TENNESSEE COMPREHENSIVE YSTEMWIDE PLANNING · PDF fileThomasena Stuckett Vice Principal,...

Components 1-6

Shelby County SchoolsJohn S. Aitken, Superintendent

Tennessee Department of EducationCommissioner Lana C. Seivers

TENNESSEE COMPREHENSIVESYSTEMWIDE PLANNING PROCESS

(TCSPP)

July, 2011

July, 2011 SHELBY COUNTY SCHOOLS

Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 1 of 179

Tennessee Department of Education Commissioner Lana C. Seivers

Tennessee Comprehensive Systemwide Planning Process (TCSPP)

Assurances

with Signature of Director of Schools I certify that Shelby County School System has utilized the data and other requirements requested from each department, as shown in the Compliance Matrix 5.1 found in the Framework/Guide, in the development of our TCSPP. The school system 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.

John Aitken July 20, 2011 Signature of Director of Schools Date Signed


COMPONENT 1

School System Profile

Development

Collaborative Process

Identification



TCSPP TEMPLATE 1.1

Evaluation of Our Process for Developing Priori t ies for Improving Schools

Composit ion of the Systemwide Leadership Teams Member Role

John Aitken Superintendent

David Stephens Assistant Supt., Curriculum & Accountability

Margaret Gilmore Instructional Programs Specialist & Fine Arts Supervisor

Sammy Jobe SCEA President

Marsha Landstreet Director, Nutrition

Karen Woodard Director, Secondary Education

Dr. Allison Clark Principal, Arlington Middle School

Dr. Keshia Newbern Asst. Principal, Appling Middle School

Melissa Loufti Executive Director, Technology

Marjorie Lowe Principal, Elmore Park Middle

Shunji Brown-Woods Director, Coordinated School Health

Thomasena Stuckett Vice Principal, Arlington High

Dr. Jim Mitchell Professor, University of Memphis

Herchel Burton Asst. Supt., Student Services

Tammy Mason Director, Middle Schools

Crystal Robinson Paraprofessional

Karen Radiloff Parent

Jenny Compton Community Member/Coordinator/Memphis Symphony Orchestra



Teresa Winter Director, Finance

Lois Williams Assistant Superintendent, Human Resources

James Aldinger Director, Federal Programs

Jackson Padgett Student

Nancy Loggins Community Member

Marty Redding Executive Director, Dept. of Exceptional Children

Rochelle Douglas AYP/Testing Specialist

Anita Hays Chief Financial Officer

Todd Goforth ESL Specialist

Tim Setterlund Principal, Collierville High

Mike Simpson Assistant Superintendent, Operations

Sharon Farley PTA President

Tanya Boston Parent

David Pickler School Board Member

Dr. DeAnna McClendon Director, Elementary Educataion

Letitia Sutherlen Teacher, Mt. Pisgah Middle

Laura Link Director, Professional Learning & Leadership

Dr. Sutton Flynt Professor, University of Memphis



TCSPP TEMPLATE 1.1

(Continued)


Component Leadership Team

Component 1 Member

Role

Laura Link, Co-Chair Director, Professional Learning & Leadership

Todd Goforth, Co-Chair ESL Specialist

Annette Wade, Co-Chair Race To the Top Specialist

JB Blocker Student Services Specialist

Keshia Newbern Assistant Principal, Appling Middle School

Chrystal Robinson Paraprofessional

Regina Payne Human Resources Specialist

Karen Radiloff Parent

JaLona Edwards Manager, Technology Support

Joe Clayton School Board Member

Dr. Jim Mitchell Professor, University of Memphis

Sammy Jobe SCEA President

Detris Anderson Principal, Lucy Elementary

Component 2 Member

Role

Dr. Deanna McClendon, Co-Chair Director, Elementary Education

Angela Hargrave, Co-Chair Director, Student Services

Shannon Pryor, Co-Chair Foreign Language Specialist



Cynthia Tesreau Principal, Bailey Station

Clark Knight Career Technical Specialist

Carin Sanders Teacher, Germantown Middle

Christi Scarbrough Parent

Lois Williams Assistant Supt., Human Resources

Mike Tebbe Chief of Staff

Jennifer Trotter Paraprofessional

Otis Sanford Community Member

Peggy Jones Community Partnership Specialist

Sharon Farley District PTA President

Marchetta Kimmons Federal Programs Specialist

Debbie Rike Director, Transportation

Michael Wissman Board Member

Component 3 Member

Role

Rochelle Douglas, Co-Chair AYP Specialist

Tammy Mason, Co-Chair Director, Middle Schools

Tim Jones, Co-Chair Math Specialist

Dr. Leisa Justus Principal, Houston High School

Amie Marsh Student Services Specialist

Cheryl Nasca Paraprofessional

Tanya Boston Parent

Jenny Compton Community Member

Tim Jones Math Specialist

Russell Joy Principal, Germantown Middle



Veronica Norfleet Transportation Specialist

Janice Wynne Teacher, Bartlett High School

David Reaves Board Member

Component 4 Member

Role

Matt Nelson, Co-Chair Language Arts Specialist

Dr. Andre Crafford, Co-Chair Elementary Specialist

Dedric McGhee, Co-Chair Science Specialist

Jessica Ganus Teacher, Arlington High School

Jessica Woody Assistant Principal, Houston Middle

Lisa Higgins Instructional Technology Specialist


Carin Sanders Teacher, Germantown Middle

Crystal Robinson Paraprofessional

Amie Marsh Student Services Specialist

Jamie Eldridge Professional Development Specialist

Jennifer Payne Principal, Germantown Elementary

Thomasena Stuckett Vice Principal, Arlington High School

Component 5 Member

Role

Margaret Gilmore, Co-Chair Instructional Programs Specialist

Lois Williams, Co-Chair Assistant Supt. Human Resources

Karen Woodard, Co-Chair Director, Secondary Education

Joe Koehane Director, Shelby County Schools Education Foundation

Mike Simpson Director, Transportation

Lois Williams Assistant Supt., Human Resources



Angela Hargrave Director, Student Services

Peggy Jones Program Director, Ventures and Partnership

Yolanda Bryson Assistant Principal, Shadowlawn Middle

Carrie Ligon Parent

Melody Thomas Technology Specialist

Anita Hays Chief Financial Officer

William Cain Plant Manager

John Aitken Superintendent of Shelby County Schools

Shawn Pachucki Specialist, Communications

Melissa Loutfi Ex. Director, Technology

Laura Link Professional Learning & Development Specialist

Amanda Galbraith Teacher, Ellendale Elementary

Component 6 Member

Role

Relzie Payton, Co-Chair Social Studies Specialist

Dr. Felicia Turner, Co-Chair Student Services Specialist

Barbara Hodge, Co-Chair Principal, Barrett’s Chapel

John Simi Technology Specialist

Delores Dixson Ombudsman

Gina Bennett Federal Programs Specialist

Kim Lampkins Principal, Crosswind Elementary


Tabitha Banks Assistant Principal, Arlington Middle School

Anita Swindle Transportation Specialist

Donna Jones Pre-K & Kindergarten Specialist



Mary Williams Elementary Specialist

Chris Manguso Dept of Exceptional Children, Specialist

Clark Knight Career and Technical Specialist



TCSPP TEMPLATE 1.2


The following questions address the use of various data in Component 1. They are designed as a culminating activity to help you assimilate the work of Component 1. This information will be turned in to the TDOE as part of Component 1 of the TCSPP. Collect ion of Data - Narrat ive Response Required

How were data collected and organized for school system profi le?

Shelby County Schoolsʼ central office staff and school-based personnel participated in the collection, organization and analysis of both quantitative and qualitative data for the system (district). Representatives of both groups used the systemʼs Report Card in discussions leading to the development of our recreated mission, vision and beliefs statements. The systemʼs Report Card was also utilized to assist in responding to questions in the Reflective Matrix, specifically in the discussion of Title I/Federal Programs, Special Education, and Career Technical Education for all subgroups of students. Shelby County Schoolsʼ focus is to move all students forward academically. The districtʼs overall goal is to prepare all students for the global marketplace of the 21st century. Shelby County Schools collects qualitative and quantitative data to assess student performance. The district uses the annual Report Card as well as surveys from constituents, including parents, the community, staff, and students for planning purposes. The Report Card also provides important information regarding staff and school characteristics. Electronic and paper data sources are maintained at a central location and are organized by system, school, subject, and grade. Achievement test results, rubrics, computer assisted reports, classroom-walk-through data, and one-on-one performance data are also collected and used in the planning process. Longitudinal data is especially helpful when identifying trends and areas for specific focus. Demographic data (i.e., attendance, promotion, dropout/graduation rate, free/reduced lunch information, parent/guardian information, and special education population served) is used to develop a comprehensive analysis of student characteristics for use in implementing effective evidence-based instructional programs and professional development. Through access to U. S. census information, local agenciesʼ assessment reports, and community surveys, community characteristics are compiled and analyzed. This database of information is utilized in making decisions regarding delivery of services to our schools.

District data has also been collected for the system profile in terms of adequacy and equity of resources, support, and personnel for our schools. Details are presented in Question 4 of Component I. Equity of resources is perhaps the districtʼs primary challenge. Shelby County Schools is a suburban school system experiencing rapid growth in our Title I designated schools as a result of more students being identified as economically disadvantaged/receiving free and reduced lunch and scoring below proficient on standardized tests. Yet, our per pupil expenditure is below the state average by approximately $437.00. Through close analysis of our



schoolsʼ surveys including our End-of-the-Year, Climate, and state TELL, and FY09 Comparability Report, district resources and stimulus funds are used to infuse our Title I designated schools with enriched academic and cultural support

Our TCSPP Leadership Team created and administrated an on-line survey to assess current stakeholder perceptions about our system. The results of this survey and the aforementioned data are collected, compiled, and analyzed by an array of system stakeholders, to best inform our systemʼs strategic planning and profile.

Collect ion of Student Performance Data - Narrat ive Response Required

How wil l you use your perceptual data (Surveys, Interviews, and Questionnaires) as you revisi t /recreate the mission, vis ion, and beliefs of the system?

Shelby County Schools values the input provided from all stakeholdersʼ including perceptual data. This perceptual data, collected through online system-wide and community surveys, as well as professional development evaluations at the close of each class, helps us better understand the views and needs of our customers. Specifically, survey data results, which include views on resources, performance, programs, nutrition, services, curriculum, and more, are taken into account as we formulate systemic plans for the next(upcoming) academic year. For example, perceptual data informed us that we need improvement in the area of teacher training in emotional/behavioral management. Therefore, we aim to provide professional development focused at-risk students, studentsʼ mental health, as well as implement a well-structured behavioral management tiered approach into our RTI plan. Thus, as we engage in refined practices and behaviors, we allow them to shape our mission/vision/and systemic beliefs. Through perceptual feedback, we reexamine our progress and areas to strengthen, and build a collective understanding and unified mission.

Collect ion of Student Performance Data - Narrat ive Response Required



What types of student performance data are included in your profi le? Shelby County School District consists of 52 schools. There are 29 elementary schools, 14 middle schools, 8 high schools, and 1 charter school. There are 47, 342 students enrolled in the district with 3,034 teachers. Student demographics reflect that 52.3% of the students in the district are Caucasian, 37.8% are African American, 4.6% are Hispanics, and 4.9% are Asian. Additionally, the district has 16.0% of our population identified as students with disabilities, and 2.8% of the total student population is Limited English Proficient while 15.8% of the students in the district are considered Title I. With the growth of diversity in our student population, various assessments are administered to provide data to inform and direct instruction. Several student performance data assessments are included in our profile and organized into the following categories: formal/informal, achievement/value-added, English language assessments (TELPA/ELDA), and current/longitudinal information. Specific assessment instruments may be grouped in multiple categories. Examples of actual assessments used include the following: State mandated exams (Gateway, End of Course, 3-8 Achievement, Writing, ELDA, TCAP ALT Portfolio, and NAEP) and other exams (EXPLORE, PLAN, ACT, SAT, PSAT, AP, and IB). Discovery Learning, Benchmark Assessments, Accelerated Reader, Accelerated Math, and I-Station are additional assessments that many schools in the district utilize. Assessment instruments selected are directly related to the specific objectives to be measured. For example, tests providing normative data yield a national comparison, while criterion-referenced tests yield data regarding achievement of specific content or performance standards. This collection of data allows us to comprehensively identify system, school, and student needs and successes, ultimately improving student learning.

Use of School Processes Data - Narrat ive Response Required

How have system off ice personnel provided equity and adequacy in resources, support, and personnel to our schools?

Equitable distribution of district resources is provided by analysis of current resources as well as present and future needs. The Shelby County Board of Education Comparability Policy #1020 assures that teachers, administrators, and auxiliary personnel assignments and the allocation of instructional materials are based on student enrollment and student needs. Comparability study results are used to provide equity and adequacy for Title I and non-Title 1 schools in terms of resources, personnel and support. Initial school allocations are based on projected enrollment numbers and are adjusted after preliminary reports are filed. Restricted allocations are made to schools in the areas of Special Education, Career and Technical Education, library books, general and custodial supplies, and state-mandated teacher discretionary funds.



Data regarding equity and adequacy in resources, support and personnel are collected through a variety of methods. Inventories of equipment at each school site are conducted annually and compiled for review. The district provides additional resources, both material and human, to schools based on School Improvement Plans. In addition, all schools are SACS accredited and meet the standards for adequacy of resources.

Shelby County Schools hires employees without regard to race, color, religion, sex, creed, age, disability, national origin, or genetic information. All of our 5,100 personnel must meet all appropriate requirements of NCLB, state BEP, and/or conditions required by law. Human Resources personnel work closely with school and district level administrators to identify and fill personnel needs. Ongoing professional development is provided to all certificated and classified personnel through a variety of venues and platforms. For example, the district offers traditional classes, online classes, university partnerships, webcasts, and On Demand classes covering a variety of learning topics tailored to meet the needs of all personnel. The district ensures flexibility in class times – offering courses after hours, on Saturdays, and online at any time or day to ensure our instructional and certificated staff are well equipped to meet the challenges of a dynamic school system that seeks to provides optimal student achievement. Additional school programs such as English As A Second Language and Pre-K, are assigned according to identified needs and federal/state guidelines. With ESL, the district currently serves 1,510 English Language Learners that speak over 50 different languages. To provide additional support to this diverse group, the district offers English as a Second Language Adult classes for parents of English Language Learners in the district. The district has a Pre-K program that serves students in selected elementary schools. These students are provided a student-centered learning environment that promotes readiness skills for elementary school academic programs, and this program forms an early partnership between parents and schools to proactively meet the needs of the students. Furthermore, our district embraces our own Guiding Principles for Resource Allocation (4-1) which is needs driven and reflects good stewardship. Annual Maintenance of Effort reports are used to evaluate funding for federal programs to ensure that these programs are operating in accordance with federal guidelines.

Delivery of Services - Narrat ive Response Required

What insights have we gained as to our delivery of services to schools?

Shelby County Schools, a large suburban school system (4th largest in the state of Tennessee and 85th largest in the country), prides itself on its ability to be responsive and efficient in delivery of services. Due to an increasingly diverse student population, rapidly-



evolving technological advances, changing expectations of the 21st century global marketplace, and limited district resources, we find it is necessary to maintain constant monitoring and flexibility in our delivery of services to meet each schoolʼs individual and expanding needs. The districtʼs assets include a committed, conscientious staff, supportive parents and community leaders, and collaborative processes to aid our efforts, yet we realize we must sharpen our communication and better adjust support (as needed) within a given schoolyear. The TCSPP process and our Stakeholder Survey have provided some valuable information about our programs. One insight we have gained regarding delivery of services is the need for continued, effective communication between Central Office and school-based staff. It is important to maintain two-way communication, where all participants are heard and have input in decision-making. We have also determined the needs for cascading messages to ensure that there is an explicit progression of communication so all school stakeholders are well-informed in a timely manner. We realize effective communication propels healthy cultures, which are necessary to achieve our mission of optimal student achievement. A second insight is recognition of the need to continuously assess our Areas of Strength and Areas to Strengthen. The assessments must incorporate both internal and external input to address present and future operation of the school system. Adjustments are made based on scientifically-based research programs to provide delivery of high-quality services to schools. For example, the district seeks to elevate standards that are better aligned with national standards and 21st century job demands by introducing higher-level math and science courses, dual-credit opportunities, and summer enrichment programs for our most aspiring students. Over 70% of our stakeholders agree that in Shelby County Schools, a quality curriculum exists for all learners and that it is revised as needed. A third insight is acknowledgment of the need to continuously develop and implement creative, cost-effective ways to use our limited resources; therefore, technology is an integral part of our instructional program. 80%(?) of our stakeholders feel our curriculum prepares students for a technologically, advanced society. Shelby County Schools provides all teachers with laptop computers. Parents can use a portal system to access real-time information about their childʼs performance and attendance. The program is user-friendly for the parent and teacher to operate and actually saves valuable time that can then be used for instruction. Other creative initiatives, such as teacher web pages with homework assignments, pod-casting activities, distance learning labs, and online professional development provide technology that is efficient as well as engaging. Student achievement and effective communication remain as our top goals based upon stakeholder input given during SCS strategic plan development.



