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Centerville principal Jennifer Seymour lays out K–5 plan to boost math and ELA
Summary
Centerville Principal Jennifer Seymour told the Anderson School Board her school aims to increase K–5 math and ELA achievement by 25%, expand MLL supports, and use backward‑design planning, coaching cycles and targeted interventions to close gaps for newcomers and less experienced teachers.
Jennifer Seymour, principal of Centerville, presented the school’s continuous improvement plan to the Anderson School Board, describing targets to raise K–5 math and ELA achievement, expand multilingual‑learner supports and strengthen teacher clarity through coaching and backward design.
Seymour said Centerville — a Title I elementary with a transient population that was near 598 students last year — is addressing an increase in multilingual learners (about 20% of the student body) by restoring a full‑time MLL interventionist and adding certified interventionists funded largely through Title I. "We brought in a certified MLL interventionist to help with that population," she told the board.
Centerville’s stated first goal is a 25% increase in kindergarten‑through‑fifth‑grade math and ELA proficiency as measured by the district math assessment. Staff described a standard‑master checklist and frequent item analysis to form reteach and small‑group instruction, and named tools such as DreamBox, DIBELS and Amplify as part of monthly diagnostic cycles.
Seymour also described staffing patterns: a previous year’s high share of early‑career teachers (18 of 28 with fewer than five years’ experience) has decreased to 13 of 28, and the school uses retired teachers as paid interventionists. The presentation included family‑engagement efforts (grade‑level parent toolboxes, a mentoring program aiming for 24 mentors) and optional after‑school professional development available via Title I.
Board members asked about the number of interventionists; Centerville responded that seven interventionists are included in its staffing. The presentation closed with an invitation for board members to visit classrooms. The board took no formal vote on the Centerville plan during the session.
