scheduled faculty meetings and in-service days we will review the plan and 

determine its significance to the current school year. 


Title I Budget 

Title I, 2010.01 Project 

SCHOOL NAME: East Brainerd Elementary 

Activity Code: 7371 

School Status: In Good Standing 

Principal: Dr. Bryan Stewart Org Number: 2101 

Per Pupil Amount: 387x$500 Total Allocation: $193,500 

2009 Sep-09 Mar-10 

5110-Regular Instruction Appropriation Carryover Budget Change Budget Change Expenditures Balance 

51101409 Extended Contract $ 16,000.00 $ - $ - $ (4,000.00) $ 6,000.00 $ 6,000.00 

51101631 Educational Assistant $ 41,472.00 $ - $ - $ 805.00 $ 22,438.31 $ 19,838.69 

Janie Frick $ 14,575.00 $ - $ - $ 

- 

Wendy Thompson $ 13,732.00 $ - $ - $ 

- 

Lisa Hearrell $ 13,165.00 $ - $ - $ 

- 

51101981 Substitutes $ 1,500.00 $ - $ - $ - $ 900.00 $ 600.00 

51102011 Social Security 6.20% $ 3,656.00 $ - $ - $ (198.00) $ 1,604.82 $ 1,853.18 

51102041 Retirement(6.42 Certified/15.01 Classified) $ 7,252.00 $ - $ - $ (205.00) $ 3,753.18 $ 3,293.82 

51102061 Life Insurance $65 $ 195.00 $ - $ - $ - $ 97.50 $ 97.50 

51102071 Medical Insurance $9,000 $ 27,000.00 $ - $ - $ - $ 13,500.00 $ 13,500.00 

51102081 Dental Insurance $345 $ 1,035.00 $ - $ - $ - $ 517.50 $ 517.50 

51102101 Unemployment $180 $ 540.00 $ - $ - $ - $ 270.00 $ 270.00 

51102121 Medicare 1.45% $ 855.00 $ - $ - $ (46.00) $ 375.31 $ 433.69 

51102991 Long Term Disability 0.36% $ 212.00 $ - $ - $ (11.00) $ 74.20 $ 126.80 

51104291 Instructional Materials $ 12,510.00 $ - $ (175.00) $ 6,586.00 $ 14,070.64 $ 4,850.36 

51107221 Equipment $ 40,000.00 $ 3,825.00 $ 175.00 $ 502.00 $ 44,501.90 $ 0.10 

$ 152,227.00 $ 3,825.00 $ - $ 3,433.00 $ 108,103.36 $ 51,381.64 

TOTAL FOR 5110 - Regular Instruction $ 159,485 

5213-Parental Involvement 

52131231 Guidance Counselor 0.5 $ 18,735.00 $ - $ - $ - $ 10,344.32 $ 8,390.68 

Jonathan Anderson 

52132011 Social Security 6.20% $ 1,162.00 $ - $ - $ - $ 584.52 $ 577.48 

52132041 Retirement 6.42% $ 1,203.00 $ - $ - $ - $ 664.05 $ 538.95 

52132061 Life Insurance $65 $ 33.00 $ - $ - $ - $ 16.25 $ 16.75 

52132071 Health Insurance $9,000 $ 4,500.00 $ - $ - $ - $ 2,250.00 $ 2,250.00 

52132081 Dental Insurance $345 $ 173.00 $ - $ - $ - $ 86.25 $ 86.75 

52132101 Unemployment $180 $ 90.00 $ - $ - $ - $ 45.00 $ 45.00 

52132121 Medicare 1.45% $ 272.00 $ - $ - $ - $ 136.67 $ 135.33 

52132999 Long Term Disability 0.36% $ 68.00 $ - $ - $ - $ 36.89 $ 31.11 

52134999 Parent Supplies $ - $ 2,932.00 $ - $ (500.00) $ - $ 2,432.00 

52135999 Parent meeting expenses $ - $ 2,933.00 $ - $ (2,933.00) $ - $ - 

$ 26,236.00 $ 5,865.00 $ - $ (3,433.00) $ 14,163.95 $ 14,504.05 

This must equal 1% of allocation or: $ 2,068 

TOTAL FOR 5213 - Parental Involvement $ 28,668.00 

5221-Staff Development 

52211961 Stipends $ 4,000.00 $ - $ 2,622.00 $ (1,417.00) $ 5,205.00 $ - 

52211621 Clerical Overtime $ 2,000.00 $ 1,889.00 $ 163.00 

$ 1,178.55 $ 2,873.45 

52212011 Social Security 6.20% $ 372.00 $ 119.00 $ 168.00 $ (88.00) $ 388.97 $ 182.03 

52212041 Retirement 6.24 or 15.01% $ 557.00 $ 283.00 $ 194.00 $ (91.00) $ 511.14 $ 431.86 

52212121 Medicare 1.45% $ 87.00 $ 28.00 $ 40.00 $ (21.00) $ 90.97 $ 43.03 

52212991 LTD 0.36% $ 21.00 $ 11.00 $ 7.00 $ (4.00) $ 9.89 $ 25.11 

52213551 Travel $ 5,000.00 $ - $ (3,000.00) $ 1,621.00 $ - $ 3,621.00 

52215241 Registration Fees $ 2,000.00 $ - $ - $ - $ - $ 2,000.00 

52215999 Meeting expenses, food, etc. $ 1,000.00 $ 1,254.00 $ (194.00) $ - $ 1,499.48 $ 560.52 

$ 15,037.00 $ 3,584.00 $ - $ - $ 8,884.00 $ 9,737.00 

TOTAL FOR 5221 - Staff Development $ 18,621 

TOTAL BUDGET $ 206,774 

NOTE: The 2009 carryover amount must be verified by Rachel Elliott. 

The carryover will be verified after September 30, 2009. 

Title I Technician: Susan Prior, Title I Staff Accountant: Barbara Craigmiles 

Title I Coordinator: Cheri Grant 

Reconciled through 2/19/10

Supplemental Pay - Extended Contracts East Brainerd Elementary School 

Stipend 

Number 

Stamp 

Date 

Date 

Processed Program Activity Org Number Object Code PayPeriod AmtRequested Amount Paid Nameof Supervisor 

STI0516 

2/4/2010 2/4/2010 After School Tutoring 21017371 51101409 September 21-January $6,000.00 $6,000.00 Dr. Bryan Stewart 

Jody Conn 

Rebecca Michaels 

Nathan Nichols 

TOTAL $6,000.00 $6,000.00 

Grand Total 

$6,000.00 $6,000.00 

Friday, February 19, 2010 Page 1 of 1

Date: 

Time: 

02/19/2010 

09:22:38 

Hamilton County Department of 

GL Transactions by Date Range 

Ledger: GL 

Fiscal Year: 2010 

Posting 

Debit Credit 

Net 

FY Date Reference 

Vendor Name 

Transaction Description 

Amount Amount Amount 

Account: 21017371 - 51101631 TITLE I ELEM EAST BRAINERD EDUCATIONAL ASST REG ED 

2010 07/10/2009 EARN REG 02140DP 

SALARY GRS. 3 

1,594.08 

0.00 1,594.08 

2010 07/10/2009 RV318857 

REVERSE ACCR PR JOB 318857 JE 

0.00 1,594.08 -1,594.08 

2010 07/24/2009 EARN REG 02150DP 

SALARY GRS. 3 

1,594.08 

0.00 1,594.08 

2010 07/24/2009 RV318969 


0.00 1,594.08 -1,594.08 

2010 08/07/2009 EARN REG 02160DP 

SALARY GRS. 3 

1,594.08 

0.00 1,594.08 

2010 08/07/2009 RV318971 


0.00 1,594.08 -1,594.08 

2010 08/21/2009 EARN REG 02177DP 

SICK ACCRUAL PERIOD GRS. 3 

1,603.76 

0.00 1,603.76 

2010 09/04/2009 EARN REG 02180DP 

PERSONAL ACCRUAL GRS. 3 

1,603.76 

0.00 1,603.76 

2010 09/18/2009 EARN REG 02190DP 

SICK UNEARNED GRS. 3 

1,603.76 

72.53 1,531.23 

2010 10/02/2009 EARN REG 02200RN 

HOLIDAY GRS. 3 

1,603.76 

253.86 1,349.90 

2010 10/16/2009 EARN REG 02210DP 

SICK TAKEN GRS. 3 

1,603.76 

0.00 1,603.76 

2010 10/30/2009 EARN REG 02399DP 

RETRO PAY GRS. 3 

111.45 

0.00 

111.45 

2010 10/30/2009 EARN REG 02220DP 

SALARY GRS. 3 

1,626.05 

0.00 1,626.05 

2010 11/13/2009 EARN REG 02230DP 


1,626.05 

0.00 1,626.05 

2010 11/27/2009 EARN REG 02240DP 

SICK TAKEN GRS. 3 

1,626.05 

0.00 1,626.05 

2010 12/11/2009 EARN REG 02250DP 

NON-PAID HOLIDAY GRS. 3 

1,626.05 

0.00 1,626.05 

2010 12/24/2009 EARN REG 02260DP 


1,626.05 

0.00 1,626.05 

2010 01/08/2010 EARN REG 02010DP 

SALARY GRS. 3 

1,626.05 

0.00 1,626.05 

2010 01/22/2010 EARN REG 02020DP 


1,626.05 

0.00 1,626.05 

2010 02/05/2010 EARN REG 02030DP 


1,626.05 

0.00 1,626.05 

2010 02/19/2010 EARN REG 02040DP 

SALARY GRS. 3 

1,626.05 

0.00 1,626.05 

Total for Account: 21017371 - 51101631 27,546.94 5,108.63 22,438.31 

Page: 

1 

Total for Org Key: 

21017371 27,546.94 5,108.63 22,438.31 

Total for Report: 

27,546.94 5,108.63 22,438.31 

Report: GL5068 

User: BARBARA CRAIGMILES

Date: 

Time: 