Collect ion of Student Performance Data – Narrative Response Required What are the strengths and needs of the collaborative process used in the TCSPP? A major strength of this collaboration process promotes focus and clarity of purpose among stakeholders from varying vantage points that may otherwise rarely converge. Even though collaboration was assured throughout, we still find a need for greater stakeholder input, especially students, to optimally inform plans, processes, services, etc. to realize our common goal – maximized student achievement.

System Comparison: Demographics

Shelby County Schools 2007 2008 2009 2010

Schools 49 50 51 53

Teachers 2588 2,915 2,967 3.034

All Students 45,897 46,537 46,284 47,342

White 59.6 55.2 53.4 52.3

Hispanic 3.6 4.0 4.2 4.6

African American 32.0 36.1 37.4 37.8

Native American .4 .4 .4 .4

Asian/Pacific Islander 4.3 4.3 4.6 4.9

Econ. Disadvantaged 27.9 30.1 33.2 37.1

Students with Disabilities 16.9 16.0 16.6

Limited English Proficiency 2.1 2.5 2.6 2.8



Title I 10.8 10.5 10.8 15.8

Promotion: K-8 98.9 98.4 99.2 99.3

Attendance: K-8 95.4 95.5 95.6 95.5

Attendance: 9-12 93.8 94.0 94.4 94.1

Graduation: 9-12 94.0 96.1 96.3 91.2

Local Funding % 48.2 46.2 45.6 43.7

Federal Funding % 5.9 6.0 6.9 8.5

State Funding % 46 47.8 47.5 47.8

Per Pupil Expenditure per ADA

Nation 9,557 10,384

State 7,794 8,345 8,518 8,773

Local 7,357 7,908 8,198 8,439



COMPONENT 2

BELIEFS

MISSION SHARED VISION



TCSPP TEMPLATE 2.1

Component 2

The process of developing Component 2 involved extensive collaboration among al l our stakeholders (2.1) and a variety of data sources.

Administrators, teachers, non-certificated personnel, students, and community reviewed our existing beliefs, mission, and vision statement in light of

our current student profile data, System Report Card data, NCLB Benchmarks, Shelby County Schools 2008-2013 Strategic Plan, the Master Plan

for Tennessee’s Schools, On-Line Survey Data, and feedback from town meetings, advisory groups, committees, focus groups, roundtables and

SACS reviews. (2,2)

The Internet has provided a critical link in our communication model. It has allowed us to tap into community resources like the census

data and the TVASS site. On-line surveys have been invaluable because they can be designed to reflect current needs, can easily reach the masses,

allow data to be organized in a variety of ways, and can provide immediate feedback.

We continue to utilize data driven (2.2) review of our current beliefs, mission statement, and vision to ensure that they reflect the best

research practices (2.1) associated with higher achievement. Emails, the Internet, meetings, and newsletters utilized to solicit input for any

revision and to share our enhanced vision with our community.

Our system-wide Stakeholder Survey was developed and refined through collaborative efforts to ensure relevance to all stakeholder groups.

The survey was posted on our website from May 11, 2009-May 21, 2009 and hard copies were made available to vested community stakeholders.

The results were analyzed and provide direction for our program, which is reflected throughout this TCSPP. The entire Stakeholder Survey is found

in Appendix A.

Objective data and perceptual information (2.1) are critical in providing a consensus to the relevance of our beliefs, mission, and

vision, which should be used to communicate our system’s goals and expectations. Our new beliefs, mission and vision statements reflect our

commitment to shared decision-making (2.2) and guide the formation of policies and procedures to support Shelby County

School’s goals for student learning (2.1) . These statements reflect our system’s shared values, goals, and objectives and drive instructional

decisions. Eighty-eight percent (88%) of our respondents believed they are involved in identifying, the system’s shared beliefs, vision, and mission.

Ninety-three percent (93%) of our parent/community stakeholders believed our school district actively seeks parent and community involvement.

Overall, ninety-four percent (94%) of stakeholders are pleased with Shelby County Schools.



This year our beliefs, mission, and vision statements were revisited to reflect of new data, best practices, technology initiatives, nutrition, etc.

Adjustments were made and presented to our Leadership Team. As a result of the collaborative efforts used to revise our mission, shared beliefs, and

vision, Shelby County Schools….empowers all students for success in learning, leadership, and life. Our beliefs, mission, and vision statement will be

shared with our stakeholders on our district website and through written, oral, and electronic means. (2.1, 2.2)

Shelby County Schools

Mission, Beliefs, Vision Statements

Mission Empowering all students for success in learning, leadership, and life.

Vision

To fully engage our staff, students, and stakeholders in becoming world class leaders in student achievement, character, citizenship, health, and technology through training, rigor, relevance,

and relationships.

We believe our beliefs, mission, and vision require current data, collaboration, and shared decision-making with all of our stakeholders to prepare all of our students for learning, leadership, and life.

• Educating everyone takes everyone. o 2.2 Promotes an inclusive culture o 2.1 Provides a clear purpose and direction o 2.1 Fosters collaboration among staff and stakeholders o 2.1 Engages in adequate and appropriate internal and external communication



o 2.2 Meeting the individual needs of students by striving for a quality education for all students o 2.2 Focuses upon achieving proficiency and beyond for all students o Schools, students, families and communities form partnerships to improve the learning experiences of all students. (Tennessee State Board Vision Statement – Master Plan 2006) o To establish and maintain communication among all Shelby County School staff, students, community leaders, and all stakeholders. (Shelby County Schools Strategic Plan 2008- 2013) Staff development activities enhance instruction. o 2.1 Provides a clear purpose and direction o 2.1 Utilizes research-based information and data to drive decisions o 2.2 Promotes the use of data driven decision-making process o 2.1 Aligns policies and procedures to maintain a focus on achieving the systems’ goals o 2.1 Holds high expectation for all students o 2.2 Meeting the individual needs of students by striving for a quality education for all students o 2.2 Achieving proficiency and beyond for all students o 2.1 Fosters collaboration among staff and stakeholders o 2.1 Engages in adequate and appropriate internal and external communication. o Teachers and school leaders have opportunities to grow professionally to continuously improve their practice enabling them to meet the diverse learning needs of all students. (Tennessee State Board Vision Statement – Master Plan 2006) o Provides on-going, appropriate, and relevant staff development for all Shelby County School employees. (Shelby County Schools Strategic Plan 2008-2013) • A student-centered program challenges all learners. o 2.2. Meets the needs of individual needs students by striving for a quality education for all students o 2.1 Utilizes research-based information and data to drive decisions o 2.1 Holds high expectation for all students. o 2.2 Promotes an inclusive culture o 2.2 Focuses upon achieving proficiency and beyond for all students o Our vision is that all children enter school ready to learn and become fluent readers, learn challenging subject matter, access information, and solve problems. (Tennessee State Board Vision Statement – Master Plan 2006) o Provide a curriculum with rigor, relevance, and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship. (Shelby County Schools Strategic Plan 2008-2013) • Teachers have high expectations for all students. o 2.1 Holds high expectation for all students o 2.2 Focuses upon achieving proficiency and beyond for all students o 2.1 Fosters collaboration among staff and stakeholders o 2.2 Meets the needs of individual needs students by striving for a quality education for all students o 2.2 Promotes the use of data driven decision-making process o Teachers are highly qualified, hold high expectations for all students, and use multiple teaching strategies and technologies to ensure that all students learn. (Tennessee State Board Vision Statement – Master Plan 2006)



o Provides a curriculum with rigor, relevance, and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship. (Shelby County Schools Strategic Plan 2008-2013) • Parent involvement is a significant factor in the collaborative process of educating every student. o 2.1 Fosters collaboration among staff and stakeholders o 2.2 Promotes the use of shared decision-making process o 2.1 Holds high expectation for all students o 2.1 Provides a clear purpose and direction o 2.1 Engages in adequate and appropriate internal and external communication o 2.2. Meeting the needs of individual needs students by striving for a quality education for all students o 2.2 Promotes an inclusive culture o 2.2 Focuses upon achieving proficiency and beyond for all students o Schools, students, families and communities form partnerships to improve the learning experiences of all students. (Tennessee State Board Vision Statement – Master Plan 2006) o Establishes and maintains communication among all Shelby County School staff, students, community leaders, and all stakeholders. (Shelby County Schools Strategic Plan 2008 - 2013) • Quality instruction provided in a positive environment promotes lifelong student success. o 2.1 Provides a clear purpose and direction o 2.1 Utilizes research-based information and data to drive decisions. o 2.1 Aligns policies and procedures to maintain a focus on achieving the systems’ goals o 2.2 Meets the individual needs of students by striving for a quality education for all students o 2.2 Focuses upon achieving proficiency and beyond for all students o Assures that funding is appropriate to ensure that students have the resources to accomplish high levels of learning and are prepared for postsecondary education, work and citizenship. (Tennessee State Board Vision Statement – Master Plan 2006) o Revises existing curriculums to ensure that they meet society’s current and future needs. (Shelby County Schools Strategic Plan 2008 – 2013) • Scientifically-based research and disaggregated data provides a strong foundation for sound instructional decisions. o 2.1 Utilizes research-based information and data to drive decisions o 2.2 Promotes the use of data driven decision-making process o 2.2 Promotes the use of shared decision-making processes o 2.1 Fosters collaboration among staff and stakeholders o 2.1 Holds high expectation for all students o 2.1 Provides a clear purpose and direction o 2.1 Aligns policies and procedures to maintain a focus on achieving the systems’ goals o 2.2 Focuses upon achieving proficiency and beyond for all students o Teachers are highly qualified, hold high expectations for all students, and use multiple teaching strategies and technologies to ensure that all students learn. (Tennessee State Board Vision Statement – Master Plan 2006) o ) Provides a curriculum with rigor, relevance, and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship. (Shelby County Schools Strategic Plan 2008-2013)



• Implementation of appropriate policies and procedures is accomplished through ongoing review of system data. o 2.1 Aligns policies and procedures to maintain a focus on achieving the system’s goals for student learning o 2.2 Promotes the use of data driven decision-making process o 2.2 Promotes the use of shared decision-making processes o 2.1 Fosters collaboration among staff and stakeholders o 2.1 Provides a clear purpose and direction o 2.2 Meets the needs of individual needs students by striving for a quality education for all students o 2.2 Promotes an inclusive culture o 2.2 Achieves proficiency and beyond for all students o Utilizes a variety of assessments and measures are used to monitor and improve student learning. (Tennessee State Board Vision Statement – Master Plan 2006) o Utilizes assessment data to revise existing curriculums to ensure that they meet society’s current and future needs. (Shelby County Schools Strategic Plan 2008-2013) • Stakeholder involvement improves student learning. o 2.2 Promotes the use of shared decision-making processes o 2.1 Fosters collaboration among staff and stakeholders o 2.1 Provides a clear purpose and direction o 2.1 Engages in adequate and appropriate internal and external communication o 2.2 Promotes an inclusive culture o 2.2 Meets the needs of individual needs students by striving for a quality education for all students Schools, students, families and communities form partnerships to improve the learning experiences of all students. (Tennessee State Board Vision Statement – Master Plan 2006) o Collaborates with stakeholders to acquire input on educational issues and to disseminate information to them. (Shelby County Schools Strategic Plan 2008-2013) • Embracing diversity is essential to produce world-class citizens. o 2.2 Meets the individual needs of students by striving for a quality education for all students o 2.2 Promotes an inclusive culture o 2.1 Utilizes research-based information and data to drive decisions o 2.2 Promotes the use of shared decision-making processes o Teachers and school leaders have opportunities to grow professionally to continuously improve their practice enabling them to meet the diverse learning needs of all students. (Tennessee State Board Vision Statement – Master Plan 2006) o Provides a curriculum framework that promotes rigor, relevance, and relationship through Academic Literacy, Arts Appreciation Literacy, Technical Literacy, International Literacy, Financial Literacy, Physical Literacy, and Emotional Literacy. (Shelby County Schools Strategic Plan 2008-2013) • A strong instructional program enables students to see a relationship between school and the world around them, now, and in the future. o 2.2 Achieves proficiency and beyond for all students o 2.1 Provides a clear purpose and direction



o 2.2 Achieves proficiency and beyond for all students o 2.1 Engages in adequate and appropriate internal and external communication o Assures that funding is appropriate to ensure that students have the resources to accomplish high levels of learning and are prepared for postsecondary education, work and citizenship. (Tennessee State Board Vision Statement – Master Plan 2006) o Expands curriculum offerings that emphasize competition in a global marketplace. (Shelby County Schools Strategic Plan 2008-2013) • All teachers are teachers of reading. o 2.2 Focuses upon achieving proficiency and beyond for all students o 2.1 Utilizes research-based information and data to drive decisions o 2.1 Provides a clear purpose and direction o 2.1 Fosters collaboration among staff and stakeholders o 2.2 Meets the needs of individual needs students by striving for a quality education for all students o 2.2 Promotes an inclusive culture o Our vision is that all children enter school ready to learn and become fluent readers, learn challenging subject matter, access information, and solve problems. (Tennessee State Board Vision Statement – Master Plan 2006) o Provides a curriculum with rigor, relevance, and relationship which reflects greater preparation for careers, higher education, and responsible citizenship (Shelby County Schools Strategic Plan 2008-2013) • Schools exist to serve students; therefore, policies and procedures are collaboratively developed to ensure success for all students. o 2.1 Aligns policies and procedures to maintain a focus on achieving the systems’ goals for student learning o 2.1 Holds high expectation for all students o 2.1 Fosters collaboration among staff and stakeholders o 2.1 Provides a clear purpose and direction o 2.1 Engages in adequate and appropriate internal and external communication o 2.2 Promotes the use of data driven decision-making process o 2.2 Promotes the use of shared decision-making processes o 2.2. Meets the needs of individual needs students by striving for a quality education for all students o 2.2 Achieves proficiency and beyond for all students o Teachers and school leaders have opportunities to grow professionally to continuously improve their practice enabling them to meet the diverse learning needs of all students. (Tennessee State Board Vision Statement – Master Plan 2006) o Collaborates with stakeholders to acquire input on educational issues as well as disseminate information to them. (Shelby County Schools Strategic Plan 2008-2013) • Effective communication and collaboration using electronic, written, and oral means among all stakeholders groups in the decision-making process is a priority. o 2.1 Engages in adequate and appropriate internal and external communication o 2.1 Fosters collaboration among staff and stakeholders o 2.2 Promotes the use of shared decision-making processes o 2.1 Provides a clear purpose and direction o 2.2 Promotes an inclusive culture o Schools, students, families and communities form partnerships to improve the learning experiences of all students. (Tennessee State Board Vision Statement –



Master Plan 2006) o Collaborates with stakeholders to acquire input on educational issues as well as disseminate information to them. (Shelby County Schools Strategic Plan 2008-2013) • Effective programs require effective leaders. o 2.1 Utilizes research-based information and data to drive decisions o 2.2 Promotes the use of data driven decision-making process o 2.2 Achieves proficiency and beyond for all students o 2.1 Engages in adequate and appropriate internal and external communication o 2.2 Promotes an inclusive culture o Teachers and school leaders have opportunities to grow professionally to continuously improve their practice enabling them to meet the diverse learning needs of all students. (Tennessee State Board Vision Statement – Master Plan 2006) o Provides on-going, appropriate, and relevant staff development for all Shelby County School employees. (Shelby County Schools Strategic Plan 2008-2013) • Students should be prepared for a technologically advanced society. o 2.2 Achieves proficiency and beyond for all students o 2.1 Holds high expectations for all students o 2.1 Provides a clear purpose and direction o 2.2. Meeting the needs of individual needs students by striving for a quality education for all students o Funding is appropriate to ensure that students have the resources to accomplish high levels of learning and are prepared for postsecondary education, work and citizenship. (Tennessee State Board Vision Statement – Master Plan 2006) o Revises existing curriculums to ensure that they meet society’s current and future needs. (Shelby County Schools Strategic Plan 2008- 2013) Shelby County Schools prepares all students for learning, leadership, and life. o 2.1 Provides a clear purpose and direction o 2.1 Holds high expectation for all students. o 2.1 Fosters collaboration among staff and stakeholders o 2.1 Utilizes research based information and data to drive decisions. o 2.1 Aligns policies and procedures to maintain a focus on achieving the system’s goals for student learning o 2.1 Engages in adequate and appropriate internal and external communication o 2.2 Focuses upon achieving proficiency and beyond for all students o 2.2 Promotes an inclusive culture o 2.2. Meets the individual needs students by striving for a quality education for all students o 2.2 Promotes the use of data driven decision-making process o 2.2 Promotes the use of shared decision-making processes o Our vision is that all children enter school ready to learn and become fluent readers, learn challenging subject matter, access information, and solve problems. (Tennessee State Board Vision Statement – Master Plan 2006) o Assures that funding is appropriate to ensure that students have the resources to accomplish high levels of learning and are prepared for postsecondary education, work and citizenship. (Tennessee State Board Vision Statement – Master Plan 2006) o Provides a curriculum with rigor, relevance, and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship.



