Clinton Elementary reports strong TCAP proficiency and year-over-year growth; district notes chronic absenteeism as a continuing challenge

Clinton Elementary School reported improved Tennessee Comprehensive Assessment Program (TCAP) proficiency and strong student growth during a district board meeting, while district leaders warned that chronic absenteeism remains a concern.

Principal-designate and school presenters highlighted the schoolwide TCAP proficiency rates for grades counted on the state test: English/language arts 59.3 percent, math 56.8 percent, science 56.3 percent and sixth-grade social studies 81.3 percent. The school also reported the highest possible growth scores (a "5" across literacy, numeracy, science and social studies) on the state cademic growth measure.

"A 5 is the highest score that you can get," the presenter said during the briefing, and staff described that composite growth as confirmation that classroom changes and targeted PLC (professional learning community) work are producing results.

Administrators said early-grade screening and intervention are also showing gains: reading on or above grade level for kindergarten through sixth grade was reported at 72 percent, with a reported growth metric of 147 percent (the presenter said the target growth is 100 percent, representing approximately one year of expected growth). For math, 70 percent of students were on or above grade level and reported growth was 124 percent.

District staff also discussed chronic absenteeism, which the presenters said was 11.5 percent for the school. Presenters noted that the federal accountability framework treats excused and unexcused absences the same and that medically fragile students (including students served by CDC classes who use wheelchairs) count toward that measure. Staff said they had sought changes at the state level but that federal accountability rules prevented altering that metric for federal reporting.

Other items in the director nd principal updates included: the district—stablished daily response-to-intervention blocks (45 minutes per student for intervention or enrichment), an anticipated playground installation (company "Miracle" expected to begin work the following Monday), plans for a board retreat focused on North Clinton Elementary facilities and a five-year strategic plan labeled "accelerate 02/1930." The meeting also noted midterm reports would go home the next day and that fall break and an in-service day were scheduled in October.

The presenter credited collaborative PLCs and targeted teacher content development for raising achievement and growth metrics and singled out sixth-grade math teacher Lauren King for high performance in state comparisons.

Board members did not record a vote on the academic report; it was presented as part of the director's information report and discussion.