02/19/2010 

09:23:25 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 51102011 TITLE I ELEM EAST BRAINERD SOCIAL SECURITY 

2010 07/10/2009 CONT REG 02140DP 

FICA 

2 

79.75 

0.00 

79.75 

2010 07/10/2009 RV318857 


0.00 

79.75 

-79.75 

2010 07/24/2009 CONT REG 02150DP 

FICA 

2 

79.75 

0.00 

79.75 

2010 07/24/2009 RV318969 


0.00 

79.75 

-79.75 

2010 08/07/2009 CONT REG 02160DP 

FICA 

2 

79.75 

0.00 

79.75 

2010 08/07/2009 RV318971 


0.00 

79.75 

-79.75 

2010 08/21/2009 CONT REG 02177DP 

FICA 

2 

88.46 

0.00 

88.46 

2010 09/04/2009 CONT REG 02180DP 

FICA 

2 

88.46 

0.00 

88.46 

2010 09/18/2009 CONT REG 02190DP 

FICA 

2 

83.97 

0.00 

83.97 

2010 10/02/2009 CONT REG 02200RN 

FICA 

2 

72.72 

0.00 

72.72 

2010 10/16/2009 CONT REG 02210DP 

FICA 

2 

88.46 

0.00 

88.46 

2010 10/30/2009 CONT REG 02399DP 

FICA 

2 

6.91 

0.00 

6.91 

2010 10/30/2009 CONT REG 02220DP 

FICA 

2 

89.84 

0.00 

89.84 

2010 11/13/2009 CONT REG 02230DP 

FICA 

2 

89.84 

0.00 

89.84 

2010 11/27/2009 CONT REG 02240DP 

FICA 

2 

89.84 

0.00 

89.84 

2010 12/11/2009 CONT REG 02250DP 

FICA 

2 

89.84 

0.00 

89.84 

2010 12/24/2009 CONT REG 02260DP 

FICA 

2 

89.84 

0.00 

89.84 

2010 01/08/2010 CONT REG 02010DP 

FICA 

2 

88.66 

0.00 

88.66 

2010 01/22/2010 CONT REG 02020DP 

FICA 

2 

88.66 

0.00 

88.66 

2010 02/05/2010 CONT REG 02030DP 

FICA 

2 

88.66 

0.00 

88.66 

2010 02/19/2010 CONT REG 02040DP 

FICA 

2 

88.66 

0.00 

88.66 

2010 02/19/2010 CONT REG 02041DP 

FICA 

2 

372.00 

0.00 

372.00 

Total for Account: 21017371 - 51102011 

1,844.07 

239.25 1,604.82 

Page: 

1 


21017371 1,844.07 239.25 1,604.82 


1,844.07 239.25 1,604.82 



Date: 

Time: 

02/19/2010 

09:24:08 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 51102041 TITLE I ELEM EAST BRAINERD STATE RETIREMENT 

2010 07/10/2009 CONT REG 02140DP 

TCRS 15.01 

2 

239.27 

0.00 

239.27 

2010 07/10/2009 RV318857 


0.00 

239.27 -239.27 

2010 07/24/2009 CONT REG 02150DP 

TCRS 15.01 

2 

239.27 

0.00 

239.27 

2010 07/24/2009 RV318969 


0.00 

239.27 -239.27 

2010 08/07/2009 CONT REG 02160DP 

TCRS 15.01 

2 

239.27 

0.00 

239.27 

2010 08/07/2009 RV318971 


0.00 

239.27 -239.27 

2010 08/21/2009 CONT REG 02177DP 

TCRS 15.01 

2 

240.72 

0.00 

240.72 

2010 09/04/2009 CONT REG 02180DP 

TCRS 15.01 

2 

240.72 

0.00 

240.72 

2010 09/18/2009 CONT REG 02190DP 

TCRS 15.01 

2 

229.84 

0.00 

229.84 

2010 10/02/2009 CONT REG 02200RN 

TCRS 15.01 

2 

202.62 

0.00 

202.62 

2010 10/16/2009 CONT REG 02210DP 

TCRS 15.01 

2 

240.72 

0.00 

240.72 

2010 10/30/2009 CONT REG 02399DP 

TCRS 15.01 

2 

16.73 

0.00 

16.73 

2010 10/30/2009 CONT REG 02220DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 11/13/2009 CONT REG 02230DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 11/27/2009 CONT REG 02240DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 12/11/2009 CONT REG 02250DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 12/24/2009 CONT REG 02260DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 01/08/2010 CONT REG 02010DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 01/22/2010 CONT REG 02020DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 02/05/2010 CONT REG 02030DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 02/19/2010 CONT REG 02040DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 02/19/2010 CONT REG 02041DP 

TCRS 6.42% 

2 

385.20 

0.00 

385.20 


4,470.99 

717.81 3,753.18 

Page: 

1 


21017371 4,470.99 717.81 3,753.18 


4,470.99 717.81 3,753.18 



Date: 

Time: 

02/19/2010 

09:25:01 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 51102061 TITLE I ELEM EAST BRAINERD LIFE INSURANCE 

2010 09/30/2009 JE5154 

BENEFIT ALLOCATION 1ST JE 

48.75 

0.00 

48.75 

2010 01/31/2010 JE5895 

BENEFIT ALLOCATION JE 

48.75 

0.00 

48.75 


97.50 

0.00 

97.50 

Page: 

1 


21017371 97.50 0.00 97.50 


97.50 0.00 97.50 



Date: 

Time: 

02/19/2010 

09:25:58 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 51102071 TITLE I ELEM EAST BRAINERD MEDICAL INSURANCE - PPO 

2010 09/30/2009 JE5154 

BENEFIT ALLOCATION 1ST JE 6,750.00 

0.00 6,750.00 

2010 01/31/2010 JE5895 

BENEFIT ALLOCATION JE 6,750.00 

0.00 6,750.00 

Total for Account: 21017371 - 51102071 13,500.00 

0.00 13,500.00 

Page: 

1 


21017371 13,500.00 0.00 13,500.00 


13,500.00 0.00 13,500.00 



Date: 

Time: 

02/19/2010 

09:26:48 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 51102081 TITLE I ELEM EAST BRAINERD DENTAL INSURANCE 

2010 09/30/2009 JE5154 


258.75 

0.00 

258.75 

2010 01/31/2010 JE5895 


258.75 

0.00 

258.75 


517.50 

0.00 

517.50 

Page: 

1 


21017371 517.50 0.00 517.50 


517.50 0.00 517.50 



Date: 

Time: 

02/19/2010 

09:28:48 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 51102101 TITLE I ELEM EAST BRAINERD UNEMPLOYMENT COMPENSATION 

2010 09/30/2009 JE5154 


135.00 

0.00 

135.00 

2010 01/31/2010 JE5895 


135.00 

0.00 

135.00 


270.00 

0.00 

270.00 

Page: 

1 


21017371 270.00 0.00 270.00 


270.00 0.00 270.00 



Date: 

Time: 

02/19/2010 

09:29:31 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 51102121 TITLE I ELEM EAST BRAINERD EMPLOYER MEDICARE 

2010 07/10/2009 CONT REG 02140DP 

MEDICARE 

2 

18.65 

0.00 

18.65 

2010 07/10/2009 RV318857 


0.00 

18.65 

-18.65 

2010 07/24/2009 CONT REG 02150DP 

MEDICARE 

2 

18.65 

0.00 

18.65 

2010 07/24/2009 RV318969 


0.00 

18.65 

-18.65 

2010 08/07/2009 CONT REG 02160DP 

MEDICARE 

2 

18.65 

0.00 

18.65 

2010 08/07/2009 RV318971 


0.00 

18.65 

-18.65 

2010 08/21/2009 CONT REG 02177DP 

MEDICARE 

2 

20.69 

0.00 

20.69 

2010 09/04/2009 CONT REG 02180DP 

MEDICARE 

2 

20.69 

0.00 

20.69 

2010 09/18/2009 CONT REG 02190DP 

MEDICARE 

2 

19.64 

0.00 

19.64 

2010 10/02/2009 CONT REG 02200RN 

MEDICARE 

2 

17.01 

0.00 

17.01 

2010 10/16/2009 CONT REG 02210DP 

MEDICARE 

2 

20.69 

0.00 

20.69 

2010 10/30/2009 CONT REG 02399DP 

MEDICARE 

2 

1.62 

0.00 

1.62 

2010 10/30/2009 CONT REG 02220DP 

MEDICARE 

2 

21.01 

0.00 

21.01 

2010 11/13/2009 CONT REG 02230DP 

MEDICARE 

2 

21.01 

0.00 

21.01 

2010 11/27/2009 CONT REG 02240DP 

MEDICARE 

2 

21.01 

0.00 

21.01 

2010 12/11/2009 CONT REG 02250DP 

MEDICARE 

2 

21.01 

0.00 

21.01 

2010 12/24/2009 CONT REG 02260DP 

MEDICARE 

2 

21.01 

0.00 

21.01 

2010 01/08/2010 CONT REG 02010DP 

MEDICARE 

2 

20.73 

0.00 

20.73 

2010 01/22/2010 CONT REG 02020DP 

MEDICARE 

2 

20.73 

0.00 

20.73 

2010 02/05/2010 CONT REG 02030DP 

MEDICARE 

2 

20.73 

0.00 

20.73 

2010 02/19/2010 CONT REG 02040DP 

MEDICARE 

2 

20.73 

0.00 

20.73 

2010 02/19/2010 CONT REG 02041DP 

MEDICARE 

2 

87.00 

0.00 

87.00 


431.26 

55.95 

375.31 

Page: 

1 


21017371 431.26 55.95 375.31 


431.26 55.95 375.31 



Date: 

Time: 

02/19/2010 

09:30:20 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 51102991 TITLE I ELEM EAST BRAINERD LONG TERM DISABILITY 

2010 07/10/2009 CONT REG 02140DP 

LTD 

2 

5.74 

0.00 

5.74 

2010 07/10/2009 RV318857 


0.00 

5.74 

-5.74 

2010 07/24/2009 CONT REG 02150DP 

LTD 

2 

5.74 

0.00 

5.74 

2010 07/24/2009 RV318969 


0.00 

5.74 

-5.74 

2010 08/07/2009 CONT REG 02160DP 

LTD 

2 

5.74 

0.00 

5.74 

2010 08/07/2009 RV318971 


0.00 

5.74 

-5.74 

2010 08/21/2009 CONT REG 02177DP 

LTD 

2 

3.92 

0.00 

3.92 

2010 09/04/2009 CONT REG 02180DP 

LTD 

2 

3.92 

0.00 

3.92 

2010 09/18/2009 CONT REG 02190DP 

LTD 

2 

3.92 

0.00 

3.92 

2010 10/02/2009 CONT REG 02200RN 

LTD 

2 

3.92 

0.00 

3.92 

2010 10/16/2009 CONT REG 02210DP 

LTD 

2 

5.78 

0.00 

5.78 

2010 10/30/2009 CONT REG 02220DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 11/13/2009 CONT REG 02230DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 11/27/2009 CONT REG 02240DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 12/11/2009 CONT REG 02250DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 12/24/2009 CONT REG 02260DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 01/08/2010 CONT REG 02010DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 01/22/2010 CONT REG 02020DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 02/05/2010 CONT REG 02030DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 02/19/2010 CONT REG 02040DP 

LTD 

2 

5.86 

0.00 

5.86 


91.42 

17.22 

74.20 

Page: 

1 


21017371 91.42 17.22 74.20 


91.42 17.22 74.20 



Federal Program Requisitions - Instructional Materials 


Vendor 

Processed Req No Requested Paid OrgNumber PO# 5110Object 5213Object 5221Object Encumberance 

Office Depot 2/15/2010 R26734 $2,516.00 $0.00 21017371 P23390 51104291 $2,516.00 

Curriculum Associates 1/20/2010 R26396 $1,309.31 $0.00 21017371 51104291 $1,309.31 