(Shelby County Schools Strategic Plan 2007-2013) o Expands curriculum offerings that emphasize competition in a global marketplace. (Shelby County Schools Strategic Plan 2007-2013) o Identifies alternative funding sources and support a long-term funding solution that will meet the needs of a constantly growing student population (Shelby County Schools Strategic Plan 2008-2013)


Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 3 Page 30 of 179

COMPONENT 3

IMPROVING SCHOOLS

DEVELOPING PRIORITIES


TCSPP TEMPLATE 3.1

Evaluation of Our Process for Developing Priorities for Improving Schools

The following summary questions address the use of various data in Component 3. They are designed as a culminating activity to help you assimilate the work of Component 3. This information comprises Component 3 of the TCSPP to be turned in to the Tennessee Department of Education.

The Component 3 Leadership Team continued a comprehensive analysis of qualitative, quantitative, academic, and non-academic data to assess our system’s priorities. This analysis was undertaken to ensure that all groups were making progress. After an aggregated and disaggregated analysis, it was evident that our system’s high scores were masking the performance of some groups. Careful, deliberate disaggregation of data revealed strengths and areas to strengthen in particular subjects, grades, schools, and subgroups. This data, especially the areas to strengthen, are the focus of our system’s goals.

Evaluation of Aggregated Data - Narrative Response Required What are the strengths and needs of your system based on the aggregated data? Based on the aggregated data, Shelby County Schools has strengths in the following areas:

• Our parents: 95% of our survey respondents believe the education offered to students at our schools is of high quality.

• Increased percentage of grade 3 reading proficiency and met 2010-2011 SCS Race to the Top Benchmark Goal.

• Increased percentage of grade 7 math proficiency and met 2010-2011 SCS Race to the Top Benchmark Goal.

• While serving a continually changing demographic population, SCS continues to be a leader in academic excellence. Our SCS population is growing in size and changing in demographics: African Americans increased 3.6% and our Hispanics students increased 5%. Our White population decreased 3.2%. The percentage of students receiving free/reduced lunch has increased substantially each year.

• 2.344 growth in Proficient/Advanced TCAP Reading results for students in grades 3-8 in 2011. • 5.709 growth in Proficient/Advanced TCAP Math results for students in grades 3-8 in 2011. • 1.618 growth in Proficient/Advanced TCAP Science results for students in grades 3-8 in 2011. • K-8 Math Proficient/Advanced increased in all subgroups from 2010 to 2011 • Seven of the K-8 Reading subgroups increased Proficient/Advanced. One remained the same, still

exceeding the benchmark. • Six Algebra 1 subgroups improved their Proficient/Advanced percent in 2011. • English 10 students exceeded the AYP benchmark by 15%, achieving 76% Proficient/Advanced. • High school Students with Disabilities met the benchmark in both Algebra 1 and English 10. • 100% of our schools are identified as Safe Schools. • Use of the RTI Model in reading has reduced our number of at risk readers in the early grades from

37% to 7.5%. • The Shelby Scholars Summer Institute has increased student participation by 75% and developed

partnerships with corporate and post secondary institutions. • Fine Arts Summer Institute for middle school students has grown and tripled in attendance in its

third year. • Increased family involvement with the Title 1 Parent Engagement Summit in our Title I schools.


100% of participants strongly agreed or mostly agreed the time spent with their school committee in planning for the 2011-2012 school year was valuable and productive to making their school, a more engaging place.

• Provided ESL tutoring for parents at both Family Resource Sites • Continued the K-5 Alternative School • Continued alternative school transportation for Title I students • Provided 14 Pre-K classes at 9 different school sites • All schools are SACS Accredited except • SCS is one of 7 systems to make all A’s in Achievement, making this our 5th year in a row to score

all A’s. The other 6 systems average 12 schools compared to SCS’s 51 schools. • K-8 SCS received all A’s in Achievement (State Report Card, 2010) • All schools earned a Report Card grade of an ‘A’ in Writing

Race to the Top Goals

• Increased percent of proficiency in grade 3 reading/language arts. • Increased percent of proficiency in grade 7 math.

Achievement

• TCAP CRT Below Proficient scores decreased in Reading/Language Arts for grades 3, 4, 5, 6, and 8. • TCAP CRT Below Proficient scores decreased in Math for grades 3, 4, 5, 6, 7 and 8. • TCAP CRT Below Proficient scores decreased in Science for grades 4, 6, 7 and 8. • TCAP CRT Below Proficient decreased in Social Studies for grades 3, 4, 5, 6, and 8. • Students’ writing assessment scores exceed the benchmark average score of 4 for all three tested

grades (5th, 8th, 11th).

TVAAS • Significant TVAAS gains for Mathematics in grades 4-8. • TVAAS gains in Reading/Language Arts for grades 4, 5, 6, and 8; data improved greatly for grade 7,

from -5.6 in 2010 to -0.6 in 2011. • TVAAS gains have increased in Social Studies for grade 5 • Significant TVAAS gains in Science for grades 5, 6, and 8 • Students exceeded mean predicted scores in TVAAS for Algebra I and U.S. History • TVAAS 3-year gains remain above the state 3-year averages

End of Course

• Percentage of students scoring Proficient/Advanced on the Algebra I and English 1 exams increased over the past two years

• Students of SCS maintained a two year average of 98% Proficient/Advanced on the U.S. History EOC exam.

• ACT

• Students’ ACT composite scores for 2010 and 2011 are above the state average. • Students’ ACT English, Math, Reading, and Science subtest scores are above the state average. • Students’ English ACT subtest scores are above the state and national average.

Special Education

• Decreased number of students with disabilities suspended or expelled for greater than ten days • Decreased percentage of African-Americans identified as students with disabilities


Based on the aggregated data, Shelby County areas to strengthen are the following:

• Achieve AYP status for all schools by improving performance of students in the black, economically disadvantaged, limited English proficiency and students with disabilities subgroups.

• Continue to build capacity of teachers by providing quality training and professional development opportunities for teachers that are focused on identified district goals and initiatives.

Race to the Top Goals

• Continue to increase percent of proficiency in grade 3 reading/language arts. • Continue to increase percent of proficiency in grade 7 math. • Continue to increase graduation rate percentage in high school.

Achievement

• Decrease the number of Below Proficient students in all subjects, all grades, all NCLB cells • Continue to decrease the percentage of students scoring Below Proficient in Math for all grades • Decrease the percentage of students scoring Below Proficient in Reading/Language Arts for grade 7. • Decrease the percentage of students scoring Below Proficient in Science for grades 3 and 5. • Decrease the percentage of students scoring Below Proficient in Social Studies for 7.

TVAAS

• Increase TVAAS gains in Reading/Language Arts for grade 7 • Increase TVAAS gains in Social Studies for all grades • Increase TVAAS gains in Science for grades 4 and 7 • Increase TVAAS gains for EOC Biology, English 9 and English 10

End of Course

• Increase percentage of students scoring proficient on the Algebra I and English 10 EOC exams

ACT • Improve ACT Mathematics subtest scores • Improve ACT Reading subtest scores

Career and Technical Education • Combined EOC scores for Language Arts (English 2 and 11th grade writing) scores increased from

95.7% to 96.2% and exceed all performance levels • EOC Math score met and exceeded state and federal benchmark performance levels • Placement rate or follow-up study for graduates met performance levels at state and federal bench

marks • Non-traditional participation and completion increased from 33% and 51% to 38% and 59%

respectively and exceeded all performance levels • Duel Enrollment/Credit increased and met Perkins goal set in district plan • EOC Math score maintained at 96% and exceeded all performance levels • Technical skills attainment and exceeded all performance levels • Non-traditional participation exceeded all performance levels

Special Education

• Increase percentage of compliance with Child Find for Initial Eligibility and Placement with 40 school days

• Increase percentage of compliance with C-B transition for identification and placement of students with disabilities by the 3rd birthday


What evidence/sources support your response? The following sources were used to determine the academic strengths and areas to strengthen of the system:

• Shelby County Report Card 2008, 2009, and 2010 • TCAP Achievement Performance Level and Index Reports • TCAP Achievement Reporting Category % Proficient • End-of-Course Performance Level Reports • Component I Profile Summary Report • TVAAS Reports • Writing Assessment Summary Reports • Reporting Category Performance Index Ratios Chart • AYP Data • Special Education Federal Tables • Title 1 parent survey • SCS Race to the Top Goals and Scope of Work • School Scholarship Data • State of the System Report for Shelby County Schools • Component 3 Reviewer Comments


What are the strengths and needs of your system based on the disaggregated data? Based on the disaggregated data, Shelby County Schools has strengths in the following areas:

• A school with all A’s in Achievement and TVAAS

Race to the Top Goals • Increased percent of proficiency in grade 3 reading/language arts and met RTTT Benchmark. • Increased percent of proficiency in grade 7 math met RTTT Benchmark.

Achievement

• 23 schools have all A’s in achievement • Six Algebra 1 subgroups improved their Proficient/Advanced in 2011. • Eight of nine subgroups increased the percent of students scoring Proficient/Advanced in Math

grades 3-8. • The following subgroups met or exceeded the 40% benchmark in Math for the district average of

grades 3-8: All (50%) White (63%), Hispanic (41%), and Asian/Pacific Islander (75%). • The following subgroups met or exceeded the 49% benchmark in Reading/language arts for the

district average of grades 3-8: All (58%), White (73%), and Asian/Pacific Islander (75%). • Grades 4 and 8 increased Proficient/Advanced in all of the subgroups. • Grades 3-7 increased Proficient/Advanced in all reported subgroups in math. Grade 8 increased

Proficient/Advanced in eight of the nine subgroups in math. • Grades 3, 4, 5, 6, and 8 increased in the Special Education subgroup for Reading/Language arts and

math. TVAAS

• 23 schools all A’s in Achievement; 1 school has all A’s in both Value Added and Achievement

End of Course • The following subgroups met or exceeded the AYP benchmark (44%) in EOC Algebra: All (64%),

Economically Disadvantaged (48%), Asian/Pacific Islander (85%), African American (48%), Hispanic (58%), and White (75%).

• The following subgroups met or exceeded the AYP benchmark (61%) in EOC English II: All (76%), Asian/Pacific Islander (85%), African American (62%), Hispanic (74%), White (86%), and Native American (88%).

• The percentage of students scoring Advanced/Proficient in the EOC Algebra has increased for the following subgroups: All, White, African American, Asian/Pacific Islander, and Economically Disadvantaged over the past two years.

• The number of students scoring advanced in EOC English II increased for the Hispanic and Native American subgroups.

ACT

• The district’s 2011 ACT composite score is above the state average • The following subgroups exceeded the district average in ACT English college readiness scores:

American Indian/Alaska Native, Caucasian, Asian-American/Pacific Islander, and females • The following subgroups met or exceeded the district average in ACT Math college readiness scores:

Caucasian and Asian-American/Pacific Islander, Hispanic, and male. • The following subgroups exceed the district average in ACT Reading college readiness scores:

American Indian/Alaska Native, Caucasian, Asian-American/Pacific Islander, female and male. • The following subgroups exceed the district average in ACT Science college readiness scores:

Caucasian, Asian American / Pacific Islander, American Indian/Alaska Native and male. • The following subgroups exceed the district average in all four ACT college categories based on

Evaluation of Disaggregated Data - Narrative Response Required


college readiness: Caucasian, Asian-American/Pacific Islander, American Indian/Alaskan Native, and male.

• The following subgroups exceeded state and national averages in ACT critical reading: Asian American/Pacific Islander, African American, Caucasian, American Indian/Alaskan Native, and Hispanic.

• The following subgroups exceeded state and national averages in ACT Math: Asian American/ Pacific Islander, African American, Caucasian, American Indian/Alaskan Native, and Hispanic.

• The following subgroups exceeded state and national averages in ACT writing: Asian American/Pacific Islander, African American, and Caucasian.

Based on the disaggregated data, Shelby County areas to strengthen are the following: Race to the Top Goals

• Continue to increase percent of proficiency in grade 3 reading/language arts. • Continue to increase percent of proficiency in grade 7 math. • Continue to increase graduation rate percentage in high school.

Achievement

• Increase proficiency in all subjects for black, special education, ELL, and economically disadvantaged students in grades 3-8.

• Increase proficiency in all subgroups for grade 7. • Decrease number of schools not meeting AYP in all subgroups.

TVAAS

• Improve TVAAS gain for grade 7 Reading/Language Arts • Improve TVAAS gain for Science, grade 7 • Improve TVAAS gain for Social Studies, grades 4, 6, 7, and 8

EOC

• Improve Advanced/Proficient scores for Students with Disabilities in EOC Math • Improve Advanced/Proficient scores for Students with Disabilities in EOC English

ACT • Increase ACT composite averages for all students, specifically, African American, American Indian,

Alaska Native, and Hispanic. • Improve ACT English college readiness for African-American students • Improve ACT Mathematics college readiness for African-American, Hispanic, and female students • Improve ACT reading college readiness for African-American students • Improve ACT Science college readiness for African-American, American-Indian, Alaskan Native,

Hispanic, and female students • Improve overall ACT college readiness for African-American, Hispanic, and female students

What evidence/sources support your response?

•

TCAP Achievement Performance Level, Index, and Category % Reports

•

Shelby County School’s Report Card 2008, 2009 and 2010

•

End-of-Course Performance Level Reports

•

TVAAS Reports disaggregated by group

•

ACT Disaggregation Reports

•

Writing Assessment Summary Reports


• Reporting Category Performance Index Ratios Chart • Discovery Education Assessment • Special Education Federal Tables • District developed EOC Practice Tests Data • All of the information in this document was compared to our system-wide Strategic Plan

TCSPP TEMPLATE 3.1 (Continued)


Evaluation of Non-Academic Data- Narrative Response Required

Based on non-academic data, Shelby County has strengths in the following areas: • Good Standing Status on System Report Card • K-8 Attendance Rate (95.5%, state goal 93%) • K-8 Promotion Rate (99.3%, state goal 93.8%) • 9-12 Attendance Rate (94.1%, state goal 93%) • 9-12 Exceeded both state and system performance levels for Career Technical Education in

academic attainment, completion placement and exceeded state performance levels for Career Technical Education on skill proficiencies (99.18%, state goal 96.48%)

• 9-12 Continue to exceed state goals for graduation percent (91.2%, state goal 90%) • 98.8% of courses taught by a highly qualified teacher

OSS

• Out of School Suspensions in Shelby County elementary schools remained consistent from 2008-2009 school year to 2009-2010 school year with 1.6% of elementary students were suspended out of school

• Out of School Suspensions in Shelby County middle schools decreased from 9.2% in 2008-2009 to 8.3% in 2009-2010

• Out of School Suspension in Shelby County high schools has increased slightly over a three-year period. The increase in the three year increment is 12.4% in 2008, 13.2% in 2009 to 15.4% in 2010.

• Out of School Suspensions of African American students decreased from 15.1% in 2009-2010 to 13.7% in 2010-2011

Expulsions

• Expulsions in Shelby County high schools decreased from 0.25% in 2009 to 0.1% in 2010. • Expulsions in Shelby County Schools by subgroups comparing 2009-2010 and 2010-2011:

o African American students’ expulsion percentage decreased by 81% o Although expulsions decreased for males, they are still three times more likely to be

suspended than females Based on the non-academic data, Shelby County Schools’ areas to strengthen are the following:


• Per-pupil Expenditure Rate ($8,439 per ADA) to state ADA ($8,773) • A disproportionate number of suspensions in the African American and male student groups

(2,203 African American, 2,402 Male) a 1.3% increase from 2005-2006 to 2006-2007. 2009 State Report Card notes 13.9% of suspensions as African American students and 10.4% as males.

• Increase NCLB status of Highly Qualified teachers • Continue to explore ways to increase stakeholder communication and input into policy decisions

(town hall meetings, Board meetings, on-line surveys, etc.) • Provide cultural awareness training for administrators, peer mediation, and conflict resolution. • Increase parent resource information to address student behavior • The use of data driven decision-making requires that research based professional development

be comprehensive and available throughout the year. • Increase budget commitment to Coordinated School Health, Intervention and Alternative

Services, personnel, and materials. Expulsions/OSS

• Decrease the number of student expulsions in the African American and male subgroups • Decrease OSS in high schools

Observed Trends:

• Our SCS population has changed in demographics over the past five years, However within the last two school years it has remained consistent: African Americans increased .3% and our Hispanics students increased 5.5%. Our White population increased .1%. The percentage of students receiving free/reduced lunch has increased substantially each year since 1990. Currently over 37% of SCS Students are Economically Disadvantaged and there has been a substantial increase in Title one students from 7,619 in 2009-2010 to over 13,000 students in 2010-2011.

• The number of Title I schools has increased each year. SCS now has 16 Title I schools (2011-2012).

• The changes in our student population are also reflected in the number of students evaluated. • The Hispanic and Limited English Proficient population has increased each year for the last four

years. LEP, Hispanic, and Disadvantaged populations also increased at the State level. • Suspensions of African American and male (all ethnic backgrounds) decreased 1.4% in 2010-

2011. • Expulsions of African American students decreased significantly in 2010-2011 • Expulsions of female students are significantly lower than that of males. • Disaggregation of types of offense varies from school to school. Excessive tardiness and

skipping school are areas of concern for middle and high schools. • The percent of Students with Disabilities has decreased .9% but the severity of disabilities of

students in this group is increasing. The number of students with autism is increasing particularly in the preschool age group. The number of gifted students is increasing particularly in middle school. Students in this cell continue to be an area of concern in all grades and all subjects.

• Shelby County Schools is closing the gap between the high, middle, and low achievers as evidenced by the increase (all grades, all tests) in the advanced level.

What evidence/sources support your response? The following sources were used to determine the non-academic strengths and areas to strengthen of the system:

• System Report Cards for 2008, 2009, and 2010


• Attendance • Preliminary Report • Vocational M.I.S. Report/Perkins Report Card • Professional development survey • TCAP Achievement Test scores • Highly Qualified Update Report • End of Course Test scores • TVAAS data • ACT scores • District Statistics • Percent of Attendance Approved Free and Reduced Lunch Report • Perceptual Surveys • Withdrawal to Non-Public Schools Report • Percent of Free/Reduced Lunch Report • Special Education Federal Tables • TCSPP Rating Sheet Comments • Data Warehouse • Student Management System (PowerSchool)


TCSPP TEMPLATE 3.1 (Continued)


The Component 3 Leadership Team continued a comprehensive analysis of qualitative, quantitative, academic, and non-academic data to assess our system’s priorities. This analysis was undertaken to ensure that all groups were making progress. After an aggregated and disaggregated analysis of our data and feedback from our TCSPP, it was evident that our system’s high scores were masking the performance of some groups. Careful, deliberate disaggregation of data revealed strengths and areas to strengthen in particular subjects, grades, schools, and groups/subgroups. This data, especially the areas to strengthen, became the focus of our system’s goals.

The committee also looked for academic and non-academic trends that are relevant to the district and significant to our goal of improved achievement when considering curriculum, instruction,

personnel and expenditure of funds. Evaluation of the System’s Current Approach in Meeting the Needs of All Students - Narrative Response Required

What are the strengths and needs of your system in meeting the needs of all students? Strengths:

• Our parents: 95% of our survey respondents believe the education offered to students at our schools is of high quality.

• 100% of our schools are identified as Safe Schools • Continued success of the Shelby Summer Scholars Institute for middle school students & and

the Fine Arts Summer Institute for middle school students • Family Resource Center at 2 sites provided tutoring for ESL parents • Increased family involvement in our Title I Schools by developing a plan that is aligned to the

Tennessee Parental Involvement Standards • Provided 14 Pre-K classes at 10 different school sites • All schools are SACS Accredited • What Parents Want Award for the 14th consecutive year from SchoolMatch Inc. • $123 million dollars in scholarships awarded for the 2010-2011 school year • K- 8 SCS received all A’s in Achievement • K-12 grades all have A’s in Writing • 9-12 SCS exceeded expected gains in several EOC tested areas. • 1 school has all A’s in Achievement and TVAAS. • K-8 Attendance Rate (95.5%, state goal 93%) • 23 schools have all As in Achievement. • K-8 Promotion Rate (99.4%, state goal 97%) • 9-12 Attendance Rate (94%, state goal 93%) • Graduation Rate is 91.2%, state goal is 90% • 9-12 Exceeded both state and system performance levels for Career Technical Education in

academic attainment, completion placement and exceeded state performance levels for Career Technical Education on skill proficiencies

• 3-12 data revealed an increase in the percentage of students performing at Proficient/Advanced levels.

• TCAP scores improved in grades 3-8 • Percent of proficient/advanced students increased in all subgroups except in one subgroup for


grades 6, 7, and 8 in 2011 • Percent of Below Proficient students decreased in most subgroups in grades 3-8; decreased in 6

subgroups for all grades 3-8 for Math and in all subgroups for grades 4 and 8 in Reading/Language in 2011

• Grades 3-8 Reading/Language Arts scores already meet or exceed 2011 NCLB benchmarks for three of nine subgroups.

• Grades 3-8 Math scores meet or exceed 2011 NCLB benchmarks for 4 of the nine subgroups • North area Title I schools show the most significant achievement gain • System-wide, the greatest continuous gain is with Portfolio students who continue to score

“Advanced” in almost every subtest tested • System TVAAS gain score averages for EOC Math and US History are above predicted scores

for 2010 • 2010 TVAAS Writing scores remain above predicted gain score averages. All subjects in grades

3-8 increased in Achievement. • Use of the RTI Model in reading has reduced our number of at risk readers in the early grades

from 37% to 7.5%.

What evidence/sources support your response?

• Shelby County Schools Report Cards 2008, 2009 and 2010 • Writing Assessment Summary Reports • End-Of-Course Summary Reports • TVAAS Reports • No Child Left Behind-AYP Report • TCAP Achievement Summary Reports • End-of-Course Demographic Summary Reports • TCAP Achievement Disaggregation Summary Reports • Component I Profile Summary Report • Vocational MIS Report • Special Education Federal Tables • Attendance, Dropout And Graduation Data-State Report • SCS Yearly Statistics from our Research and Planning Department • Perceptual Surveys • State of the System Report for SCS Schools

Evaluation of the Prioritized Goals - Narrative Response Required

What are your driven prioritized goals? Academic Goals:

• Decrease Limited English Proficient Below Proficient scores in all grades, all subjects • Decrease Students with Disabilities Below Proficient scores in all grades, all subjects • Address the gender gap in all subjects and grade levels to improve performance of male

students • Increase Proficient/Advanced students in Students with Disabilities in all grades and in all

subject areas. • Increase Proficient/Advanced students in Science for grades 3-6 and 8


• Increase Proficient/Advanced students in Social Studies for grades 3, and 5-8 • Increase Proficient/Advanced for Students with Disabilities in EOC Math and

Reading/Language Arts • Increase Proficient/Advanced for EOC Language Arts for African American, Economically

Disadvantaged, Students with Disabilities and Limited English Proficient and Native American students

• Increase TVAAS gains for the following: Reading/Language Arts grade 7, Social Studies grades 4, 6, 7, and 8; Science grade 7; African American students in all grades and subjects

• Address the achievement gap in Social Studies for all students grades 5,6,7,8 • Address the gap in grade 6 value added • Increase the number of non-traditional completers for CTE • Increase AYP performance for black, economically disadvantaged, and limited English

proficiency students Non-Academic Goals:

• Increase NCLB status of Highly Qualified teachers • Increase per-pupil expenditure rate ($8,439 per ADA) to state ($8,773 per ADA) • Decrease suspensions and discipline referrals for African American Students and male students

January, 2010 SHELBY COUNTY SCHOOLS


CURRICULUM INSTRUCTION/

ASSESSMENT

ORGANIZATIONAL EFFECTIVENESS

COMPONENT 4

SHELBY COUNTY SCHOOLS

TCSPP TEMPLATE 4.1a

CURRICULAR PRACTICES

Current Curricular Practices

Priori t ized Curriculum

District Technology Skil ls

Program

District Language Arts Curriculum and Benchmarks

for Student Achievement

Special Education

Curriculum Programs

New Teacher

Induction

International Baccalaureate

Diploma Program

Evidence of Practice

On-line and written curriculum guides and pacing charts

Seventh grade technology skills

program, on-going technology

professional development

Language Arts curriculum guides

Research-based programs (e.g.,

Edmark, Reading Milestones, Saxon

Math, PAES lab, My Sidewalks, Number Worlds, Algebra IA)

Professional Development calendar, New

Teacher rosters,

workshop logs

Pre-IB student and faculty

rosters, International Baccalaureate

website

Is the current practice research-based?

Yes

Yes

Yes

Yes

Yes

Yes

Is it a principle & practice of high-performing school systems?

Yes

Yes

Yes

Yes

Yes

Yes

Has the current practice been effective or ineffective?

Effective

Effective

Effective

Effective

Effective

Effective

What data source(s) do you have that support your answer? (identify all applicable sources)

Teacher lesson plans, Formal

teacher evaluations, curriculum guides and pacing charts on server, TCAP

test results

Teacher Survey, Teacher lesson plans,

observation, and evaluations; student products, technology

skills assessment results

TCAP test scores, TVAAS report,

Discovery Education, Star Student, I-Station, Pearson

Success Net

TCAP scores, portfolios, mastery of

IEP goals and objectives, Discovery

Education Assessments

Teacher surveys, Teacher

evaluations

Student applications,

student transcripts, scholarship

letters, IBO exit exam scores,

IBO diplomas




Priori t ized Curriculum

District Technology Init iat ives

District Language Arts Curriculum and Benchmarks

for Student Achievement

Special Education

Curriculum Programs

New Teacher

Induction

International Baccalaureate

Diploma Program

Evidence of effectiveness or ineffectiveness

98% of our schools met all the NCLB

benchmark requirements.

98% of teachers attending training

reported they applied concepts, Copies of

Blueprint available in every school, 95% of

seventh grade teachers reported that

students improved their technology skills while completing the

technology skills lessons

Increase from 95% (2007) to 96% (2008)

in students scoring Proficient or Advanced in

Reading/Language Arts

Decreased the % of students with

disabilities scoring below proficient on state-mandated tests; Increased the % of

students with disabilities and gifted

students scoring advanced on state-

mandated tests

94% of teachers attending

reported that workshops were

beneficial to their classroom instruction and management

Continuous increase in number of

student applications,

student performance in Pre-IB and IB

courses, number of students completing

diploma program,

scholarship opportunities

Evidence of equitable system support for this practice

System-wide availability both

online and in print

Workshops conducted throughout

the district and technology skills

assessment given at each middle school

Curriculum guides, pacing charts and

Blueprint for Learning are available

to all teachers

Professional development available

to all Special Education personnel,

special education services are available to all students who

qualify, IEP Progress Reports

Induction program is

required of all new teachers in

the system

Students are allowed to transfer to

program from any Shelby

County School

Next Step (changes or continuations)

Continuation of effective practice,

modify to align with new state standards, continue to revise

scope and sequence of instruction as needed, ensure

continuity of instruction within and

among schools

Continuation of effective practice,

including extensive teacher support of standards-based

curriculum, update web resources

Continue to update guide as needed, continue periodic

assessments, review instructional materials to ensure they meet

standards, review learning outcomes to

ensure clarity

Continue to identify and evaluate research-

based programs to meet student needs

particularly related to TN Diploma Project

opportunities for SPED students

Identify opportunities for additional professional development

Continued support for

existing location, additional site

planned for the northeast section

of the county




Enriched, Honors, and AP

Courses

System-wide In-service

Vertical Alignment to State

and NCTM Standards

Textbook Resources

Curriculum Monitoring and Accountabil i ty

Curriculum Modules and

Support System


Transcripts, school PowerSchool master

schedules, school curriculum maps

System calendar, Professional

Development calendar, workshop sign-in sheets, My

Learning Plan

Math pacing charts School, warehouse inventory,

curriculum guides, purchase orders,

Administrator evaluations, lesson

plans

Curriculum specialists are

members of central office staff, teacher

lesson plan and assessment

evaluations, content curriculum guide updates to align with new state

standards, professional development

rosters

On-line curriculum

modules (e.g., Differentiated Instruction,

Reading in the Content, Brain

Based Learning, Emotional

Intelligence, Non-Violence

Curriculum, Jason Foundation

Suicide Prevention


Yes

Yes

Yes

Yes

Yes

Yes Is it a principle & practice of high-performing school systems?

Yes

Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective

Effective


TCAP, Gateway, End- of-Course, AP exams, ACT, SAT,

Course Catalog, SCS system Report Card

Teacher surveys, Lesson plans,

Teacher observations and

evaluations

TCAP, System Report Card, ACT,

SAT

Teacher lesson plans, achievement and standardized

test scores, student assessments


evaluations, lesson plans, professional

development rosters, ECU’s for curriculum writing


evaluations, lesson plans




Enriched, Honors, and AP Courses

System-wide In-service

Vertical Alignment to State and NCTM

Standards Textbook Resources

Curriculum Monitoring and Accountability

Curriculum Modules and

Support System


AP Exam scores above the state,

regional and global average; Average

composite ACT score of 21.6 remains above

the state (20.6) and national (21.1)

averages

85% of teachers reported that staff

development activities enhance instruction and provide a clear purpose and

direction

95% of our students scored

Proficient/Advanced in K-8 schools

ACT Math composite score was 20.6, which

was above the state average (21.1)

Textbook aligned to Tennessee

standards; 100% of schools scored proficient or

advanced in all content areas on

state tests

Teachers cite practices and

resources in lesson plans and formal

evaluations, 95% of stakeholders believe

that a quality curriculum exists

for all

Teachers cite practices and

resources in all lesson plans and

formal evaluations, strategies are used

in remediation plans, teacher

feedback


Programs available at all schools

In-service is required for all

teachers

Available to all teachers online

Textbooks are available to all

students, system-wide textbook

review committees

Specialists are accessible to all

teachers and administrators;

curriculum guides available online

Modules are available on

system server, accessible to all

system personnel


Additional professional

development for these teachers,

Physical Science to be offered as an eighth grade honors course in all middle schools, Foreign Language to be offered for credit in middle schools,

APEX Language Arts will be available at the middle school level

Provide additional professional development

opportunities in content areas

modified pacing charts and curriculum guides to align with new state standards

Continue to purchase newly adopted texts, identify gaps

between Blueprint for Learning and

adopted textbooks, continue to move

away from textbook-based

curriculum toward standards-based curriculum with

textbook as supplement

Continue effective practice, expand staff to provide

additional support, use assessment

outcomes to inform the teacher about effectiveness of curricular and instructional

decisions, maintain high expectations

for all students and implement

standards that are developmentally

appropriate, assess rigor and relevance

in all curriculum areas

Continue to develop additional

modules

Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 4 Page 55


TCSPP TEMPLATE 4.1a

CURRICULAR PRACTICES Continued

Current Curricular Practices ESL Program Standards Based Instruction

Framework for Evaluation and

Professional Growth Curriculum Writing

and Updating


ESL Specialist- member of central office staff, expansion of ESL

department system-wide, professional development calendar, school

schedules and logs, ESL summer school and Adult ESL class rosters, ESL webpage, ESL specialist hosted

national ESL conference

Curriculum guides and pacing charts, teacher lesson

plans, Professional Development rosters, teacher

evaluations

Professional development rosters, Human Resource files, school administrator

files, CWT

District curriculum guides and pacing charts, flex

credit rosters, professional development rosters


Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective


TCAP, formal and informal student assessments, student schedules,

parent meetings, PowerSchool Parent Portal, Teacher Web pages, SCS

system Report Card, Course catalog

TCAP and Gateway achievement tests, formal

and informal student assessments

Teacher future growth plan, formal and informal

observations

Teacher lesson plans, teacher observations and

evaluations


Increased from 76% scoring proficient or advanced to 83%

(K-8); TSBA award for ESL summer program

ESL population made some of the highest growth gains in the state,

increasing from 66% in 2007 to 82% in 2008; Family Resource Center at two sites providing tutoring for ESL

parents

All schools scored Proficient in all content areas,

maintained straight A’s on system Report Card, Gateway

and EOC observed scores above predicted scores

97% of core courses taught by Highly Qualified

teachers, high retention rate of staff members,

climate surveys, student achievement scores

95% of our schools met all the NCLB benchmark

requirements.