Office Depot 1/13/2010 R26308 $192.41 $0.00 21017371 P23066 51104291 $192.41 

Office Depot 1/13/2010 R26304 $1,569.80 $1,569.80 21017371 P23045 51104291 $0.00 

Camcor, Inc 1/13/2010 R26300 $93.86 $93.86 21017371 P22931 51104291 $0.00 


The Math Learning Center 8/13/2009 R23883 $374.50 $374.50 21017371 P20711 51104291 $0.00 

Dodge Learning 8/13/2009 R23884 $3,543.78 $3,543.78 21017371 P20805 51104291 $0.00 

School Sum $14,070.64 $10,052.92 $4,017.72 

Grand Total 

$14,070.64 $10,052.92 $4,017.72 


Federal Program Requisitions - Equipment 


Vendor 


Troxell Communications, Inc. 1/14/2010 R26326 $648.15 $0.00 21017371 P22986 51107221 $648.15 

Camcor, Inc 1/14/2010 R26324 $967.50 $0.00 21017371 P22939 51107221 $967.50 

Dell Computers 1/13/2010 R26312 $4,601.70 $0.00 21017371 P23035 51107221 $4,601.70 

Dell Computers 1/13/2010 R26309 $5,899.90 $0.00 21017371 P23032 51107221 $5,899.90 

Camcor, Inc 1/13/2010 R26300 $293.08 $293.08 21017371 P22931 51107221 $0.00 

Apple Computer 9/17/2009 R24552 $31,416.57 $30,660.54 21017371 P21444 51107221 $756.03 

Tech Depot 8/19/2009 R23980 $445.00 $445.00 21017371 P20951 51107221 $0.00 

CAM Audio Inc 8/13/2009 R23882 $230.00 $230.00 21017371 P20770 51107221 $0.00 

School Sum $44,501.90 $31,628.62 $12,873.28 

Grand Total 

$44,501.90 $31,628.62 $12,873.28 


Date: 

Time: 

02/19/2010 

09:53:54 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 52131231 TITLE I ELEM EAST BRAINERD GUIDANCE PERSONNEL 

2010 07/10/2009 EARN REG 02140DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 07/10/2009 RV318857 


0.00 

720.57 -720.57 

2010 07/24/2009 EARN REG 02150DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 07/24/2009 RV318969 


0.00 

720.57 -720.57 

2010 08/07/2009 EARN REG 02160DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 08/07/2009 RV318971 


0.00 

720.57 -720.57 

2010 08/21/2009 EARN REG 02177DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 09/04/2009 EARN REG 02180DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 09/18/2009 EARN REG 02190DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 10/02/2009 EARN REG 02200RN 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 10/16/2009 EARN REG 02210DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 10/30/2009 EARN REG 02399DP 


91.55 

0.00 

91.55 

2010 10/30/2009 EARN REG 02220DP 

SALARY GRS. 3 

738.88 

0.00 

738.88 

2010 11/13/2009 EARN REG 02230DP 


738.88 

0.00 

738.88 

2010 11/27/2009 EARN REG 02240DP 

SALARY GRS. 3 

738.88 

0.00 

738.88 

2010 12/11/2009 EARN REG 02250DP 


738.88 

0.00 

738.88 

2010 12/24/2009 EARN REG 02260DP 

SALARY GRS. 3 

738.88 

0.00 

738.88 

2010 01/08/2010 EARN REG 02010DP 

SALARY GRS. 3 

738.88 

0.00 

738.88 

2010 01/22/2010 EARN REG 02020DP 

TEA HOL & VAC GRS. 3 

738.88 

0.00 

738.88 

2010 02/05/2010 EARN REG 02030DP 


738.88 

0.00 

738.88 

2010 02/19/2010 EARN REG 02040DP 

SALARY GRS. 3 

738.88 

0.00 

738.88 


Page: 

1 


21017371 12,506.03 2,161.71 10,344.32 


12,506.03 2,161.71 10,344.32 



Date: 

Time: 

02/19/2010 

09:55:24 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 07/10/2009 RV318857 


0.00 

40.62 

-40.62 

2010 07/24/2009 CONT REG 02150DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 07/24/2009 RV318969 


0.00 

40.62 

-40.62 

2010 08/07/2009 CONT REG 02160DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 08/07/2009 RV318971 


0.00 

40.62 

-40.62 

2010 08/21/2009 CONT REG 02177DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 09/04/2009 CONT REG 02180DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 09/18/2009 CONT REG 02190DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 10/02/2009 CONT REG 02200RN 

FICA 

2 

40.62 

0.00 

40.62 

2010 10/16/2009 CONT REG 02210DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 10/30/2009 CONT REG 02399DP 

FICA 

2 

5.67 

0.00 

5.67 

2010 10/30/2009 CONT REG 02220DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 11/13/2009 CONT REG 02230DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 11/27/2009 CONT REG 02240DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 12/11/2009 CONT REG 02250DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 12/24/2009 CONT REG 02260DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 01/08/2010 CONT REG 02010DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 01/22/2010 CONT REG 02020DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 02/05/2010 CONT REG 02030DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 02/19/2010 CONT REG 02040DP 

FICA 

2 

41.75 

0.00 

41.75 


706.38 

121.86 

584.52 

Page: 

1 


21017371 706.38 121.86 584.52 


706.38 121.86 584.52 



Date: 

Time: 

02/19/2010 

09:56:02 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 07/10/2009 RV318857 


0.00 

46.26 

-46.26 

2010 07/24/2009 CONT REG 02150DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 07/24/2009 RV318969 


0.00 

46.26 

-46.26 

2010 08/07/2009 CONT REG 02160DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 08/07/2009 RV318971 


0.00 

46.26 

-46.26 

2010 08/21/2009 CONT REG 02177DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 09/04/2009 CONT REG 02180DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 09/18/2009 CONT REG 02190DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 10/02/2009 CONT REG 02200RN 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 10/16/2009 CONT REG 02210DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 10/30/2009 CONT REG 02399DP 

TCRS 6.42% 

2 

5.88 

0.00 

5.88 

2010 10/30/2009 CONT REG 02220DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 11/13/2009 CONT REG 02230DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 11/27/2009 CONT REG 02240DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 12/11/2009 CONT REG 02250DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 12/24/2009 CONT REG 02260DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 01/08/2010 CONT REG 02010DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 01/22/2010 CONT REG 02020DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 02/05/2010 CONT REG 02030DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 02/19/2010 CONT REG 02040DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 


802.83 

138.78 

664.05 

Page: 

1 


21017371 802.83 138.78 664.05 


802.83 138.78 664.05 



Date: 

Time: 

02/19/2010 

09:56:45 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 09/30/2009 JE5153 


8.13 

0.00 

8.13 

2010 01/31/2010 JE5888 

BENEFIT ALLOCATIONS JE 

8.12 

0.00 

8.12 


16.25 

0.00 

16.25 

Page: 

1 


21017371 16.25 0.00 16.25 


16.25 0.00 16.25 



Date: 

Time: 

02/19/2010 

09:57:20 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 09/30/2009 JE5153 


0.00 1,125.00 

2010 01/31/2010 JE5888 

BENEFIT ALLOCATIONS JE 1,125.00 

0.00 1,125.00 


2,250.00 

0.00 2,250.00 

Page: 

1 


21017371 2,250.00 0.00 2,250.00 


2,250.00 0.00 2,250.00 



Date: 

Time: 

02/19/2010 

09:57:54 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 09/30/2009 JE5153 


43.13 

0.00 

43.13 

2010 01/31/2010 JE5888 


43.12 

0.00 

43.12 


86.25 

0.00 

86.25 

Page: 

1 


21017371 86.25 0.00 86.25 


86.25 0.00 86.25 



Date: 

Time: 

02/19/2010 

09:58:40 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 09/30/2009 JE5153 


22.50 

0.00 

22.50 

2010 01/31/2010 JE5888 


22.50 

0.00 

22.50 


45.00 

0.00 

45.00 

Page: 

1 


21017371 45.00 0.00 45.00 


45.00 0.00 45.00 



Date: 

Time: 

02/19/2010 

09:59:18 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 07/10/2009 RV318857 


0.00 

9.50 

-9.50 

2010 07/24/2009 CONT REG 02150DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 07/24/2009 RV318969 


0.00 

9.50 

-9.50 

2010 08/07/2009 CONT REG 02160DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 08/07/2009 RV318971 


0.00 

9.50 

-9.50 

2010 08/21/2009 CONT REG 02177DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 09/04/2009 CONT REG 02180DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 09/18/2009 CONT REG 02190DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 10/02/2009 CONT REG 02200RN 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 10/16/2009 CONT REG 02210DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 10/30/2009 CONT REG 02399DP 

MEDICARE 

2 

1.33 

0.00 

1.33 

2010 10/30/2009 CONT REG 02220DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 11/13/2009 CONT REG 02230DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 11/27/2009 CONT REG 02240DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 12/11/2009 CONT REG 02250DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 12/24/2009 CONT REG 02260DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 01/08/2010 CONT REG 02010DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 01/22/2010 CONT REG 02020DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 02/05/2010 CONT REG 02030DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 02/19/2010 CONT REG 02040DP 

MEDICARE 

2 

9.76 

0.00 

9.76 


165.17 

28.50 

136.67 

Page: 

1 


21017371 165.17 28.50 136.67 


165.17 28.50 136.67 



Date: 

Time: 

02/19/2010 

10:00:13 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 07/10/2009 RV318857 


0.00 

2.59 

-2.59 

2010 07/24/2009 CONT REG 02150DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 07/24/2009 RV318969 


0.00 

2.59 

-2.59 

2010 08/07/2009 CONT REG 02160DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 08/07/2009 RV318971 


0.00 

2.59 

-2.59 

2010 08/21/2009 CONT REG 02177DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 09/04/2009 CONT REG 02180DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 09/18/2009 CONT REG 02190DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 10/02/2009 CONT REG 02200RN 

LTD 

2 

2.59 

0.00 

2.59 

2010 10/16/2009 CONT REG 02210DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 10/30/2009 CONT REG 02220DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 11/13/2009 CONT REG 02230DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 11/27/2009 CONT REG 02240DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 12/11/2009 CONT REG 02250DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 12/24/2009 CONT REG 02260DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 01/08/2010 CONT REG 02010DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 01/22/2010 CONT REG 02020DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 02/05/2010 CONT REG 02030DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 02/19/2010 CONT REG 02040DP 

LTD 

2 

2.66 

0.00 

2.66 


44.66 

7.77 

36.89 

Page: 