ESL Program Standards Based

Instruction

Framework for Evaluation and

Professional Growth

Curriculum Writ ing and Updating


Services are available to all identified LEP students

iStation available for all K-5 students

Required of all instructional staff in

system

Curriculum guides and pacing charts available


Continue to expand ESL program Continue to use effective practice, provide additional

staff development on effective use;

iStation is available for all students in grades 4 and 5; implement the new state curriculum standards for Language Arts, Math, and

Science

Continue to use effective practice. Provide

additional professional development

Continue to update guides as needed to align with

state standards; continue to add new instructional

strategies and resources to curriculum guides



TCSPP TEMPLATE 4.1b

CURRICULUM GAP ANALYSIS

The following are related to Curriculum. The process will identify the discrepancy, or the gap, between the current state – “What Is” – and the desired future state – “What Ought To Be.” The information for “What Is” should be in Component 1 and will be reviewed at this time.

Curriculum MONEY Gap Analysis - Narrat ive Response Required

“What is” The Current Use of: MONEY

(How are we currently allocating our funds in providing assistance to schools and building capacity around understanding and implementing high quality curriculum practices?) Funds are currently allocated based on identified system needs such as purchasing textbooks, materials, and equipment for regular education, ESL, and special education classroom instruction. Laptop computers are furnished to every instructional staff member to provide opportunities for technology integration. Funds are available for travel to state and national conferences. New initiatives, such as the Pre-Kindergarten, International Baccalaureate degree program, middle school pre-engineering program, Project CLASS, and Science, Technology, Engineering, and Mathematics (STEM) programs, are funded through system, state, federal means. Funds were also allocated to expand the Pre-Kindergarten, ESL, and Alternative School programs. Funds were used to implement new initiatives in a continued effort to meet the individual needs of students. These included the I-Station reading intervention program, the Saturday Scholars and Junior Scholars Math and Science Academies, and a district-wide financial literacy program. Money was allocated and used to update aging student computers in order to master ISTE standards, as well as NCLB technology proficiency requirements for grade 8 students. ARRA Stimulus Funds are being used within the federal guidelines to improve achievement of special education students.

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

Funds should be used to implement several needed programs, including foreign language, tiered reading and additional career-technical programs in the middle school, a pilot year-round school program, as well as an increase in the number of Pre-Kindergarten programs in the district. Funds should be dedicated to the addition of professional staff. Additional resources to purchase new Kindergarten curriculums, special education curriculum materials, and technology resources will be needed. In addition, money should be allocated for alternative school options for students K-12. Money is still needed to expand foreign language program at the elementary and middle school levels; to continue to support the recently approved International Baccalaureate Program, and additional professional development opportunities for existing and emerging curricular initiatives. Funds should be allocated to purchase Response to Intervention (RTI) software and classroom materials, and provide professional development to teachers.



Curriculum TIME Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME (How are we currently allocating our time as central office employees in providing assistance to schools and building capacity around understanding and implementing high quality curricular practices?) Based on system-identified needs, central office staff (including curriculum, technology, and special education specialists) makes school visits to assist teachers and administrators in following curriculum guidelines, meeting system and state benchmarks, and developing activities and programs that support those objectives. Staff members also make modifications to curriculum guides and maps as needed. Professional development is available to all administrators, instructional and support staff with additional opportunities continuously being identified. Instructional resources, such as textbooks, lab equipment, and calculators, are evaluated and purchased. Time is spent developing and implementing new initiatives (e.g., Dual credit program, International Baccalaureate degree program, and Honors diploma) that support curricular and system goals. Time was spent augmenting and expanding current programs such as ESL, Alternative School, and Pre-Kindergarten. The Three-Tier Reading model has been added to the early childhood curriculum. Additional professional development opportunities were made available to instructional and administrative staff, including attendance to state and national content area conferences, and workshops featuring nationally- and internationally-renowned educators, curricular and instructional best practices, and innovative technology systems and software programs. Time was spent developing additional programs needed to meet the diverse population and needs of students within the district. These included, but were not limited to, a middle school intervention program, expansion of the foreign language program, and APEX Language Arts program. Extensive staff development opportunities are provided to special education and general education teachers striving to improve achievement of special education students in an inclusive learning environment. Central office staff continues to provide data analysis and data-driven instructional strategies to teachers and administrators to enhance the academic achievement of each student.

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

More time should be dedicated to providing additional professional development opportunities that focus specifically on the content areas, including activities that involve curriculum integration across the subject areas, and provide additional training on best practices that will aid in student achievement. Continued rewriting of the curriculum in all content areas, including special education, will be warranted as new adoptions and system initiatives are developed. The ESL program will require additional time to expand and guide teachers in the best use of reading strategies for LEP students. Additional time is also required for the infusion of technology practices into content area teaching and learning. More time needs to be allocated to explore how to reach African American males, the non-typical gifted student, and students with disabilities. Time should be dedicated to disseminating data and strategies from workshops and conferences to other instructional and administrative staff throughout the system using a capacity building model. Time should be dedicated to updating current curriculum guides and pacing charts to align with state standards. Additional professional development is needed to help instructional staff to successfully implement new initiatives. Analysis of current data should continue in order to effectively guide the district in making best the decisions regarding curriculum and achievement. Focus should be placed on preparing the district for requirements of the Tennessee Diploma Project, as well as the implementation of new state curriculum standards in Language Arts, Math, and Science. Department of Exceptional Children is expanding training of general education teachers in meeting the instructional needs of special education students in the general education classroom. Additionally, plans for implementing RTI through grades 4-8 should be addressed.



Curriculum PERSONNEL Gap Analysis - Narrative Response Required

“What is” The Current Use of: PERSONNEL

(How are we currently allocating personnel in providing assistance to schools and building capacity around understanding and implementing high quality curriculum practices?) System personnel are engaged in a number of curricular activities to support district instructional and administrative staff. There is on-going development, implementation, and monitoring of content area curriculums, the special education-regular education co-teaching program, ESL program, middle school-high school transition program, alternative services, as well as the expansion of the Pre-Kindergarten initiative. Curriculum specialists provide guidance, support and professional development in the areas of content, technology, career-technical education, special education, ESL, and library services. The district added one foreign language specialist, two elementary specialists, one instructional support, and five high school exemplary teachers to provide additional support for classroom instruction. Moreover, central office staff is consistently involved in the development and implementation of system initiatives including the Honors diploma, International Baccalaureate degree program, Course Recovery and biotechnology programs, as well as continuing to create partnerships with local industry, public agencies and private citizens. Central office staff is consistently involved in the development and implementation of intervention and enrichment programs that support individualized curriculum needs of the diverse student population including reading intervention, elementary and middle school math and science programs, and ESL program expansion. Department of Exceptional Children has increased the number of Consulting Teachers to support co-teaching in grades 4 – 12, the number of Student Response Team members to support Positive Behavior Supports in schools, and provided TCAP Coaches as needed. Both central office content specialists and instructional personnel are involved in the modification of the curriculum standards at the state level, and are updating the current district curriculum guides and pacing charts to align with the new state standards.

“What Ought to Be” – How Should we be Using Our: PERSONNEL Given our limited staff and resources and based on our achievement test scores, we should continue using our personnel with our current model. Personnel are used in proactive intervention and engage in needs-driven and talent-to-task approaches. We are still in need of additional central office curriculum specialists and support staff to address the evolving and emerging needs of district schools at all grade levels, instructional staff, and building administrators. Department of Exceptional Children is utilizing the teaching and paraprofessional staff to more effectively improve achievement of special education students in meeting state standards and educational expectations in general education classrooms. Giving special education students the opportunity to earn a regular high school diploma is the goal of all personnel within the Department of Exceptional Children.



Curriculum OTHER RESOURCES Gap Analysis - Narrative Response Required

“What is” The Current Use of: OTHER RESOURCES

(How are we currently allocating other resources in providing assistance to schools and building capacity around understanding and implementing high quality curriculum practices?) The system is currently providing opportunities to participate in special content area programs, including Facing History and Ourselves, Camp Invention, Shelby Scholars math, science and technology summer institute, and DECA competitions. Grant writing is conducted to secure equipment, materials, and professional development opportunities for instructional staff. Flexible credit hours, encompassing a number of diverse professional development opportunities, are also offered to all instructional staff. Both teachers and students have access to on-line digital content programs including Net Trekker, D.I., Power Media Plus, Brain Pop, and Atomic Learning, as well as integrative software. Technology tools such as Podcasting, whiteboard technology, student response systems, graphing calculators and TI Navigators are also used to enhance instruction and support student achievement. The system website provides access to course and learning expectations through the Power School Parent Portal, teacher webpages, on-line course catalog and curriculum guides and pacing charts. Nationally recognized speakers are utilized to provide motivational seminars and professional development opportunities to district personnel including reading intervention, African-American student achievement, and early childhood instruction. Department of Exceptional Children is using ARRA Stimulus Funds to support achievement of special education students through technology, staff development, transition opportunities, and effective instruction within an inclusive learning environment. An Assistive Technology Team has been established to determine needs for assistive technology to enhance achievement of special education students.

“What Ought to Be” – How Should we be Using Our: OTHER RESOURCES More resources should be allocated to build better and more diverse relationships with outside agencies and businesses. There should be an increase in the use of local, state, and national experts to provide professional development opportunities to both instructional and administrative staff members. Curriculum guides and pacing charts should be reviewed and revised to meet changing state and national standards. In addition, resources should be used to provide professional development training for new programs including Three-Tier Reading, APEX Language Arts, middle school intervention as well as existing programs including special education, ESL, and middle-high school transition. Department of Exceptional Children should utilize ARRA Stimulus Funds to provide Staff Development for general education teachers in the use of instructional strategies and assessment strategies for students with disabilities in the general classroom setting.



TCSPP TEMPLATE 4.1c

CURRICULUM REFLECTIVE QUESTIONS

Curriculum Reflective Questions - Narrative Response Required

Are we providing equity and adequacy to al l our schools? Yes. Curriculum development is accomplished by committees and specialists representing the entire system and benefits all schools equally. Moreover, all schools are provided with a diverse number of services to meet individual student needs including content area, ESL, and special education support, as well as art, music, and physical education courses. Students are provided with state approved textbooks in all content areas, including career-technical education, and all schools receive funding on a per pupil basis for library books and audio-visual media. Title I schools receive additional support and funding. Teachers have access to written and on-line curriculum resources, and curriculum technology support is provided 2.5 days per week at each school to enhance student instruction. Furthermore, professional development opportunities are available to all teachers on a consistent basis. Flexible credit hours provide staff the opportunity to personalize their own professional development plan. Curriculum practices and resources were evaluated and needs were assessed. Additional support continues to be provided to those schools that are at risk of being targeted. The pre-school experience is now integrated in more schools in diverse areas within the system; nevertheless, additional sites are needed. Ninety-Eight percent (98%) of our schools achieved AYP status of Good Standing; however, testing support and data analysis is available and provided to all schools within the district. Guidance is given to school administrative and instructional staff in how to identify and meet student needs. Staffing of schools with special education teachers and assistants is equitable in meeting the needs of both gifted students and those with disabilities.

Curriculum Reflective Questions - Narrative Response Required

Are we targeting funds and resources effect ively to meet the needs of our schools?

Yes. All schools receive curriculum resources including textbooks, curriculum guides, and hands-on materials. Professional development is compensated in a variety of ways (e.g., stipends or flexible credit hours) and is available to all teachers. Additional and/or specific expertise is available from curriculum, technology, special education, testing, early childhood, and ESL specialists upon request. Title I schools have the autonomy to determine their needs and how their money is spent such as tutors, scholarships, and community involvement programs; however additional curriculum support and materials were given to these schools to help maintain and improve student performance. When special needs arise, such as the need for additional school administrators, the system makes an effort to address that need. Many non-titles I schools still show a need for intervention services in the areas of Pre-K and literacy and are not receiving the necessary programs. Funds and resources have been allocated to provide support to schools based on their specific needs including math technology, reading intervention software, and student laptops. Additional instructional and system technology support were hired to provide more individualized support to district schools.


SHELBY COUNTY SCHOOLS The completed Curriculum gap analysis should enable the Systemwide Leadership Team to answer the following reflective questions relative to curriculum practices.

Yes. The curriculum provides special services to meet student needs including IB, Advanced Placement, Honors, and special education services. Ninety-Eight percent (98%) of schools met AYP. Efforts are continuously being made to maintain this status. Special education is making progress toward meeting the changing needs of special education students. Progress is also evident in meeting the needs of Pre-K, ESL, and alternative school students. Career Technical Education Program received an A rating on the Perkins Report Card. Career Technical students met the federal benchmarks on the consolidated annual report and met four of the five indicators on the Tennessee State LEA report.. We continue to raise the bar for student performance.

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



TCSPP TEMPLATE 4.1d

CURRICULUM SUMMARY QUESTIONS

The following summary questions are related to Curriculum. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings regarding this area.

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

The system received straight “A’s” or “Exemplary” status in both achievement and value added. There was a decrease in the number of special education students scoring Below Proficient. The Perkins Report Card showed gains made by career-technical education students. Shelby County Schools has assembled written and on-line curriculum guides, pacing charts and course catalogs that are used by various stakeholders. Research-based practices are used in regular, special education, as well as ESL classrooms, with new, effective strategies and tools continuously being introduced. The career-technical course offerings have been expanded and a pre-engineering course exists at the middle school level. Counselors are provided materials to help meet the needs of individual students. Teachers and administrators are provided a diverse number of professional development opportunities and curriculum support. In spite of low funding, students are still competitive. Students were awarded over 75 million dollars in scholarships and consistently win local, state, and national competitions. Ninety-five percent of system stakeholders believe that a quality curriculum exists for all learners. Foreign language courses are currently available at the elementary and middle school level. The district is in its second year of International Baccalaureate Diploma program at the secondary level.


What are our major challenges and how do we know? Place in priori t ized order, based on data from Component 3. The greatest challenge experienced by the district is the procurement of additional funding and staff to maintain a quality curriculum. Only forty-eight percent of system stakeholders agree that system schools are adequately funded. Curricular initiatives or modifications need to be implemented to embrace the non-proficient students in Gateway Math and English and as well as K-8 reading and math. There is a need to reach specific subgroups, particularly with African American males and students with disabilities. Continuous revisions of our curriculum are necessary to meet the increasing system-imposed expectations, as well as the local labor market. There is still a great need to increase the participation of non-traditional students in career-technical courses. There is a drive by the system to provide coursework that reflects greater rigor and global relevance. The system hopes to produce a pool of exceptional candidates for the emerging local biotechnology industry and provide more opportunities for students to work with high-capacity computers to produce original products. Foreign language personnel are needed to maintain and expand the foreign language program at all grade levels. Additional curriculum personnel is needed to provide more individualized support to school academic programs, grade level expectations, and student achievement.




How wil l we address our challenges?

Additional funding will continue to be requested to support the educational agenda of the system. New curriculums will be adopted, resources provided, and professional development offered to implement

strategies that will help decrease the achievement gap among subgroups (e.g. middle-high school transition, course recovery, and summer school at all levels). The system will also explore methods of evaluating

programs and initiatives to determine validity and effectiveness and to better disseminate this information to stakeholders. Meetings are held with business and industry leaders to address their needs of the

forthcoming labor force. This needs-based assessment prompted the evaluation of the current curriculum including the development of courses that will meet industry requirements. Our district will continue to

expand initiatives (i.e., a middle school math, science and technology summer institute, Fine Arts academy, the International Baccalaureate diploma, as well as the Dual Credit, Honors Diploma, increased number

of Advanced Placement course offerings at each high school, and reduce the ratios of high-capacity computers to students) will be implemented to prepare students for the world of work in a globally-

competitive society. The Language Arts APEX program will address the specific needs of the gifted. Math and science enrichment academies will continue to focus on the enhancement of student performance in these areas, as well as prepare them for higher-level coursework in their secondary matriculation. Middle

school fine arts and visual arts academies will provide the same preparation. This will help to prepare students for an evolving global job market.