1 


21017371 44.66 7.77 36.89 


44.66 7.77 36.89 



Supplemental Pay - Clerical Overtime 


Stipend 

Number 

Stamp 

Date 

Date 


STI0108 

8/5/2009 8/10/2009 Clerical 21017371 52211621 $352.93 $352.93 Bryan Stewart 

Shannon Leeth 

Kimberly Wheeler 

STI0022 

7/15/2009 7/16/2009 Clerical 21017371 52211621 $825.62 $825.62 

Kay Jetton 

TOTAL $1,178.55 $1,178.55 

Grand Total 

$1,178.55 $1,178.55 


Supplemental Pay - Stipends 


Stipend 

Number 

Stamp 

Date 

Date 


STI0254 

8/24/2009 8/28/2009 Grade Level Planning/Curriculum M 21017371 52211961 July 13-16, 2009 $1,755.00 $1,755.00 Dr. Bryan Stewart 


Glenda Roy 

Laurel Earnest 

Yohanna Parks 

Brenda Davis 

Kristy Bramlett 

Connie Babcock 

Darlene Owens 

STI0253 

9/24/2009 9/28/2009 Grade Level Planning 21017371 52211961 July 29-30, 2009 $990.00 $990.00 

Pamela Lanier 

Lori deCordova 

Cynthia Dodson 

Franes Upton 

Caroline Plank 

Erin Grant 

STI0252 


Amy Ingell 

Kerry Moore 

Amy Brown 

Carole Voelp 

STI0251 


Mary Pflug 

John Lynn 

Alesia Cross 


Keisha Hunt 

STI0250 

9/24/2009 9/28/2009 Grade Level Planning 21017371 52211961 June 22-23, 2009 $900.00 $900.00 

Sarah Papillion 

Michele Reeves 

Terri Wilkie 

Dianne Cooke 

Jody Conn 

TOTAL $5,205.00 $5,205.00 

Grand Total 

$5,205.00 $5,205.00 


Date: 

Time: 

02/19/2010 

10:05:24 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 08/07/2009 CONT REG 02165DP 

FICA 

2 

51.19 

0.00 

51.19 

2010 09/04/2009 CONT REG 02185DP 

FICA 

2 

21.89 

0.00 

21.89 

2010 10/09/2009 CONT REG 02202DP 

FICA 

2 

152.52 

0.00 

152.52 

2010 10/16/2009 CONT REG 02210DP 

FICA 

2 

163.37 

0.00 

163.37 


388.97 

0.00 

388.97 

Page: 

1 


21017371 388.97 0.00 388.97 


388.97 0.00 388.97 



Date: 

Time: 

02/19/2010 

10:06:29 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 08/07/2009 CONT REG 02165DP 

TCRS 15.01 

2 

123.93 

0.00 

123.93 

2010 09/04/2009 CONT REG 02185DP 

TCRS 15.01 

2 

52.98 

0.00 

52.98 

2010 10/09/2009 CONT REG 02202DP 

TCRS 6.42% 

2 

157.98 

0.00 

157.98 

2010 10/16/2009 CONT REG 02210DP 

TCRS 6.42% 

2 

176.25 

0.00 

176.25 


511.14 

0.00 

511.14 

Page: 

1 


21017371 511.14 0.00 511.14 


511.14 0.00 511.14 



Date: 

Time: 

02/19/2010 

10:07:06 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 08/07/2009 CONT REG 02165DP 

MEDICARE 

2 

11.97 

0.00 

11.97 

2010 09/04/2009 CONT REG 02185DP 

MEDICARE 

2 

5.11 

0.00 

5.11 

2010 10/09/2009 CONT REG 02202DP 

MEDICARE 

2 

35.67 

0.00 

35.67 

2010 10/16/2009 CONT REG 02210DP 

MEDICARE 

2 

38.22 

0.00 

38.22 


90.97 

0.00 

90.97 

Page: 

1 


21017371 90.97 0.00 90.97 


90.97 0.00 90.97 



Date: 

Time: 

02/19/2010 

10:07:40 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 10/16/2009 CONT REG 02210DP 

LTD 

2 

9.89 

0.00 

9.89 


9.89 

0.00 

9.89 

Page: 

1 


21017371 9.89 0.00 9.89 


9.89 0.00 9.89 



Federal Program Requisitions - Other Charges 


Vendor 


Office Depot 2/3/2010 R26733 $1,499.48 $0.00 21017371 P23389 52215999 $1,499.48 

School Sum $1,499.48 $0.00 $1,499.48 

Grand Total 

$1,499.48 $0.00 $1,499.48 


Title I Budget 







2009 Sep-09 

5110-Regular Instruction Appropriation Carryover Budget Change Expenditures Balance 

51101409 Extended Contract $ 16,000.00 $ - $ - $ - $ 16,000.00 

51101631 Educational Assistant $ 41,472.00 $ - $ - $ 14,308.06 $ 27,163.94 

Janie Frick $ 14,575.00 $ - $ 

- 

Wendy Thompson $ 13,732.00 $ - $ 

- 

Lisa Hearrell $ 13,165.00 $ - $ 

- 

51101981 Substitutes $ 1,500.00 $ - $ - $ - $ 1,500.00 

51102011 Social Security 6.20% $ 3,656.00 $ - $ - $ 788.34 $ 2,867.66 

51102041 Retirement(6.42 Certified/15.01 Classified) $ 7,252.00 $ - $ - $ 2,147.63 $ 5,104.37 

51102061 Life Insurance $65 $ 195.00 $ - $ - $ 48.75 $ 146.25 

51102071 Medical Insurance $9,000 $ 27,000.00 $ - $ - $ 6,750.00 $ 20,250.00 

51102081 Dental Insurance $345 $ 1,035.00 $ - $ - $ 258.75 $ 776.25 

51102101 Unemployment $180 $ 540.00 $ - $ - $ 135.00 $ 405.00 

51102121 Medicare 1.45% $ 855.00 $ - $ - $ 184.38 $ 670.62 

51102991 Long Term Disability 0.36% $ 212.00 $ - $ - $ 44.90 $ 167.10 

51104291 Instructional Materials $ 12,510.00 $ - $ (175.00) $ 8,389.26 $ 3,945.74 

51107221 Equipment $ 40,000.00 $ 3,825.00 $ 175.00 $ 32,091.57 $ 11,908.43 

$ 152,227.00 $ 3,825.00 $ - $ 65,146.64 $ 90,905.36 


5213-Parental Involvement 

52131231 Guidance Counselor 0.5 $ 18,735.00 $ - $ - $ 6,649.92 $ 12,085.08 

Jonathan Anderson 

52132011 Social Security 6.20% $ 1,162.00 $ - $ - $ 375.77 $ 786.23 

52132041 Retirement 6.42% $ 1,203.00 $ - $ - $ 426.90 $ 776.10 

52132061 Life Insurance $65 $ 33.00 $ - $ - $ 8.13 $ 24.87 

52132071 Health Insurance $9,000 $ 4,500.00 $ - $ - $ 1,125.00 $ 3,375.00 

52132081 Dental Insurance $345 $ 173.00 $ - $ - $ 43.13 $ 129.87 

52132101 Unemployment $180 $ 90.00 $ - $ - $ 22.50 $ 67.50 

52132121 Medicare 1.45% $ 272.00 $ - $ - $ 87.87 $ 184.13 

52132999 Long Term Disability 0.36% $ 68.00 $ - $ - $ 23.59 $ 44.41 

52134999 Parent Supplies $ - $ 2,932.00 $ - $ - $ 2,932.00 

52135999 Parent meeting expenses $ - $ 2,933.00 $ - $ - $ 2,933.00 

$ 26,236.00 $ 5,865.00 $ - $ 8,762.81 $ 23,338.19 

This must equal 1% of allocation or: $ 2,030 

TOTAL FOR 5213 - Parental Involvement $ 32,101.00 

5221-Staff Development 

52211961 Stipends $ 4,000.00 $ - $ 2,622.00 $ 5,205.00 $ 1,417.00 

52211621 Clerical Overtime $ 2,000.00 $ 1,889.00 $ 163.00 $ 1,178.55 $ 2,873.45 

52212011 Social Security 6.20% $ 372.00 $ 119.00 $ 168.00 $ 388.97 $ 270.03 

52212041 Retirement 6.24 or 15.01% $ 557.00 $ 283.00 $ 194.00 $ 511.14 $ 522.86 

52212121 Medicare 1.45% $ 87.00 $ 28.00 $ 40.00 $ 90.97 $ 64.03 

52212991 LTD 0.36% $ 21.00 $ 11.00 $ 7.00 $ 9.89 $ 29.11 

52213551 Travel $ 5,000.00 $ - $ (3,000.00) $ - $ 2,000.00 

52215241 Registration Fees $ 2,000.00 $ - $ - $ - $ 2,000.00 

52215999 Meeting expenses, food, etc. $ 1,000.00 $ 1,254.00 $ (194.00) $ - $ 2,060.00 

$ 15,037.00 $ 3,584.00 $ - $ 7,384.52 $ 11,236.48 

TOTAL FOR 5221 - Staff Development $ 14,820 

TOTAL BUDGET $ 202,973 

NOTE: The 2009 carryover amount must be verified by Rachel Elliott. 

The carryover will be verified after September 30, 2009. 

Title I Technician: Susan Prior, Title I Staff Accountant: Barbara Craigmiles 

Title I Coordinator: Cheri Grant 

Reconciled through 12/11/09

Date: 

Time: 

12/11/2009 

13:31:36 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 51101631 TITLE I ELEM EAST BRAINERD EDUCATIONAL ASST REG ED 

2010 07/10/2009 EARN REG 02140DP 

SALARY GRS. 3 

1,594.08 

0.00 1,594.08 

2010 07/10/2009 RV318857 


0.00 1,594.08 -1,594.08 

2010 07/24/2009 EARN REG 02150DP 

SALARY GRS. 3 

1,594.08 

0.00 1,594.08 

2010 07/24/2009 RV318969 


0.00 1,594.08 -1,594.08 

2010 08/07/2009 EARN REG 02160DP 

SALARY GRS. 3 

1,594.08 

0.00 1,594.08 

2010 08/07/2009 RV318971 


0.00 1,594.08 -1,594.08 

2010 08/21/2009 EARN REG 02177DP 


1,603.76 

0.00 1,603.76 

2010 09/04/2009 EARN REG 02180DP 

PERSONAL ACCRUAL GRS. 3 

1,603.76 

0.00 1,603.76 

2010 09/18/2009 EARN REG 02190DP 

PERSONAL TAKEN GRS. 3 

1,603.76 

72.53 1,531.23 

2010 10/02/2009 EARN REG 02200RN 

Unearned Personal LV GRS. 3 

1,603.76 

253.86 1,349.90 

2010 10/16/2009 EARN REG 02210DP 


1,603.76 

0.00 1,603.76 

2010 10/30/2009 EARN REG 02399DP 


111.45 

0.00 

111.45 

2010 10/30/2009 EARN REG 02220DP 


1,626.05 

0.00 1,626.05 

2010 11/13/2009 EARN REG 02230DP 


1,626.05 

0.00 1,626.05 

2010 11/27/2009 EARN REG 02240DP 


1,626.05 

0.00 1,626.05 

2010 12/11/2009 EARN REG 02250DP 


1,626.05 

0.00 1,626.05 


Page: 

1 


21017371 19,416.69 5,108.63 14,308.06 


19,416.69 5,108.63 14,308.06 



Date: 

Time: 

12/11/2009 

13:32:34 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

FICA 

2 

79.75 

0.00 

79.75 

2010 07/10/2009 RV318857 


0.00 

79.75 

-79.75 

2010 07/24/2009 CONT REG 02150DP 

FICA 

2 

79.75 

0.00 

79.75 

2010 07/24/2009 RV318969 


0.00 

79.75 

-79.75 

2010 08/07/2009 CONT REG 02160DP 

FICA 

2 

79.75 

0.00 

79.75 

2010 08/07/2009 RV318971 


0.00 

79.75 

-79.75 

2010 08/21/2009 CONT REG 02177DP 

FICA 

2 

88.46 

0.00 

88.46 

2010 09/04/2009 CONT REG 02180DP 

FICA 

2 

88.46 

0.00 

88.46 

2010 09/18/2009 CONT REG 02190DP 

FICA 

2 

83.97 

0.00 

83.97 

2010 10/02/2009 CONT REG 02200RN 

FICA 

2 

72.72 

0.00 

72.72 

2010 10/16/2009 CONT REG 02210DP 

FICA 

2 

88.46 

0.00 

88.46 

2010 10/30/2009 CONT REG 02399DP 

FICA 

2 

6.91 

0.00 

6.91 

2010 10/30/2009 CONT REG 02220DP 

FICA 

2 

89.84 

0.00 

89.84 

2010 11/13/2009 CONT REG 02230DP 

FICA 

2 

89.84 

0.00 

89.84 

2010 11/27/2009 CONT REG 02240DP 

FICA 

2 

89.84 

0.00 

89.84 

2010 12/11/2009 CONT REG 02250DP 

FICA 

2 

89.84 

0.00 

89.84 


1,027.59 

239.25 

788.34 

Page: 

1 


21017371 1,027.59 239.25 788.34 


1,027.59 239.25 788.34 



Date: 

Time: 

12/11/2009 

13:33:32 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

TCRS 15.01 

2 

239.27 

0.00 

239.27 

2010 07/10/2009 RV318857 


0.00 

239.27 -239.27 

2010 07/24/2009 CONT REG 02150DP 

TCRS 15.01 

2 

239.27 

0.00 

239.27 

2010 07/24/2009 RV318969 


0.00 

239.27 -239.27 

2010 08/07/2009 CONT REG 02160DP 

TCRS 15.01 

2 

239.27 

0.00 

239.27 

2010 08/07/2009 RV318971 


0.00 

239.27 -239.27 

2010 08/21/2009 CONT REG 02177DP 

TCRS 15.01 

2 

240.72 

0.00 

240.72 

2010 09/04/2009 CONT REG 02180DP 

TCRS 15.01 

2 

240.72 

0.00 

240.72 

2010 09/18/2009 CONT REG 02190DP 

TCRS 15.01 

2 

229.84 

0.00 

229.84 

2010 10/02/2009 CONT REG 02200RN 

TCRS 15.01 

2 

202.62 

0.00 

202.62 

2010 10/16/2009 CONT REG 02210DP 

TCRS 15.01 

2 

240.72 

0.00 

240.72 

2010 10/30/2009 CONT REG 02399DP 

TCRS 15.01 

2 

16.73 

0.00 

16.73 

2010 10/30/2009 CONT REG 02220DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 11/13/2009 CONT REG 02230DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 11/27/2009 CONT REG 02240DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 

2010 12/11/2009 CONT REG 02250DP 

TCRS 15.01 

2 

244.07 

0.00 

244.07 


2,865.44 

717.81 2,147.63 

Page: 

1 


21017371 2,865.44 717.81 2,147.63 


2,865.44 717.81 2,147.63 



Date: 

Time: 

12/11/2009 

13:34:17 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 09/30/2009 JE5154 


48.75 

0.00 

48.75 


48.75 

0.00 

48.75 

Page: 

1 


21017371 48.75 0.00 48.75 


48.75 0.00 48.75 



Date: 

Time: 

12/11/2009 

13:35:04 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 09/30/2009 JE5154 


0.00 6,750.00 


6,750.00 

0.00 6,750.00 

Page: 

1 


21017371 6,750.00 0.00 6,750.00 


6,750.00 0.00 6,750.00 



Date: 

Time: 

12/11/2009 

13:35:50 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 09/30/2009 JE5154 


258.75 

0.00 

258.75 


258.75 

0.00 

258.75 

Page: 

1 


21017371 258.75 0.00 258.75 


258.75 0.00 258.75 



Date: 

Time: 

12/11/2009 

13:36:30 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 09/30/2009 JE5154 


135.00 

0.00 

135.00 


135.00 

0.00 

135.00 

Page: 

1 


21017371 135.00 0.00 135.00 


135.00 0.00 135.00 



Date: 

Time: 

12/11/2009 

13:37:15 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

MEDICARE 

2 

18.65 

0.00 

18.65 

2010 07/10/2009 RV318857 


0.00 

18.65 

-18.65 

2010 07/24/2009 CONT REG 02150DP 

MEDICARE 

2 

18.65 

0.00 

18.65 

2010 07/24/2009 RV318969 


0.00 

18.65 

-18.65 

2010 08/07/2009 CONT REG 02160DP 

MEDICARE 

2 

18.65 

0.00 

18.65 

2010 08/07/2009 RV318971 


0.00 

18.65 

-18.65 

2010 08/21/2009 CONT REG 02177DP 

MEDICARE 

2 

20.69 

0.00 

20.69 

2010 09/04/2009 CONT REG 02180DP 

MEDICARE 

2 

20.69 

0.00 

20.69 

2010 09/18/2009 CONT REG 02190DP 

MEDICARE 

2 

19.64 

0.00 

19.64 

2010 10/02/2009 CONT REG 02200RN 

MEDICARE 

2 

17.01 

0.00 

17.01 

2010 10/16/2009 CONT REG 02210DP 

MEDICARE 

2 

20.69 

0.00 

20.69 

2010 10/30/2009 CONT REG 02399DP 

MEDICARE 

2 

1.62 

0.00 

1.62 

2010 10/30/2009 CONT REG 02220DP 

MEDICARE 

2 

21.01 

0.00 

21.01 

2010 11/13/2009 CONT REG 02230DP 

MEDICARE 

2 

21.01 

0.00 

21.01 

2010 11/27/2009 CONT REG 02240DP 

MEDICARE 

2 

21.01 

0.00 

21.01 

2010 12/11/2009 CONT REG 02250DP 

MEDICARE 

2 

21.01 

0.00 

21.01 


240.33 

55.95 

184.38 

Page: 

1 


21017371 240.33 55.95 184.38 


240.33 55.95 184.38 



Date: 

Time: 

12/11/2009 

13:38:08 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

LTD 

2 

5.74 

0.00 

5.74 

2010 07/10/2009 RV318857 


0.00 

5.74 

-5.74 

2010 07/24/2009 CONT REG 02150DP 

LTD 

2 

5.74 

0.00 

5.74 

2010 07/24/2009 RV318969 


0.00 

5.74 

-5.74 

2010 08/07/2009 CONT REG 02160DP 

LTD 

2 

5.74 

0.00 

5.74 

2010 08/07/2009 RV318971 


0.00 

5.74 

-5.74 

2010 08/21/2009 CONT REG 02177DP 

LTD 

2 

3.92 

0.00 

3.92 

2010 09/04/2009 CONT REG 02180DP 

LTD 

2 

3.92 

0.00 

3.92 

2010 09/18/2009 CONT REG 02190DP 

LTD 

2 

3.92 

0.00 

3.92 

2010 10/02/2009 CONT REG 02200RN 

LTD 

2 

3.92 

0.00 

3.92 

2010 10/16/2009 CONT REG 02210DP 

LTD 

2 

5.78 

0.00 

5.78 

2010 10/30/2009 CONT REG 02220DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 11/13/2009 CONT REG 02230DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 11/27/2009 CONT REG 02240DP 

LTD 

2 

5.86 

0.00 

5.86 

2010 12/11/2009 CONT REG 02250DP 

LTD 

2 

5.86 

0.00 

5.86 


62.12 

17.22 

44.90 

Page: 

1 


21017371 62.12 17.22 44.90 


62.12 17.22 44.90 



Federal Program Requisitions - Instructional Materials 


Vendor Processed Req No Requeste Paid OrgNumber PO# 5110Objec 5213Object 5221Object Encumberanc 


The Math Learning Center 8/13/2009 R23883 $374.50 $374.50 21017371 P20711 51104291 $0.00 

Dodge Learning 8/13/2009 R23884 $3,543.78 $3,543.78 21017371 P20805 51104291 $0.00 

School Sum $8,389.26 $8,389.26 $0.00 

Grand Total $8,389.26 $8,389.26 $0.00 

Friday, December 11, 2009 Page 1 of 1

Federal Program Requisitions - Equipment 


Vendor Processed Req No Requeste Paid OrgNumber PO# 5110Objec 5213Object 5221Object Encumberanc 

Apple Computer 9/17/2009 R24552 $31,416.57 $30,660.54 21017371 P21444 51107221 $756.03 

Tech Depot 8/19/2009 R23980 $445.00 $445.00 21017371 P20951 51107221 $0.00 

CAM Audio Inc 8/13/2009 R23882 $230.00 $230.00 21017371 P20770 51107221 $0.00 

School Sum $32,091.57 $31,335.54 $756.03 

Grand Total $32,091.57 $31,335.54 $756.03 


Date: 

Time: 

12/11/2009 

13:58:17 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 



Account: 21017371 - 52131231 TITLE I ELEM EAST BRAINERD GUIDANCE PERSONNEL 

2010 07/10/2009 EARN REG 02140DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 07/10/2009 RV318857 


0.00 

720.57 -720.57 

2010 07/24/2009 EARN REG 02150DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 07/24/2009 RV318969 


0.00 

720.57 -720.57 

2010 08/07/2009 EARN REG 02160DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 08/07/2009 RV318971 


0.00 

720.57 -720.57 

2010 08/21/2009 EARN REG 02177DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 09/04/2009 EARN REG 02180DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 09/18/2009 EARN REG 02190DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 10/02/2009 EARN REG 02200RN 


720.57 

0.00 

720.57 

2010 10/16/2009 EARN REG 02210DP 

SALARY GRS. 3 

720.57 

0.00 

720.57 

2010 10/30/2009 EARN REG 02399DP 


91.55 

0.00 

91.55 

2010 10/30/2009 EARN REG 02220DP 

SALARY GRS. 3 

738.88 

0.00 

738.88 

2010 11/13/2009 EARN REG 02230DP 


738.88 

0.00 

738.88 

2010 11/27/2009 EARN REG 02240DP 

SALARY GRS. 3 

738.88 

0.00 

738.88 

2010 12/11/2009 EARN REG 02250DP 


738.88 

0.00 

738.88 


8,811.63 2,161.71 6,649.92 

Page: 