SHELBY COUNTY SCHOOLS TCSPP TEMPLATE 4.2a

INSTRUCTIONAL PRACTICES

Current Instructional

Practices

Child Centered Instruction

Special Education

Multi-sensory instruction

Technology Training and Modeling for

Teachers/ Librarians

Hand held Technology

Differentiated Instruction

Online Courses


Learning centers, manipulative, Pre-

Kindergarten program, mixed

ability groups

Professional Development

calendar, inclusion, multiple

instructional models

addressing diverse learning styles, Sensory

Training

Curriculum Technology

Trainers (CTT) logs of training and modeling

Calculator purchases,

training rosters, attendance at

T3 conferences,

purchase of TI Navigation

systems, math and science

program equipment lists

Continual professional development, teacher observations and evaluations, lesson plans, training of general education teachers in the instruction of special education students in the inclusive classroom

Online course training for teachers and administrators, student rosters, student transcripts, weekly progress reports from online instructor, online additional course offerings for Gifted Students


Yes

Yes

Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective

Effective


Progress reports, , Early Childhood

Environment Rating Scale,

Interims, Power School Parent Portal, lesson

plans

IEP Progress Reports, Staff Development rosters, My

Learning Plan Documentation

Staff Development survey, staff

development logs completed by each teacher

TCAP and Gateway

achievement tests, formal and informal

student assessment

Formal and informal student assessments,

TCAP, Discovery Education

Student transcripts, graduation rosters



Current Instructional

Practices

Child Centered Instruction

Special Education

Multi-sensory instruction

Technology Training and Modeling for

Teachers/ Librarians

Hand held Technology

Differentiated Instruction

Online Courses


Early Childhood Environment Rating Scale

Mandatory progress reports issued to parents each nine weeks

assessing the mastery of IEP

goals and objectives

81% of teachers reported positive experience with

technology training

Achieved straight A’s in

all areas of achievement and value-added on

system report card

Achieved straight A’s in all areas of achievement

and value-added on system report card

Students who completed coursework gained high

school credit. One student was able to graduate early.


Staff development training logs. My

Learning Plan

Professional development

documentation logs

Each school has CTT support 2.5 days per

week with equal number of workshops provided

Calculators available at all

schools, training

available to all teachers Assistive

Technology for special

education students

Professional development is available

to all teachers

The program was available at each of the system’s

eight high schools.


Continuation of best practice

Continue professional development

with an additional focus

on literacy

Continuation of effective practice

Upgrade calculators,

increase number of

classroom sets, provide

additional professional development opportunities

Analyze observations, identify additional

professional development opportunities

To expand the program to include alternative and

homebound students. To provide additional training

to staff.



TCSPP TEMPLATE 4.2a

INSTRUCTIONAL PRACTICES

Current Instructional Practices

State Performance Indicators

Exemplary Teachers

Tutoring IStation Gateway Practice

Tests

Bloom’s Taxonomy /

DOK

Discovery Education and

Computer Assisted Learning


Teacher lesson plans, New Teacher

Handbook, online content curriculum guides and pacing

charts

Grade level and content area exemplary

teachers are members of

central office staff

Tutors were hired as

members of pilot schools’ instructional staff, TCAP

Coaches

Teacher lesson plans,

computer software and equipment,

student score reports,


rosters

System Assessment

calendar, teacher lesson

plans, individual

school calendar

Professional development roster, teacher lesson plans, assessment modules on

server

Individual school

calendars, on-line data, Discovery

Education, Star Reading, Star

Math, Teacher made practice tests, Gateway,

Interactive whiteboards, eBeam, class

response system / Compass Learning


Yes

Yes

Yes

Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective

Effective

Effective



Current Instructional Practices

State Performance Indicators

Exemplary Teachers Tutoring IStation

Gateway Practice

Tests

Bloom’s Taxonomy

DOK

Discovery Education and

Computer Assisted Learning


Teacher observations and evaluations,

Discovery Education assessments three

times per year, Achieved straight A’s

in all areas of achievement and value-added on

system report card

Teacher surveys, administrative

and instructional feedback

Formal and informal student

assessment

Student score reports, state

reading/language arts state test

scores

System Report Card

Teacher lesson plans and surveys,

informal and formal student

assessment

System Report Card, TVAAS reports, TCAP,

Discovery Education

assessments


19 schools had all A’s in TVAAS; 25

schools had all A’s in achievement; 12

schools had all A’s in both value added and

achievement

94% of teachers reported program very beneficial in

the areas of classroom

management, planning, and

formal evaluations

37 out of 50 schools

improved achievement scores over

2007

Reduced the number of at risk readers in

the early grades from 37% to

11%

System exceeded expected

gains in all tested areas

of the Gateway

exam

Achieved straight A’s for value-added in

K-8; above predicted gains for high school

assessments

Achievement test scores

improved in all areas, TVAAS improvement

cited in all content areas


Curriculum Standards are available to all

teachers

Program is available to all

new teachers in the system

Programs offered to

schools where need was identified

Program is available in all

schools

Practice tests are

administered to all students

in Gateway courses

Professional development opportunities available to all

teachers

Programs are available for all

schools


Continue to use effective practice

Seek funding to hire additional instructional

coaches

Continue to use effective

practice

Continue to use practice to

identify and provide

intervention for struggling readers

Continue to analyze data to determine if additional services or

resources are needed

Continue to use effective practice, Identify

additional opportunities

for staff development

Analyze data to determine if additional services or

resources are needed


SHELBY COUNTY SCHOOLS TCSPP TEMPLATE 4.2b

INSTRUCTIONAL GAP ANALYSIS

The following are related to Instruction. The process will identify the discrepancy, or the gap, between the current state – “What Is” – and the desired future state – “What Ought To Be.” The information for “What Is” should be in Component 1 and will be reviewed at this time.

Instructional TIME Gap Analysis - Narrative Response Required “What is” The Current Use of: TIME (How are we currently allocating our time as central office employees in providing assistance to schools and building capacity around understanding and implementing research-based instructional practices?) Our current time allocation in the area of instruction involves a number of objectives. Administrators, curriculum specialists, and instructional coaches, perform classroom observations, teacher evaluations, one-on-one small group instructional support and professional development opportunities in the areas of content, classroom management, teaching strategies, lesson planning, technology integration, special education, and library services. Proactive measures, such as data mining, hiring of tutors, reading specialists, and transition specialists, as well as, researching best practices, are also used to provide additional support to instructional and administrative staff. In addition, time is spent implementing programs such as Reading in the Content, ORBIT, on-line courses, Coteaching, Positive Behavior Supports, Community Based Instruction, and Differentiated Instruction. In order to identify existing gaps in our current curriculum, a review and evaluation of national and international curricula took place, as well as evolving state curriculum standards and college entry requirements.


Additional time should be given to conducting more professional development opportunities for teachers specifically in the areas of instructional strategies, classroom management, equipment training, technology integration, and classroom pedagogy as all of these areas are constantly evolving and providing new tools. Also, additional time should be given to coordinating workshops that assist parents in helping their children with learning and achievement.



Instructional MONEY Gap Analysis - Narrative Response Required


(How are we currently allocating our funds in providing assistance to schools and building capacity around understanding and implementing research-based instructional practices?) Funds are currently used for classroom instructional equipment, materials and personnel including software, on-line resources, textbooks, consultants for instructional training, and the implementation of online courses. Funds are also allocated to provide practice materials to help prepare students for state-mandated achievement tests. Moreover, before- and after- school programs, the summer school program, and specialized content initiatives (e.g., Camp Invention, science and math institutes, summer fine arts programs and the Foreign Language Immersion Program) occur because of allocations in the current budget. Funding is also provided for purchasing research-based instructional materials for students with disabilities. Funds are used to purchase new instructional technology tools (e.g. class response systems, interactive whiteboards) and provide professional development to teachers in their use and implementation. Moreover, funding is used to send teachers and administrators to several local, state and national conferences and workshops including National Science Teachers Association National Conference, National Council of Teachers of Mathematics National Conference, National Association of Early Childhood Teachers National Conference, National Title I Convention, Culture in Poverty workshop and the state Early Childhood Summit among others. Department of Exceptional Children is utilizing General Fund, IDEA, and Stimulus Funds to improve achievement of special education students. The Professional Development department has been expanded to continue to identify and implement local instructional training opportunities for teachers, administrators, and staff.

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

Additional funds are needed for more regional and national professional development opportunities for teachers and central office staff. Additional funds are needed to purchase additional instructional software and technology in order to provide equity among all schools in the use of technology. Purchases of updated curriculum and materials for specific programs (e.g., the Pre-Kindergarten and ESL programs) and instructional facilities (e.g., learning labs, science labs, and libraries) should be made. Money is needed to provide staff and resources for literacy intervention in targeted schools, a suspension reduction initiative, and updated mobile computers for students decreasing the ratio of students to high-capacity computers. Funds are also needed to expand the online education program and the foreign language program in middle schools.


SHELBY COUNTY SCHOOLS TCSPP TEMPLATE 4.2b

(continued)

INSTRUCTIONAL GAP ANALYSIS

Instructional PERSONNEL Gap Analysis - Narrative Response Required “What is” The Current Use of: PERSONNEL (How are we currently allocating personnel in providing assistance to schools and building capacity around understanding and implementing research-based instructional practices?) Based on system needs, curricular support is provided to both instructional and administrative staff. Additional elementary education specialists have been added to the central office team. This includes monitoring the effective implementation of new local, state, and national guidelines, specifically those outlined in the new Tennessee Diploma Project; providing professional development opportunities that will help to enhance student learning and achievement, conducting teacher evaluations, serving on remediation teams, and hiring support staff, such as reading and math tutors and transitional specialists for targeted elementary and middle schools. A group of exemplary teachers deemed the “Elementary Teachers of Excellence” are used to aid in professional, curricular, and instructional development and implementation. Another exemplary group of educators, the “Math and Science Teachers of Excellence” are used as instructional facilitators in the Shelby Scholars Summer Institute, as well as, professional development trainers in the areas of math, science, and technology. Special education, ESL, and alternative school staff members also provide resources and support to ensure that students with special needs can access the general curriculum. Instructional coaches are provided for each level, elementary, middle, high school and special education to give support in the areas of lesson planning, classroom management, and the teacher evaluation process. Curriculum and instructional materials and other resources are constantly being developed, purchased, and implemented in the content areas, ESL, special education, counseling, and technology. Personnel coordinate student teacher opportunities and teacher internships. Also, staff members always actively seek community resources, explore best practices, and explore alternative funding sources. Department of Exceptional Children utilizes specialists and consulting teachers to support educational opportunities for special education students in all schools.

“What Ought to Be” – How Should we be Using Our: PERSONNEL

Given our limited staff and resources and based on our achievement test scores, we should continue using our personnel with our current model; expanded the current team when warranted and when funds become available. Personnel are used in proactive intervention and engage in needs-driven and talent-to-task approaches. In order to continue our exemplary academic record, additional funding for personnel is remains critical.



Instructional OTHER RESOURCES Gap Analysis - Narrative Response Required

“What is” The Current Use of: OTHER RESOURCES (How are we currently allocating other resources in providing assistance to schools and building capacity around understanding and implementing research-based instructional practices?) The district allocates specific resources to meet the needs of students. Buses are currently provided to transport students to Saturday School and/or after-school tutoring. Grants are written to procure additional instructional materials for teachers. Assistive technology for students with special needs is purchased upon request. Specialists are hired when the need is identified at targeted priority schools (e.g., math tutors, reading and transition specialists). The system also has a Parent Teacher Association membership over 42,000 that include a great number of parent volunteers, Room Mothers, and tutors. Local businesses donate materials to area schools. A local university, the University of Tennessee Health Science Center, provided a hands-on presentation regarding brain research that was viewed by approximately 2000 students. The Tennessee on-line school program was added to provide greater academic opportunities for student achievement of high school credit, including those courses not available at the school site.

“What Ought to Be” – How Should we be Using Our: OTHER RESOURCES Additional resources are needed in the district in the area of instruction. Access to updated computers, on-line textbooks and interactive websites can enhance classroom instruction and student learning. An expansion of the current online education program including additional training for teachers and administrators. The Professional Development Center is not used at its greatest capacity in providing teacher training. Each school could benefit from an active partnership with area businesses and industries. The system should also pursue greater collaboration between system schools and area universities in the areas of course alignment, professional development, and student programs.



TCSPP TEMPLATE 4.2c

INSTRUCTIONAL REFLECTIVE QUESTIONS

The completed Instructional gap analysis should enable the Systemwide Leadership Team to answer the following reflective questions relative to instructional practices.

Instructional Reflective Questions - Narrative Response Required

Are we providing equity and adequacy to al l our schools? Yes. Data mining at the system level identified schools/grades that needed additional support. A “ranking list” was developed to determine which schools would be instructional priorities for specialist time and resources. The instructional staff in all content areas, as well as Pre-Kindergarten, Kindergarten, ESL, alternative school and career-technical programs, have access to the same curriculum guidelines assigned to each grade level; therefore, similar instruction is exhibited at all school locations. Instructional support and professional development is provided to all teachers in all content areas, as well as special education, ESL, technology, and libraries. Funding allocations provide equity and adequacy to all students in meeting their individual needs. (e.g., increased resources and support to schools in danger of not making AYP.) The teaching staff is aligned to class size as mandated by the state. Flexible scheduling is provided to meet the instructional needs of the school and individual student. Moreover, new initiatives such as the International Baccalaureate program, Dual Credit program, online education program, and science, technology, engineering, and math initiative are being implemented to prepare students for education and opportunities after their K-12 matriculation.

Instructional Reflective Questions - Narrative Response Required


Yes. Our funds and resources, while chronically inadequate, are carefully aimed at meeting the needs of our students. The district provides additional support and resources to schools based upon careful analysis of data and current needs. Extensive time and resources have been spent this year to amend our current early childhood educational programming as well as preparing for the addition of Physical Science and APEX Language Arts to our middle school curriculum. APEX Language Arts is now being offered in all middle schools in grades six, seven, and eight. Funds have been used to increase student capacity for additional academic opportunities through online coursework.

Instructional Reflect ive Questions - Narrat ive Response Required


Yes. The district met AYP and expected gains on Gateway and End of Course tests. We recognize that there is an on-going need to challenge the highest performing students, decrease the number of students with disabilities scoring below proficient, and address the literacy skills of Pre-Kindergarten and Kindergarten students.



TCSPP TEMPLATE 4.2d

INSTRUCTIONAL SUMMARY QUESTIONS

The following summary questions are related to Instruction. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings regarding this area.

Instructional Summary Questions- Narrative Response Required

What are our major challenges and how do we know? Place in priori t ized order, based on data from Component 3. The major challenges of the district in this area continue to involve procuring additional funding to provide professional development for instructional staff. Specifically, professional development is needed in all content areas, assessment, technology, and strategies that promote problem solving and higher order thinking in student learning (e.g. Advanced Placement, Bloom’s Taxonomy, and International Baccalaureate degree program, Dual Enrollment, and online courses). In addition, funding is needed to provide updated instructional materials, such as lab equipment, software, and assistive equipment for special needs students, as well as other resources that will help to ensure the growth and achievement of all students. Math achievement for all students must be addressed, as well as implementation of programs or activities that provide additional time for reading and reading instruction. Additional resources need to be allocated to meet the challenges of a changing demographic. The reduction in the number of Below Proficient scores among LEP learners and students with disabilities and Asian/Pacific Islanders in the areas of math and language arts is also a priority.

Instructional Summary Questions- Narrative Response Required What are our major strengths and how do we know? There are a number of instructional strengths in the district. Certified, highly qualified teachers are present in all areas of instruction based on evaluation files. A number of instructors possess degrees beyond the undergraduate diploma, as well as National Board Certification. 98% of schools met AYP. Teachers have been recognized at local, state and national levels, including in the areas of Fine Arts and ESL education. Special education specialists from central office have contributed to the improvement of test scores, and professional development evaluation forms have reflected positive feedback. Curriculum guides and curriculum support from central office personnel and professional development opportunities are consistently and readily available to all instructional, administrative, and support staff. An increased number of professional development opportunities for classroom teachers, school administrators and central office staff have been made available that focused on instructional approaches that have been proven effective in promoting student learning. Additional initiatives, aimed to enhance student achievement in literacy have been introduced including the Three-Tier Reading model. Also, additional technology tools (e.g. TI Navigator, additional interactive whiteboards and class response systems) have also been introduced and implemented. Special education personnel are providing training at least twice a month to instructional staff and school and central office administration.