1 


21017371 8,811.63 2,161.71 6,649.92 


8,811.63 2,161.71 6,649.92 



Date: 

Time: 

12/11/2009 

13:58:53 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 07/10/2009 RV318857 


0.00 

40.62 

-40.62 

2010 07/24/2009 CONT REG 02150DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 07/24/2009 RV318969 


0.00 

40.62 

-40.62 

2010 08/07/2009 CONT REG 02160DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 08/07/2009 RV318971 


0.00 

40.62 

-40.62 

2010 08/21/2009 CONT REG 02177DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 09/04/2009 CONT REG 02180DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 09/18/2009 CONT REG 02190DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 10/02/2009 CONT REG 02200RN 

FICA 

2 

40.62 

0.00 

40.62 

2010 10/16/2009 CONT REG 02210DP 

FICA 

2 

40.62 

0.00 

40.62 

2010 10/30/2009 CONT REG 02399DP 

FICA 

2 

5.67 

0.00 

5.67 

2010 10/30/2009 CONT REG 02220DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 11/13/2009 CONT REG 02230DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 11/27/2009 CONT REG 02240DP 

FICA 

2 

41.75 

0.00 

41.75 

2010 12/11/2009 CONT REG 02250DP 

FICA 

2 

41.75 

0.00 

41.75 


497.63 

121.86 

375.77 

Page: 

1 


21017371 497.63 121.86 375.77 


497.63 121.86 375.77 



Date: 

Time: 

12/11/2009 

13:59:32 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 07/10/2009 RV318857 


0.00 

46.26 

-46.26 

2010 07/24/2009 CONT REG 02150DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 07/24/2009 RV318969 


0.00 

46.26 

-46.26 

2010 08/07/2009 CONT REG 02160DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 08/07/2009 RV318971 


0.00 

46.26 

-46.26 

2010 08/21/2009 CONT REG 02177DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 09/04/2009 CONT REG 02180DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 09/18/2009 CONT REG 02190DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 10/02/2009 CONT REG 02200RN 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 10/16/2009 CONT REG 02210DP 

TCRS 6.42% 

2 

46.26 

0.00 

46.26 

2010 10/30/2009 CONT REG 02399DP 

TCRS 6.42% 

2 

5.88 

0.00 

5.88 

2010 10/30/2009 CONT REG 02220DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 11/13/2009 CONT REG 02230DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 11/27/2009 CONT REG 02240DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 

2010 12/11/2009 CONT REG 02250DP 

TCRS 6.42% 

2 

47.43 

0.00 

47.43 


565.68 

138.78 

426.90 

Page: 

1 


21017371 565.68 138.78 426.90 


565.68 138.78 426.90 



Date: 

Time: 

12/11/2009 

14:01:16 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 09/30/2009 JE5153 


8.13 

0.00 

8.13 


8.13 

0.00 

8.13 

Page: 

1 


21017371 8.13 0.00 8.13 


8.13 0.00 8.13 



Date: 

Time: 

12/11/2009 

14:01:58 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 09/30/2009 JE5153 


22.50 

0.00 

22.50 


22.50 

0.00 

22.50 

Page: 

1 


21017371 22.50 0.00 22.50 


22.50 0.00 22.50 



Date: 

Time: 

12/11/2009 

14:02:36 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 07/10/2009 RV318857 


0.00 

9.50 

-9.50 

2010 07/24/2009 CONT REG 02150DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 07/24/2009 RV318969 


0.00 

9.50 

-9.50 

2010 08/07/2009 CONT REG 02160DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 08/07/2009 RV318971 


0.00 

9.50 

-9.50 

2010 08/21/2009 CONT REG 02177DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 09/04/2009 CONT REG 02180DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 09/18/2009 CONT REG 02190DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 10/02/2009 CONT REG 02200RN 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 10/16/2009 CONT REG 02210DP 

MEDICARE 

2 

9.50 

0.00 

9.50 

2010 10/30/2009 CONT REG 02399DP 

MEDICARE 

2 

1.33 

0.00 

1.33 

2010 10/30/2009 CONT REG 02220DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 11/13/2009 CONT REG 02230DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 11/27/2009 CONT REG 02240DP 

MEDICARE 

2 

9.76 

0.00 

9.76 

2010 12/11/2009 CONT REG 02250DP 

MEDICARE 

2 

9.76 

0.00 

9.76 


116.37 

28.50 

87.87 

Page: 

1 


21017371 116.37 28.50 87.87 


116.37 28.50 87.87 



Date: 

Time: 

12/11/2009 

14:03:16 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 07/10/2009 CONT REG 02140DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 07/10/2009 RV318857 


0.00 

2.59 

-2.59 

2010 07/24/2009 CONT REG 02150DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 07/24/2009 RV318969 


0.00 

2.59 

-2.59 

2010 08/07/2009 CONT REG 02160DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 08/07/2009 RV318971 


0.00 

2.59 

-2.59 

2010 08/21/2009 CONT REG 02177DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 09/04/2009 CONT REG 02180DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 09/18/2009 CONT REG 02190DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 10/02/2009 CONT REG 02200RN 

LTD 

2 

2.59 

0.00 

2.59 

2010 10/16/2009 CONT REG 02210DP 

LTD 

2 

2.59 

0.00 

2.59 

2010 10/30/2009 CONT REG 02220DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 11/13/2009 CONT REG 02230DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 11/27/2009 CONT REG 02240DP 

LTD 

2 

2.66 

0.00 

2.66 

2010 12/11/2009 CONT REG 02250DP 

LTD 

2 

2.66 

0.00 

2.66 


31.36 

7.77 

23.59 

Page: 

1 


21017371 31.36 7.77 23.59 


31.36 7.77 23.59 



STIPENDS - Clerical Overtime 


Stipend Stamp Date 

Number Date Processe Program Activity Org Number Object Code PayPeriod AmtRequest Amount Nameof Supervisor 

STI0108 8 /5 /2009 8 /10/2009 Clerical 21017371 52211621 $352.93 $352.93 Bryan Stewart 

Shannon Leeth 

Kimberly Wheeler 

STI0022 7 /15/2009 7 /16/2009 Clerical 21017371 52211621 $825.62 $825.62 

Kay Jetton 

TOTAL $1,178.55 $1,178.55 

Grand Total $1,178.55 $1,178.55 


STIPENDS - SD Stipends 


Stipend Stamp Date 

Number Date Processe Program Activity Org Number Object Code PayPeriod AmtRequest Amount Nameof Supervisor 

STI0254 8 /24/2009 8 /28/2009 Grade Level Planning/Curriculum 21017371 52211961 July 13-16, 2009 $1,755.00 $1,755.00 Dr. Bryan Stewart 


Glenda Roy 

Laurel Earnest 

Yohanna Parks 

Brenda Davis 

Kristy Bramlett 

Connie Babcock 

Darlene Owens 

STI0253 9 /24/2009 9 /28/2009 Grade Level Planning 21017371 52211961 July 29-30, 2009 $990.00 $990.00 

Pamela Lanier 

Lori deCordova 

Cynthia Dodson 

Franes Upton 

Caroline Plank 

Erin Grant 


Amy Ingell 

Kerry Moore 

Amy Brown 

Carole Voelp 


Mary Pflug 

John Lynn 

Alesia Cross 


Keisha Hunt 

STI0250 9 /24/2009 9 /28/2009 Grade Level Planning 21017371 52211961 June 22-23, 2009 $900.00 $900.00 

Sarah Papillion 

Michele Reeves 

Terri Wilkie 

Dianne Cooke 

Jody Conn 

TOTAL $5,205.00 $5,205.00 

Grand Total $5,205.00 $5,205.00 


Date: 

Time: 

12/11/2009 

14:08:38 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 08/07/2009 CONT REG 02165DP 

FICA 

2 

51.19 

0.00 

51.19 

2010 09/04/2009 CONT REG 02185DP 

FICA 

2 

21.89 

0.00 

21.89 

2010 10/09/2009 CONT REG 02202DP 

FICA 

2 

152.52 

0.00 

152.52 

2010 10/16/2009 CONT REG 02210DP 

FICA 

2 

163.37 

0.00 

163.37 


388.97 

0.00 

388.97 

Page: 

1 


21017371 388.97 0.00 388.97 


388.97 0.00 388.97 



Date: 

Time: 

12/11/2009 

14:09:20 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 08/07/2009 CONT REG 02165DP 

TCRS 15.01 

2 

123.93 

0.00 

123.93 

2010 09/04/2009 CONT REG 02185DP 

TCRS 15.01 

2 

52.98 

0.00 

52.98 

2010 10/09/2009 CONT REG 02202DP 

TCRS 6.42% 

2 

157.98 

0.00 

157.98 

2010 10/16/2009 CONT REG 02210DP 

TCRS 6.42% 

2 

176.25 

0.00 

176.25 


511.14 

0.00 

511.14 

Page: 

1 


21017371 511.14 0.00 511.14 


511.14 0.00 511.14 



Date: 

Time: 

12/11/2009 

14:10:03 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 08/07/2009 CONT REG 02165DP 

MEDICARE 

2 

11.97 

0.00 

11.97 

2010 09/04/2009 CONT REG 02185DP 

MEDICARE 

2 

5.11 

0.00 

5.11 

2010 10/09/2009 CONT REG 02202DP 

MEDICARE 

2 

35.67 

0.00 

35.67 

2010 10/16/2009 CONT REG 02210DP 

MEDICARE 

2 

38.22 

0.00 

38.22 


90.97 

0.00 

90.97 

Page: 

1 


21017371 90.97 0.00 90.97 


90.97 0.00 90.97 



Date: 

Time: 

12/11/2009 

14:11:13 



Ledger: GL 


Posting 

Debit Credit 

Net 


Vendor Name 




2010 10/16/2009 CONT REG 02210DP 

LTD 

2 

9.89 

0.00 

9.89 


9.89 

0.00 

9.89 

Page: 

1 


21017371 9.89 0.00 9.89 


9.89 0.00 9.89 



Title I Stimulus Budget 







2010 

5110-Regular Instruction Appropriation Budget Change Expenditures Balance 

51104291 Instructional Materials $ 5,350.00 $ (5,350.00) $ - $ - 

51107221 Equipment $ 14,000.00 $ 5,350.00 $ - $ 19,350.00 

$ 19,350.00 $ - $ - $ 19,350.00 


TOTAL BUDGET $ 19,350

East Brainerd Elementary Leadership Team Meeting 

6/24/09 

Agenda 

1) Appreciation 

2) Leadership Team Members Responsibilities 

3) East Brainerd Focus for 2009-2010 

a) Small group instruction 

b) Guided reading 

c) RTI 

d) Read Aloud 

4) Lead Teachers 

a) Responsibilities 

b) Assignments 

c) Openness 

5) Schedules 

a) 3 choices open for review and suggestions 

6) Title I 

7) Family Partner Specialist 

a) Responsibilities 

i) Attendance 

ii) Field Studies / Trips 

iii) Tutoring 

iv) Community 

8) Planning Days 

a) Dates 

b) Stipends 

9) RTI Facilitator 

10) Teacher Handbook 

11) Student Handbook 

a) Uniform policy, pick up, dismissal, etc. 

12) Numbers / contact information / email 

13) Questions 

14) Concerns

Date (, /~ q/O , 

• 

Signature(s) of aU present: 

Collaborative Planning Form 

Beginning Time 

/0 :00 IJ1lI 

Agenda Item( ): 

1.).J.L~ 6. 

2. 7. 

3. 

~, 

4. 9. 

5. 10. 

8. 

~ I

(j) 

Ending Time 

/I..!Jl)1J71'

EAST BRAINERD ELEMENTARY SCHOOL COMPACT 

The expectation for every child is success. To achieve this expectation, children must be aware of what is 

expected of them and how they can accomplish and maintain success throughout the year. To this end, the 

following guidelines are implemented throughout all classrooms. 

Expected Success Behaviors: 

• Exercise Self-Control 

1. Keep hands and feet to yourself 

• Be Respectful 

1. To people 

2. To property 

3. To environment 

• Listen and Follow Directions 

1. From your Teacher 

2. Others in Authority 

• No Fighting 

These are the main expectations to ensure success for each child. In order to establish this behavior and 

ensure these guidelines are followed, the parent must support each child. Parental support includes 

preparing the child for school with supplies, encouragement for class work, and supporting the teacher 

daily. 

Parent / Guardian Agreement 

I want my child to succeed, therefore I will: 

• Support school discipline 

• Review homework regularly 

• Read with my child 

______________________________________ 

(Parent/Guardian Signature) 

______________ 

Date 

Teacher Agreement 

I will strive to maintain the following: 

• Provide reasonable class work and homework 

• Provide necessary assistance to parents and students 

• Provide information about student progress 

• Provide a thriving learning environment 

_______________________________________ 

(Teacher Signature) 

Student Agreement 

I will strive to succeed by: 

• Regular attendance 

• Being prepared for class 

• Completing assignments 

• Conforming to school rules/policies 

_______________________________________ 

(Student Signature) 

_______________ 

Date 

_______________ 

Date 

Please sign where indicated to express your agreement with this compact. Thank you for ensuring a 

successful school year. 

Dr. Bryan K. Stewart 

Dr. Bryan K. Stewart/Principal 

Mrs. Janice Scott 

Mrs. Janice Scott/Asst. Principal 

Revised July 2009 by EBE Leadership Team

Parent Involvement Policy – School Level 

Hamilton County Department of Education 

School Name 

East Brainerd Elementary 

It is the policy of this school to: 

1. Ensure that all students achieve high academic standards 

2. Welcome parents into the building 

3. Have an organized PTA, PTO, or parental organization 

4. Include parents in the decisions that affect their children by: 

a. Conducting a needs assessment survey each spring 

b. Including parent members in leadership committees 

c. Maintaining open communication between teachers and parents 

5. Report student progress to parents on a regular basis by: 

a. mid-term progress reports 

b. report cards 

c. ½ day parent conference days 

d. phone calls 

e. informal dialogue 

f. weekly communication by agenda, journal or communication 

log. 

6. Provide parents with opportunities to build parenting skills by offering 

monthly meetings for parents to discuss ways to help their children. 

7. Build capacity for parental involvement by: 

a. Convening an annual meeting to inform parents of 

responsibilities and encourage participation 

b. Offering meetings at flexible times 

c. Involving parents in planning, review, and improvement 

8. Provide assistance to children at risk of not meeting high standards 

by: 

a. Providing individual intervention with certified teacher(s) 

b. Informing parents of how they can help their children achieve. 

c. Utilizing small group instruction in the classroom 

Revised July 2009 by EBE Leadership Team 1



1. Describe how the school jointly develops, with the input of parents, the written 

parent involvement plan. 

Meetings with the leadership team, including parents, teachers, administrators and other 

stakeholders, to develop and plan areas where parents will be involved in the daily 

school environment and programs. 

Parental Involvement Expectations 

1. Tutoring program 

2. PTA programs and outreaches 

3.Parent/child luncheons in “special” area of the cafeteria 

4.Volunteering for maintenance projects around the building and grounds 

5.Chaperoning field trips 

6.Assisting with special academic projects and studies 

7.Working with small groups in classrooms 

8. Observing classes on a drop-in basis 

9. Assisting teachers with clerical tasks such as laminating, copying, etc. 

10.Volunteering in the office 

11. Parent/Teacher conferences 

a. Describe the annual meeting where parents receive information 

concerning being a Title I school. (Attach documentation) 

Leadership Meetings and School Improvement Planning involve parents to give 

information regarding Title 1 funding and requirements. 

b. Describe how parents are explained the requirements of Title I, and the 

rights of parents to be involved in the school. 

Parents receive the following Channing Bete literature: 

“Parents’ Rights In Education – A guide to No Child Left Behind Act.” 

“Schoolwide Title I Programs – How and why they work” 

“About School-Parent Compacts” 

The documents are also available for Spanish-speaking parents. 

c. Describe the schedules of school parent meetings.(Attach documentation) 

Schedules for school parent meetings start with the yearly schedule from HCDE, monthly 

meetings as needed by school personnel and meetings scheduled by teachers and 

administrators on an as needed basis. 




d. Describe how parents are involved in an organized, ongoing, and timely 

way. (Attach documentation) 

PTA/PTO - _________________ 

Superintendent’s Parent Advisory Council (PAC) 

Two parents attend the monthly Superintendent’s PAC meeting to give input and to 

get information to bring the information back to the school. 

e. Describe how the school provides parents timely information about 

programs under parent involvement. (Attach documentation) 

The HCDE website as well as East Brainerd Elementary website provide information 

about some planned parent involvement opportunities. A school newsletter is sent out 

monthly to all parents and give information about school activities and needs. PTA sends 

out information flyers as pertinent programs and information become available. 

i. Describe how the school will provide parents a description and 

explanation of the curriculum used in the school, forms of 

academic assessment used to measure student progress, and the 

proficiency levels students are expected to meet. (Attach 

documentation) 

Parents are informed of the online state curriculum through the Tennessee Department of 

Education, parents are informed that a copy of the state curriculum used in HCDE is in 

the school building and is available for parents to read. Each grade level and teacher give 

information flyers and offer meetings about how grades are determined and what data 

collection procedures are used to measure student progress. Parents are also informed of 

the expectations and proficiency levels required of all students and the procedures that 

are followed if the levels are not attained. 

ii. Describe how the school provides parents with opportunities for 

regular meetings. (Attach documentation) 

Regular PTA meetings are announced by flyer and/or phone calls, parent conferences are 

available to be scheduled at any time as well as the regularly scheduled conferences for 

parents/teachers. 

f. Describe how the school develops, with the input of parents, its schoolparent 

compact. (Attach compact and documentation) 




Parents receive the Channing Bete literature “About School-Parent Compacts.” 

2. Describe how parents, teachers, and administrators share the responsibility of 

improving student achievement and meeting the state’s high standards. 

a. Describe the school’s responsibility to provide high-quality curriculum in 

a supportive and effective learning environment. 

Continuous progress monitoring allows teachers and parents to address needs of students 

as quickly as possible. A variety of supportive staff and programs are utilized within the 

building to meet the varied needs of all students. 

b. Describe the ways in which each parent is responsible for supporting their 

children’s learning. 

A daily communication log or homework log is maintained by students, teachers and 

parents to help disseminate information about needs of each child on a daily basis. 

c. Address the following 

i. Parent teacher conferences 

ii. Student progress reports 

iii. Opportunities for parents to volunteer and observe classrooms. 

Parents are encouraged to schedule a parent conference whenever they have questions 

about their child’s education. Teachers are likewise encouraged to schedule conferences 

in order to keep parents informed and involved with their child’s education. A volunteer 

log is maintained in the office and parents are encouraged to participate as well as eating 

lunch with their child or observing classrooms. Sign-in procedures are implemented and 

parents are welcome in our school. 

3.. Describe when and how the school distributes the written school level parent 

involvement plan. 

Parent involvement plans are distributed at the beginning of the year by the school and at 

PTA meetings. As new students enroll the school level parent involvement plan is part of 

the enrollment paperwork. 

4.. Describe how the school notifies parents of the written school-level plan in a way that 

is easy for parents to understand. 

Parents receive the Channing Bete literature “About School-Parent Compacts.” The 

literature is available in English and Spanish. 

5. Describe how the school makes the school level plan available to the local community. 




The HCDE website as well as the EBE website describes the school plan for all areas to 

include parent involvement. 

6. Describe how the school periodically updates the Parental Involvement plan to meet 

the needs of the parents and the school. 

During leadership teams and PTA meetings, as needs arise, discussion and action plans 

are developed and implemented for updating of the school parental involvement plans. 

7. Describe how the school gets feedback from parents on needed changes of the plan 

throughout the school year. 

Parents are encouraged to participate in the PTA board and meetings where issues are 

discussed and then taken to school leadership teams if necessary to solve problems or 

develop plans for change. 

8. Describe how the school provides assistance to parents in understanding achievement 

standards, assessments, and how to monitor progress and provide assistance to their 

children. 

Psychologists, lead teachers, administrators and teachers offer opportunities for parents to 

ask questions about monitoring progress, achievement standards. assessments and 

helping their children at home. 

9. Describe the materials and training that the school will provide to parents. 

PTA meetings designed to instruct parents in EDM procedures, reading strategies and 

home support strategies are planned throughout the year. 

10. Describe the type of training that the school receives to reach out to, communicate, 

and work with parents as equal partners. 

* 

11. Describe the way the school will integrate and coordinate services for parental 

involvement. Include the grants that provide parental support. 

Parents are given the Channing Bete Literature. PTA involvement is encouraged through 

parent conferences and programs offered for specific needs of students and parents. 

12. Describe the types of information that is provided to parents in a language they can 

understand. 

All information given out at EBE is offered orally or written in languages parents can 

understand. 

13. Describe the types of support that is provided at the request of parents. 




Before-school, after-school and Saturday tutoring opportunities for at-risk students 

Before-school and after-school enrichment opportunities. 

Training for parents about homework 

14. If applicable, describe the opportunities provided for parents with limited English 

proficiency, disabilities, and migrant status. 