Instructional Summary Questions- Narrative Response Required


Additional funding will be allocated to provide professional development opportunities, updated materials, and resources to instructional staff. This will help meet the needs of every student in each content area, particularly those students in targeted subgroups. Professional development opportunities will also be offered in the use of instructional best practices that promotes rigor, including the use of Bloom’s Taxonomy, to provide higher-level learning by all students. Teachers will also continue to be trained and encouraged to use data to identify ways to help students make progress. Career-technical teachers will be given Gateway handbooks to help integrate core academic subjects with career-technical classes. Special education central office staff will provide assistive technology information and training to school-based personnel.



TCSPP TEMPLATE 4.3a

ASSESSMENT PRACTICES

Current Assessment Practices

Competency Files for Career

Technical Students

Accelerated Reader

PowerSchool Formative

Assessments PLATO

Special Education Formative Assessment


State approved competency files required for each career-technical

student

Teacher lesson plans, library logs, on-line data

Student progress is posted on the web by teachers and viewed by

parents and students, teacher

gradebooks

System-wide Annual Test

Schedule (TCAP,

Gateway, End of Course, ACT,

Plan & Explore) Social Studies 6-

12

Generated data

System-wide Annual Test Schedule,

TCAP MAAS. TCAP Portfolio Assessment


Yes

Yes

Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective

Effective


Perkins Report Card – Skills

attainment IS2

TCAP achievement

tests

Activated accounts for

parent, students and update logs

for teachers

System Report Card, generated

reports from ACT, Explore,

and Plan

System Report Card,

Student test scores

Formative assessment test results




Competency Files for Career

Technical Students

Accelerated Reader PowerSchool

Formative Assessments PLATO

Special Education Formative Assessment


Received A on Perkins Report

Card skills proficiencies (IS2)

Increase from 94% (2006) to 95% (2007)in

students scoring

Proficient or Advanced in K-8 Reading,

Language Arts

Parental Access Statistics report tracks student

and parent log in data. Weekly

teacher updates of assignments

and grades

100% of schools rated Proficient or Advanced, continued to

exceed expected gains in all tested

areas of Gateway, End of

Course tests

All high schools scored Above

Predicted scores on

the Algebra,

Biology and English II Gateway

tests

Increase from 74% (2006) to 80% (2007) in number of students with

disabilities scoring Proficient in Reading/Language Arts. Math

from 70% to 77%.


Files are required on all students in

this program

Professional development is available to all teachers

Comparable training and

support materials were provided to all

schools

At least 95% of students are

tested in all areas

Program is available at

all high schools in the system

All subgroups made progress


Continue use of effective assessment

Continue use of assessment

program

Continue use at all schools

Identify areas where additional

services and resources may be provided,

Consider a plan to implement a

district-wide formative

assessment for social studies

and high school content areas

Move toward

Web-based Plato

assessment

TCAP MASS TCAP Portfolio Assessment


SHELBY COUNTY SCHOOLS TCSPP TEMPLATE 4.3a

ASSESSMENT PRACTICES


Discovery Learning

Assessment Guide

Pearson Educational

Measurement Solution

Study Island iStat ion

(RTI)

English Language Development

Assessment (ELDA)


Individual school calendar, on-line

data

Assessment guides

State website for centralized

TCAP test results

Individual school calendar, web based

on line data

Diagnostic Assessment

ELDA is administered as standardized 2 weeks during the school year


Yes

Yes

Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective

Yes


System Report Card, TVAAS reports, TCAP


TCAP achievement

reports: RCPI, RCPP, rosters, disaggregation

summaries


System Report Card, TVAAS

reports

ELDA Determinations and Cut Scores will be established June 2007


TCAP CRT Below Proficient scores decreased

in reading/language arts, and math for

grades 3-8

District maintained

straight As in Academic

Achievement and Value Added

Achievement test scores

improved in all areas, TVAAS improvement

cited in all content areas

Increased TVAAS gains in

Reading/Language Arts for Grades 5,6,

& 8.

Reduced our number of at risk

readers in the early grades from 37% to

11%

Positive gains for ELL students based on

district report card, from 77% to 84% in K-

8.




Discovery Learning

Assessment Guide

Pearson Educational

Measurement Solution

Study Island I Stat ion

(RTI)

English Language Development

Assessment (ELDA)


Program is available to all

schools in system

Available to all school

administrators in system

Online data is available to all

schools through assigned password

Program is available to all schools in the

system

Training available to all schools

ELDA Web Ex Training available to all

schools



assessment


assessment


assessment

Continue to use effective assessment

Continue use of iStation which utilizes more technology

Review ELDA Results to reclassify students



TCSPP TEMPLATE 4.3b

ASSESSMENT GAP ANALYSIS

The following are related to Assessment. The process will identify the discrepancy, or the gap, between the current state – “What Is” – and the desired future state – “What Ought To Be.” The information for “What Is” should be in Component 1 and will be reviewed at this time.

Assessment TIME Gap Analysis - Narrative Response Required “What is” The Current Use of: TIME (How are we currently allocating our time as central office employees in providing assistance to schools and building capacity around understanding and implementing research-based assessment practices?) Central office personnel devote a significant amount of time mining and disaggregating achievement test data to help drive curriculum development and instructional guidance and support. District assessment specialists compile and analyze data and disseminate information to content area specialists, administrators and teachers. Specialists, administrators, and teachers use data to collaborate and make data-driven decisions that would provide the most effective instruction for students. Teacher observations and evaluations are performed to ensure that instruction is aligned with standards in all content areas, including special education. Meetings are also held with testing coordinators to inform, train, and provide guidance in both assessing and mining data. In addition, time is allocated to complete federal-mandated reports, including Title programs, Easy IEP and SEAS, and career-technical education compliances. Furthermore, reports are submitted regarding progression of specific programs such as Critical Incident Stress Management, Peer Mediation, and STEP. Time is spent providing professional development to district instructional staff in the implementation of effective, research-based strategies in the classroom (e.g. Marzano, Brain-Based, and inquiry). Discovery Learning Assessment is used with students three times per year to determine achievement of learning expectations according to state standards. Level of proficiency and design of intervention strategies are used related to this assessment tool.


Additional time should be allocated to perform informal observations and teacher observations to assess instruction including the integration of IEP goals and objectives. This will include assessing the data gathered from these activities in order to provide feedback, suggestions, modifications, or remediation to instructional staff. Additional time is still needed to train teachers in interpreting student assessment data and identifying student behavioral issues to help decrease the achievement gaps among subgroups and enhance student learning for all. Also, time should be dedicated to providing teachers with additional professional development in diverse assessment strategies and practices. Time should be allocated to develop an assessment-training program that would train teachers in data analysis and its use in school improvement plans and Executive Summary. This program should occur at the onset of the school year so that teachers will be able to make appropriate instructional decisions in a timely manner.



Assessment MONEY Gap Analysis - Narrative Response Required


(How are we currently allocating our funds in providing assistance to schools and building capacity around understanding and implementing research-based assessment practices?)

Current funding al locations are committed to purchase assessment materials (e.g. , Brigance Screening and Accelerated Reader) and operating instructional assessment labs (e.g., PLATO, iStation assessment and Fast Forward, as well as management of TCAP preparation programs such as Discovery Education and Study Island). Department of Exceptional Children provides one specialist to monitor IEP compliance reports and performance levels of special education students. Additionally, the district testing coordinator attends conferences to gather the most recent research-based practices. Money is allocated to fund materials and resources used in training district instructional staff in research-based assessment strategies and programs.

“What Ought to Be” – How Should we be Using Our: MONEY Funds should be allocated to provide personnel to evaluate existing assessment programs and assessment strategies that are used in the classroom. The development of assessment materials such as those required for Pre-Kindergarten and Kindergarten screening should also have specific funds allocated for their purpose. Professional development for teachers and school counselors still requires additional monies. Money is needed to purchase testing equipment for Gateway and End of Course assessments in order to offset printing and scoring costs. Funds are needed to research and purchase an effective system for assessing eighth grade technology competency.



Assessment PERSONNEL Gap Analysis - Narrative Response Required “What is” The Current Use of: PERSONNEL (How are we currently allocating personnel in providing assistance to schools and building capacity around understanding and implementing research-based assessment practices?) Personnel are allocated using the paradigm: “Everyone gets what they need; no one gets the same.” Central office personnel provide a number of assessment services to administrative and instructional staff. Additional personnel serve as instructional coaches to assist new teachers. In lieu of supervisory personnel, we use three lead teachers (Art, Music, and P.E.) who teach students three days a week and then provide instructional support to teachers two days a week. Directors play a key role in mentoring new principals. Consistent mining of test achievement data helps to drive curricular and instructional goals and objectives. Central office personnel provide monitoring during TCAP and End of Course testing to ensure validity of test data. An AYP instructional specialist was hired by the district to assist with all areas of assessment and NCLB requirements. District instructional specialists provide additional resources and professional development for teachers and principals in mining test achievement data and formulating data driven instructional decisions. Training is provided to teachers and administrators regarding assessment tools such as Powerschool, Accelerated Reader, and PLATO. Department of Exceptional Children personnel monitor IEP procedural compliance and performance of students using Discovery Learning Assessment. Special education personnel monitor IEP procedural compliance. Moreover, the counseling specialist assesses school counselor performance and activities to ensure that appropriate services are provided.


Given our limited staff and resources and based on our achievement test scores, we should continue using our personnel with our current model. Personnel are used in proactive intervention and engage in needs-driven and talent-to-task approaches.

Assessment OTHER RESOURCES Gap Analysis - Narrative Response Required “What is” The Current Use of: OTHER RESOURCES (How are we currently allocating other resources in providing assistance to schools and building capacity around understanding and implementing research-based assessment practices?) Resources are used to fund travel of central office staff to state, regional, and national conferences and to recruit presenters to provide professional development to instructional and administrative staff. Both opportunities provide insight and training of assessment tools and practices. In addition, videos and other resources modeling best practices are purchased for the professional library, as well as additional software that are made available to each school. With a zero-based budget, all stakeholders submit items for budget consideration.

“What Ought to Be” – How Should we be Using Our: OTHER RESOURCES Additional time is needed to allow central office and instructional staff to engage in more professional development opportunities. Also, increased funding for professional development is needed in order to procure more presenters and to train more district and instructional staff members.



TCSPP TEMPLATE 4.3c

ASSESSMENT REFLECTIVE QUESTIONS

The completed Assessment gap analysis should enable the Systemwide Leadership Team to answer the following reflective questions relative to instructional practices.

Assessment Reflective Questions - Narrative Response Required

Are we providing equity and adequacy to al l our schools?

Yes. Assessment tools and programs such as Discovery Education, Study Island, PLATO, Accelerated Reader, and Course Recovery are available at all schools. Training to mine and assess the date generated from these tools is also provided. A significant amount of time and attention is dedicated to schools that have, in years past , been listed as Targeted and those, based on projections, are in danger of not meeting AYP. Training is being provided to assess district programs; however, more training is needed to meet the needs of changing student demographics and increased student population. Professional development and central office instructional support-involving assessment practices, strategies, and programs is available to all instructional staff.



Yes. Even though district funding is inadequate, funds are being targeted to meet the assessment needs of district schools including training, software, and support for electronic data analysis tools (e.g., Discovery Education, Study Island, and PLATO). Title I funds are being used efficiently to provide these assessment tools and materials to Title schools. IDEA funds are being used efficiently to provide assessment tools and materials for special education students. Also, career-technical education funding is providing the same for its student population.

Assessment Reflect ive Questions - Narrat ive Response Required


Even though our achievement test scores are above average, a better job can be done in meeting the needs of all students; specifically subgroups that have continued to emerge due to the changing demographic, as well as those needing additional support (e.g. African American males, ELL, and students with disabilities). Still, considering the limited funding, the district is doing well; as evidenced best by our second consecutive year of making straight A’s on our state report card. The effective mining of achievement data helps in this effort. Data analysis of state achievement scores has prompted us to seek innovative ways to meet the needs of our gifted learners; significant value added gains are not being made with this subgroup.



TCSPP TEMPLATE 4.3d

ASSESSMENT SUMMARY QUESTIONS

The following summary questions are related to Assessment. They are designed as a culminating activity for your self-analysis, focus questions discussions and findings regarding this area.

Assessment Summary Questions- Narrat ive Response Required

What are our major challenges and how do we know? Place in pr iori t ized order, based on data from Component 3. Although student achievement is above the state average, there is still a need to address the achievement gap among subgroups. Training is needed to prepare teachers and school counselors on how to use assessment information to drive instruction and to develop IEP’s that will benefit all students. Alternative strategies for both classroom and standardized assessments are needed to identify student strengths and weaknesses.

Assessment Summary Questions- Narrative Response Required


Students do well on state assessments; all A’s were received on the System Report Card. The effective mining of data helps to drive curriculum and instructional goals and provides support and guidance to instructional staff in order to maintain or increase student achievement. Brigance screenings are given to all enrolled Pre-Kindergarten and Kindergarten students to assess student needs. Moreover, 89% of stakeholders believe that varieties of assessment tools are used to evaluate students and 92% believe that student assessment data is used to plan and drive instruction. Additionally, 87% of stakeholders believe assessment results are shared with parenting adults in a variety of ways to improve student performance. Academic progress is now avai lable online for parent and student monitoring Academic progress is now avai lable online for parent and student monitoring.



Test data will be used to identify subgroups or individual students who are in need of additional instruction and support. System-wide assessment tools based on developmentally appropriate practices and curriculum will be developed. Additional training will be provided to regular and special education instructional staff, administrators, and support staff on how to meet the needs of all students, especially those that have been targeted for additional services (e.g. African American males, ELL, and students with disabilities). Strategies and interventions will be developed and implemented in individual schools for at-risk students. TCAP MAAS and TCAP Portfolio Assessments are being used with 3% of our students who are identified as special education students needing a different assessment from the TCAP Test.



TCSPP TEMPLATE 4.3b

ASSESSMENT GAP ANALYSIS

The following are related to Assessment. The process will identify the discrepancy, or the gap, between the current state – “What Is” – and the desired future state – “What Ought To Be.” The information for “What Is” should be in Component 1 and will be reviewed at this time.

Assessment TIME Gap Analysis - Narrative Response Required “What is” The Current Use of: TIME (How are we currently allocating our time as central office employees in providing assistance to schools and building capacity around understanding and implementing research-based assessment practices?) Central office personnel devote a significant amount of time mining and disaggregating achievement test data to help drive curriculum development and instructional guidance and support. District assessment specialists compile and analyze data and disseminate information to content area specialists, administrators and teachers. Specialists, administrators, and teachers use data to collaborate and make data-driven decisions that would provide the most effective instruction for students. Teacher observations and evaluations are performed to ensure that instruction is aligned with standards in all content areas, including special education. Meetings are also held with testing coordinators to inform, train, and provide guidance in both assessing and mining data. In addition, time is allocated to complete federal-mandated reports, including Title programs, Easy IEP and SEAS, and career-technical education compliances. Furthermore, reports are submitted regarding progression of specific programs such as Critical Incident Stress Management, Peer Mediation, and STEP. Time is spent providing professional development to district instructional staff in the implementation of effective, research-based strategies in the classroom (e.g. Marzano, Brain-Based, and inquiry). Discovery Learning Assessment is used with students three times per year to determine achievement of learning expectations according to state standards. Level of proficiency and design of intervention strategies are used related to this assessment tool.


Additional time should be allocated to perform informal observations and teacher observations to assess instruction including the integration of IEP goals and objectives. This will include assessing the data gathered from these activities in order to provide feedback, suggestions, modifications, or remediation to instructional staff. Additional time is still needed to train teachers in interpreting student assessment data and identifying student behavioral issues to help decrease the achievement gaps among subgroups and enhance student learning for all. Also, time should be dedicated to providing teachers with additional professional development in diverse assessment strategies and practices. Time should be allocated to develop an assessment-training program that would train teachers in data analysis and its use in school improvement plans and Executive Summary. This program should occur at the onset of the school year so that teachers will be able to make appropriate instructional decisions in a timely manner.