An ESL teacher and assistant are a part of our faculty and staff at EBE to provide 

opportunities for parents and students with limited English proficiency a free appropriate 

public education/ 

Exceptional Education teachers are a part of our faculty and staff at EBE to provide 

opportunities for parents and students with disabilities a free appropriate public education 


PARENT EVENTS & 

VOLUNTEERS

LEADERSHIP TEAM 

& 

FACULTY MEETINGS

Federal Programs Monitoring Document 

ALL Title I Schools 

2009-2010 SY 

The Title I Red Documentation Notebook combines the federally required 10 Components of the School Improvement 

Plan with the Tennessee School Improvement Plan. When the federal programs technology coordinators monitor for 

documentation, the SIP and the Title I Documentation Notebook need to be available. When the state monitors visit your 

school, these are required documentation. The red Title I Documentation Notebook must be completed by the principal 

designee and available upon request at each Title I School. The red Title I Documentation Notebook consists of 15 

Sections. The months designated below are the months documentation should be placed in the notebook. Designee will 

initial in the blank preceding the month and the Coordinator should initial in the following blank. 

SECTION 1 (Component 1 – Needs Assessment – 1114.b.1.A) 

Test Data, Non-Academic Data (attendance, suspension, expulsions, discipline referrals,) minutes from 

leadership team meetings, parent surveys, teacher surveys, student surveys (at secondary level) 

Coordinator’s Initials/Date ____________ 

Designee’s Initials/Date ____________ 

Location in School Improvement Plan ___________________________ 

SECTION 2 (Component 2 - 1114.b.1.B)– Effective Schoolwide Reform Strategies Identified) 

a) provide opportunities for all students to meet proficiency (Extended Learning Opportunities identified such as 

Career Ladder, Extended Contracts and SES) 

b) use effective, research-based methods and instructional strategies (Research to verify that strategies are effective.) 

c) include strategies to address the needs of all students in the school, but particularly the needs of low achieving 

students and those at-risk of not meeting the State’s student academic achievement standards. (Identify what is 

for all students – field trips, instructional materials, equipment, etc. Identify what is for at-risk students such as 

extended learning, SES, software, interventionists, Gateway coaches, graduation coaches, etc.) 

d) address how the school will determine if such needs have been met are consistent with, and are designed to 

implement the state and complex area improvement plans, if any. 

Examples: Title I funds will be used to implement 

differentiated instruction; align curriculum & instruction with state standards & spi's; provide after school tutoring 

for at-risk students; Saturday Writing Academy; ThinkLink purchase (needs assessments); parents supporting 

literacy; small groups addressing test-taking skills; technology supporting math intervention; reading interventionists 

to support at-risk students; collaborative grade level & vertical planning; school-wide literacy focus; balanced 

literacy/small group guided instruction in literacy and math; family partnership specialist; job-embedded staff 

development; model classroom teacher; writing across the curriculum; fostering Algebraic Thinking; incentives for 

attendance; collaborative planning; Computer lab for assessment-monitoring-reinforcement; extended day tutoring; 

flexible teaching schedules within Ninth Grade Academy; Student Advocate Program; etc. 




1

SECTION 3 (Component 3 - 1114.b.1.C) – Highly Qualified Teachers & Paraprofessionals) - List all 

teachers, educational degrees, paraprofessionals and how they have become highly qualified. Include 

the daily schedules of everyone paid by Title I. 




SECTION 4 (Component 4 - 1114.b.1.D) – Professional Development) Description of research-based, 

on-going professional development that has taken place throughout the 2009-2010 school year; signin 

sheets from sessions; copies of stipend sheets sent to the Title I office, copies of consultant 

agreements sent to Title I office, lists of conferences attended and how it met needs of teachers 

and/or students. Have the documentation to prove that the staff development is indeed research 

based. 




SECTION 5 (Component 5 - 1114.b.1.E) – Strategies to Attract and Retain Highly Qualified Teachers.) 

List the strategies in place to recruit and retain teachers in your building. For example – (1) Stipends 

paid in Title I schools are $15/hour as compared to $10/hour for district professional development. 

(2) Teachers in Title I schools have extra opportunities to work extended contracts than their 

counterparts in non-Title I schools. (3) Teachers in Title I schools have access to technology that 

exceeds their non-Title I counterparts, (4) Teachers in Title I schools have more access to professional 

development than their counterparts in non-Title I schools. 




SECTION 6 (Component 6 - 1114.b.1.F)- Parental Involvement) - Parent Compacts, Parental 

Involvement Policy, Agenda of Open House/Annual Meeting informing parents of Title I status – 

when school gave out orange booklets; sign-in sheets of parent meetings, flyers for parent meetings, 

parent surveys, evidence that the parent compact and parental involvement policy was made with 

the input of parents and reviewed and/or revised every year. 




2

SECTION 7 (Component 7 - 1114.b.1.G) Transitions – Samples of transitional activities for incoming 

students (feeder schools, receiving schools, kindergarten and pre-kindergarten.) 




SECTION 8 (Component 8 - 1114.b.1.H) - Teachers are involved in the decision-making) Sign-in 

sheets showing that teachers are involved in the decisions about how Title I funds are spent, needs of 

the students, and the strategies that are employed. 




SECTION 9 (Component 9 (1114.b.1.I) - Tutoring/Extended Learning Opportunities Provide a 

description of the activities in-class, after school, Saturdays, and during the summer for students who 

are having difficulty mastering standards. Do NOT list the names of students who are participating 

in SES. Describe the resources (personnel, materials and equipment.) 




SECTION 10 (Component 10 - 1114.b.1.J – Coordination of Services - Coordinate and integrate 

federal, state, and local resources. List school personnel funded by Title I-A; list district personnel 

funded by Title II-A (Directors of Math, Secondary Literacy, Humanities, and Workforce 

Development) list partial pay positions where the school has coordinated with the district. Schools 

with ESOL programs may list Title III-A. Schools that participate with STARS may list Title IV. 

Include model classroom teachers, MSNS coaches, Benwood teachers, Reading First literacy leaders, 

or any other personnel. 




*************** 

SECTION 9 School Improvement Plan – The School Improvement Plan should have all 10 Title I 

Components identified and highlighted. It should be easy for monitors to locate the 10 Components 

in the SIP. It should be submitted electronically and online. 



SECTION 10 Consolidated Federal Programs Application/Addendum – The Consolidated 

Application shows all federal grants – Title I, II-A, II-D, III_A, and IVA, and will be provided to you. 

The application is also online at the HCDE website (Consolidated Federal Programs.) 

http://www.hcde.org/site/title1/default.aspx. As you receive State approved addendum, you will place 

3

them in Section 12 with the application. Monitored in September and May. 

Coordinator’s Initials/Date ____________ Designee’s Initials/Date ____________ 


SECTION 11 Equipment Inventory 

• All equipment purchased with federal funds must be inventoried each year 

Include: Item description, HCDE Asset Tag #, Serial Numbers, Date of Purchase, Room # or 

location, and Price. Complete an Asset Form for new equipment, transferred equipment, and 

surplus equipment (no longer works) 




SECTION 12 Financial Documentation & Monitoring Document 

- Budgets/Updates 

- Transfer Requests 

- Requisitions/Copies of Packing Slips/Invoices 




Monitoring Document – Completed, dated, and signed by principal and coordinator 

at the bottom. The original document will be housed in the Title I office. A copy will be 

left in the notebook. 

_____________________________________ _______________________________ 

Principal Signature Date Coordinator Signature Date 

4

PROFESSIONAL 

DEVELOPMENT

qryEmployees 

School Teacher Name Current Assignment Highly Qualified Status Highly Qualified? 

East Brainerd Elem. School ANDERSON JONATHAN Guidance Counselor Prek-12 Counselor Yes 

East Brainerd Elem. School BABCOCK CONNIE K 1st grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School BLEVINS BARBARA B Special Ed teacher Special Ed K-6 Yes 

East Brainerd Elem. School BRAMLETT KRISTY N 1st grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School BROOKS ALICE Educational Assistant Yes 

East Brainerd Elem. School BROWN AMY E Kindergarten teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School CARMODY DANA E 1st grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School CLOUD CHARLOTTE Educational Assistant Yes 

East Brainerd Elem. School CONN JODY 4th grade teacher all subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School COOKE DIANNE 4th grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School CRABTREE THERESA H Special Ed teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School CROSS ALESIA N 5th grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School DAVIS BRENDA J 1st grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School DECORDOVA LORI L 3rd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School DODSON CYNTHIA B 3rd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School DOLIN MARILYN K 2nd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School EARNEST LAUREL E 2nd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School ELLER II WILLIAM PE teacher Health & PE K-12 Yes 

East Brainerd Elem. School FRICK JANE E. Educational Assistant Yes 

East Brainerd Elem. School GALLETTA NICOLE M Librarian All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School GRANT ERIN L 3rd grade teacher all subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School GREEN LORETTA H Kindergarten teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School HEARRELL LISA C Educational Assistant Yes 

East Brainerd Elem. School HOWARD SUSAN C Family Partner Specialist Yes 

East Brainerd Elem. School HUNT KEISHA L 5th grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School INGELL AMY M Kindergarten teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School LANIER PAMELA R 3rd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School LEETH SHANNON B Clerical Assistant All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School LYNN JOHN C 5th grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School MICHAELS LAURA ASHLEY Educational Assistant Yes 

East Brainerd Elem. School MICHAELS REBECCA R 2nd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School MOORE KERRY LEA Kindergarten teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School MORSON RITA F Educational Assistant Yes 

East Brainerd Elem. School NICHOLS NATHAN A 5th grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School OWENS DARLENE 1st grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School PAPILLION SARAH J 4th grade teacher All subject areas except Art & Music k-6 Yes 

Page 1

qryEmployees 

East Brainerd Elem. School PARKS YOHANNA 2nd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School PFLUG MARY SALLEE 5th grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School PILCHER MARITZA Interpreter Yes 

East Brainerd Elem. School PLANK CAROLINE CHARLET 3rd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School REEVES MICHELE B 4th grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School ROY GLENDA F 2nd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School RUTHERFORD JAN S ESL teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School SADDLER LISA L 2nd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School SCHARF VALERIE Educational Assistant Yes 

East Brainerd Elem. School SCOTT JANICE L Assistant Principal All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School SMITH HOPE HARRIS Educational Assistant Yes 

East Brainerd Elem. School STEELE LISA G Music teacher Music K-12 Yes 

East Brainerd Elem. School STEWART BRYAN K Principal All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School THOMPSON WENDY Educational Assistant Yes 

East Brainerd Elem. School TRANTHAM C.DENISE Special Ed teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School UPTON FRANCES D 3rd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School VOELP CAROLE C Kindergarten teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School WHEELER KIMBERLY Educational Assistant All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School WILKIE TERRI A 3rd grade teacher All subject areas except Art & Music k-6 Yes 

East Brainerd Elem. School WOODARD HOLLEY W Speech & Language all subject areas except Art & Music k-6 Yes 

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east brainerd elementary school - Hamilton County Department of ...

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