Assessment MONEY Gap Analysis - Narrative Response Required


(How are we currently allocating our funds in providing assistance to schools and building capacity around understanding and implementing research-based assessment practices?)

Current funding al locations are committed to purchase assessment materials (e.g. , Brigance Screening and Accelerated Reader) and operating instructional assessment labs (e.g., PLATO, iStation assessment and Fast Forward, as well as management of TCAP preparation programs such as Discovery Education and Study Island). Department of Exceptional Children provides one specialist to monitor IEP compliance reports and performance levels of special education students. Additionally, the district testing coordinator attends conferences to gather the most recent research-based practices. Money is allocated to fund materials and resources used in training district instructional staff in research-based assessment strategies and programs.

“What Ought to Be” – How Should we be Using Our: MONEY Funds should be allocated to provide personnel to evaluate existing assessment programs and assessment strategies that are used in the classroom. The development of assessment materials such as those required for Pre-Kindergarten and Kindergarten screening should also have specific funds allocated for their purpose. Professional development for teachers and school counselors still requires additional monies. Money is needed to purchase testing equipment for Gateway and End of Course assessments in order to offset printing and scoring costs. Funds are needed to research and purchase an effective system for assessing eighth grade technology competency.



Assessment PERSONNEL Gap Analysis - Narrative Response Required “What is” The Current Use of: PERSONNEL (How are we currently allocating personnel in providing assistance to schools and building capacity around understanding and implementing research-based assessment practices?) Personnel are allocated using the paradigm: “Everyone gets what they need; no one gets the same.” Central office personnel provide a number of assessment services to administrative and instructional staff. Additional personnel serve as instructional coaches to assist new teachers. In lieu of supervisory personnel, we use three lead teachers (Art, Music, and P.E.) who teach students three days a week and then provide instructional support to teachers two days a week. Directors play a key role in mentoring new principals. Consistent mining of test achievement data helps to drive curricular and instructional goals and objectives. Central office personnel provide monitoring during TCAP and End of Course testing to ensure validity of test data. An AYP instructional specialist was hired by the district to assist with all areas of assessment and NCLB requirements. District instructional specialists provide additional resources and professional development for teachers and principals in mining test achievement data and formulating data driven instructional decisions. Training is provided to teachers and administrators regarding assessment tools such as Powerschool, Accelerated Reader, and PLATO. Department of Exceptional Children personnel monitor IEP procedural compliance and performance of students using Discovery Learning Assessment. Special education personnel monitor IEP procedural compliance. Moreover, the counseling specialist assesses school counselor performance and activities to ensure that appropriate services are provided.


Given our limited staff and resources and based on our achievement test scores, we should continue using our personnel with our current model. Personnel are used in proactive intervention and engage in needs-driven and talent-to-task approaches.

Assessment OTHER RESOURCES Gap Analysis - Narrative Response Required “What is” The Current Use of: OTHER RESOURCES (How are we currently allocating other resources in providing assistance to schools and building capacity around understanding and implementing research-based assessment practices?) Resources are used to fund travel of central office staff to state, regional, and national conferences and to recruit presenters to provide professional development to instructional and administrative staff. Both opportunities provide insight and training of assessment tools and practices. In addition, videos and other resources modeling best practices are purchased for the professional library, as well as additional software that are made available to each school. With a zero-based budget, all stakeholders submit items for budget consideration.

“What Ought to Be” – How Should we be Using Our: OTHER RESOURCES Additional time is needed to allow central office and instructional staff to engage in more professional development opportunities. Also, increased funding for professional development is needed in order to procure more presenters and to train more district and instructional staff members.



TCSPP TEMPLATE 4.3c

ASSESSMENT REFLECTIVE QUESTIONS

The completed Assessment gap analysis should enable the Systemwide Leadership Team to answer the following reflective questions relative to instructional practices.


Are we providing equity and adequacy to al l our schools?

Yes. Assessment tools and programs such as Discovery Education, Study Island, PLATO, Accelerated Reader, and Course Recovery are available at all schools. Training to mine and assess the date generated from these tools is also provided. A significant amount of time and attention is dedicated to schools that have, in years past , been listed as Targeted and those, based on projections, are in danger of not meeting AYP. Training is being provided to assess district programs; however, more training is needed to meet the needs of changing student demographics and increased student population. Professional development and central office instructional support-involving assessment practices, strategies, and programs is available to all instructional staff.



Yes. Even though district funding is inadequate, funds are being targeted to meet the assessment needs of district schools including training, software, and support for electronic data analysis tools (e.g., Discovery Education, Study Island, and PLATO). Title I funds are being used efficiently to provide these assessment tools and materials to Title schools. IDEA funds are being used efficiently to provide assessment tools and materials for special education students. Also, career-technical education funding is providing the same for its student population.

Assessment Reflect ive Questions - Narrat ive Response Required


Even though our achievement test scores are above average, a better job can be done in meeting the needs of all students; specifically subgroups that have continued to emerge due to the changing demographic, as well as those needing additional support (e.g. African American males, ELL, and students with disabilities). Still, considering the limited funding, the district is doing well; as evidenced best by our second consecutive year of making straight A’s on our state report card. The effective mining of achievement data helps in this effort. Data analysis of state achievement scores has prompted us to seek innovative ways to meet the needs of our gifted learners; significant value added gains are not being made with this subgroup.



TCSPP TEMPLATE 4.3d

ASSESSMENT SUMMARY QUESTIONS

The following summary questions are related to Assessment. They are designed as a culminating activity for your self-analysis, focus questions discussions and findings regarding this area.


What are our major challenges and how do we know? Place in pr iori t ized order, based on data from Component 3. Although student achievement is above the state average, there is still a need to address the achievement gap among subgroups. Training is needed to prepare teachers and school counselors on how to use assessment information to drive instruction and to develop IEP’s that will benefit all students. Alternative strategies for both classroom and standardized assessments are needed to identify student strengths and weaknesses.

Assessment Summary Questions- Narrative Response Required


Students do well on state assessments; all A’s were received on the System Report Card. The effective mining of data helps to drive curriculum and instructional goals and provides support and guidance to instructional staff in order to maintain or increase student achievement. Brigance screenings are given to all enrolled Pre-Kindergarten and Kindergarten students to assess student needs. Moreover, 89% of stakeholders believe that varieties of assessment tools are used to evaluate students and 92% believe that student assessment data is used to plan and drive instruction. Additionally, 87% of stakeholders believe assessment results are shared with parenting adults in a variety of ways to improve student performance. Academic progress is now avai lable online for parent and student monitoring Academic progress is now avai lable online for parent and student monitoring.



Test data will be used to identify subgroups or individual students who are in need of additional instruction and support. System-wide assessment tools based on developmentally appropriate practices and curriculum will be developed. Additional training will be provided to regular and special education instructional staff, administrators, and support staff on how to meet the needs of all students, especially those that have been targeted for additional services (e.g. African American males, ELL, and students with disabilities). Strategies and interventions will be developed and implemented in individual schools for at-risk students. TCAP MAAS and TCAP Portfolio Assessments are being used with 3% of our students who are identified as special education students needing a different assessment from the TCAP Test.



TCSPP TEMPLATE 4.4a

ORGANIZATIONAL PRACTICES

Current Organizat ional Practices

Educational Agenda

Curriculum and

Accountabil i ty Support


System Collaboration

Communica

tion Leadership Development


System mission, beliefs, and vision

statements

System organizational

chart

Flexible hours transcripts,

Professional Development logs, My Learning Plan

Administrative calendar,

meeting agendas

WebbMail, SCS Website,

Electronic communication data, Family

Friendly Schools,

Parent Portal

Professional development rosters (e.g., Fish, Marzano series, Quantum Learning,

assessment training), Leadership team, Leadership

Academies


Yes

Yes

Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective

Effective


System Report Card, system

accomplishments

System Report Card, System

awards, minutes of meetings,

meeting agendas

Teacher surveys, District TCSPP

Survey, My Learning Plan transcripts, staff

sign-in sheets and evaluations, staff development logs

Attendance logs, school

improvement plans, minutes of

department/ grade level meetings

Stakeholder surveys

System Report Card


TCAP achievement, Gateway and EOC tests scores, largest PTA in TN, met

AYP goals, average ACT scores at state

and national averages

High average ACT scores, 98% of our

schools met all the NCLB benchmark

requirements.

Majority of teachers gain required 30 hours

of professional development, 85% of stakeholders believe

professional development enhances

instruction

On average, 100% of all

administrators attend monthly

principals’ meetings

88% of system stakeholders

regard effective

communication as a system

priority

2008 ACT composite score is above the national and state

average for Caucasian, Asian-American, males and

females;98% of our schools met all the NCLB benchmark requirements., low turnover

among administrators



Current Organizat ional Practices

Educational Agenda

Curriculum and

Accountabil i ty Support


System Collaboration

Communica

tion Leadership Development


Induction program is available to all newly- hired teachers in the

system

Services provided by

department are available to all

schools

Courses are available to all teachers,

Learning Academies were formed

Meeting is open to all system

principals and vice-principals

Webb Mail is available to all

system stakeholders, SCS Staffer Magazine

online

Professional development is available to all system

administrators


Continue effective practice, provide


Increase number of individuals

and other resources

available to provide services

Continue effective practice

Continue effective

practice, include additional

content, special services, and technology

training, promote

capacity building at all levels,

develop a plan for creating a professional

learning community, use of an ongoing

reflection process to involve all

stakeholders

Continue effective

communication strategy

Continue to offer additional leadership development

opportunities, Leadership Academy and Leadership

Academy II initiated for all SCS administrators,

Leadership Retreat open to all SCS Administrators



TCSPP TEMPLATE 4.4a


Current Organizat ional

Practices Community Involvement

Funding Allocations

Curriculum Guides and

Pacing Charts

Transportat ion Services

Alternative Services and

Behavior Intervention

Special Education Services


Parent Teacher Association rosters, visitor logs, meeting

agendas, Family Friendly Schools program, ESL parent meeting

rosters, ESL Adult class rosters, SCS Education Foundation

support

Internal system, monthly budget reports, monthly

state financial FACTS records,

prioritized budgeting, grants

On-line curriculum guides and

pacing charts

Transportation staff, bus

schedules, 20-day

transportation summary,

annual reports filed with

Tennessee Department of Education and

EPA

Alternative Services

department, Renaissance

Academy student and staff rosters, middle

school alternative

services rosters, two elementary

alternative school locations

Department of Exceptional Children Specialists, consulting teachers, and Student

Response Team support the instructional

programs in schools for SPED students as determined by IEP’s


Yes

Yes

Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective

Effective


PTA rosters, stakeholder surveys, student teacher training requests, ESL parent meeting attendance,

SCS Education Foundation monetary support for system

programs

TCAP test scores, System Report Card, Budget monitoring

reports, Audit reports

Teacher lesson plans, Formal teacher evaluations

Tennessee Department of

Education transportation

report

Alternative school referrals

System Report Card Tennessee Department of Education Special Education Reports


SHELBY COUNTY SCHOOLS Current

Organizat ional Practices

Community Involvement Funding

Allocations

Curriculum Guides and

Pacing Charts

Transportat ion Services

Alternative Services and

Behavior Intervention

Special Education Services


Largest TN PTA membership, 93% of stakeholders believe that

the system actively seeks their involvement, STEM initiative,

collaboration with area universities, stakeholder

participation in community programs

Increase in achievement

scores, always in compliance with federal and state

guidelines, system is in Good

Standing, made AYP, all A’s on state report card

98% of our schools met

all the NCLB benchmark

requirements

In compliance with all state guidelines,

recently received National

Association of Pupil

Transportation award for

special education

transportation

Decreases in the number of students

scoring Below Proficient on state achievement tests

Increase in number of special education students receiving

regular high school diplomas


Diverse PTA membership, district survey available to all

internal and external stakeholders on district website, collaborations

with both public and private universities and institutions

Funding is available to service all students

Guides and pacing charts are available to all district instructional

staff

Transportation services are available to

students attending

district schools

Special educations services are

available to all students who

qualify and testing preparation is available to all

students. Equipment and

materials are purchased to

simulate regular school experiences

Special educations services are available to all students who

qualify Increase in number of

special education students educated in inclusive classrooms

with general education peers


Identify opportunities to increase community involvement and

industry collaborations


Continue effective practice, modify to align with new state standards


Identify additional services to meet student needs,

continue to provide alternative ser vices at middle

school level

Provide additional professional

development and resources to staff,

continue to identify and meet student

needs



TCSPP TEMPLATE 4.4a


Current Organizat ional

Practices

New Teacher Induction

Pre-

Kindergarten Screening

Science, Technology, Engineering

and Math Init iat ive

District Safety Intervention

ISafe

Coordinated School Health


Instructional calendar, Professional

Development calendar, workshop

rosters

Letter People Assessment and ECERS on file

STEM committee, IBO committee, and off-site meeting agendas, capital

campaign objectives, IBO

program approval, Shelby Scholars Summer Institute, Saturday

Scholars Academy and

Junior Academy rosters, project

plans and professional development

rosters

Crisis Management and

Emergency Response

Manual, staff development

training rosters

Professional development and parent workshops, used by all system librarians, system-wide training of all SCS Librarians in February, 2009, to comply with state

mandated for internet safety

instruction in Fall of 2009

Specialist in the areas of school

health to provide parents, students, and employees of

Shelby County Schools with a

better coordinated system of health

services in order to enhance our overall

health and wellbeing


Yes

Yes

Yes

Yes

Yes

Yes


Yes

Yes

Yes

Yes

Yes

Yes


Effective

Effective

Effective

Effective

Effective

Effective



Current Organizational Practices


Pre-


Science, Technology,

Engineering and Math Initiative


ISafe



Teacher surveys, teacher evaluations

Student folders, pre-and post-tests, ECERS results on file

Industry interest meetings, IBO Kick-off event, stakeholder survey, 2008 Summer Institute student applications increased by 42% from 2007, IBO program applications

FEMA comparative data, self-evaluation of drills and practice

Post-tests will be administered the last day of school

Teacher and administrative personnel will

provide feedback regarding the

availability of these services.


85% of teachers attending reported

they found the workshops beneficial

in communicating system policies and

expectations

Below proficient scores decreased

in reading/language arts for 3rd grade

students

Effective developmentally-

appropriate assessment, good

indicator of student pre-

literacy skills

Significant staff, PTA, and

community support for IBO

program, industry and community involvement in

STEM initiatives, significant

response to math/ science/technolog

y Summer Institute

Meet FEMA standards,

positive feedback on situations

regarding crisis management,

Second Responder program

presented at state level with many

accolades

Will be determined after post-test

results are collected

Teacher/ Administrator

surveys


Induction program is available to all newly hired teachers in the

system

Available to all Pre-K students

Various programs available to meet individual student needs, Scholars Junior Academy implemented to provide STEM

experiences to K-5 students

Services to all district schools

and offices

All schools have access to program

All stakeholders have access to the

Coordinated School Health website



Current Organizational Practices


Pre-


Science, Technology,

Engineering and Math Initiative


ISafe



Continue effective practice, provide



Continue to build existing

programs, add others as needed

On-going evaluation will prompt changes

in procedures and school facilities

Implement mentoring program,

add new modules as presented

Continue to utilize CSH specialist for

assistance in schools and provide

training to all stakeholders



TCSPP TEMPLATE 4.4b

ORGANIZATIONAL GAP ANALYSIS The following are related to Organization. The process will identify the discrepancy, or the gap, between the current state – “What Is” – and the desired future state – “What Ought To Be.” The information for “What Is” should be in Component 1 and will be reviewed at this time.

Organizational MONEY Gap Analysis – Narrative Response Required “What is” The Current Use of: MONEY (How are we currently allocating our funds in providing assistance to schools and building capacity around understanding and implementing research-based organizational practices?) Although Shelby County Schools is funded $437 below the state’s average per pupil expenditure, the Consolidated Planning Committee identifies and prioritizes the most needs for the district. Money has been allocated to support professional development by operating a professional development center that includes six school satellite sites. Funds were used to develop a Coordinated School Health team and support staff when the need was identified. Money is used to build additional facilities to meet the needs of the growing population within the school district, including a new elementary school in the northeast part of the district, a new middle school in the southeast part of the district, and a conversion of an existing middle school to a K-8 school. A sound fiscal decision-making process is critical to our district. Monetary resources are allocated using a budget development process, which solicits input from our stakeholders.SCS is funded below the State average; therefore, sound fiscal decisions are critical to our program. Monetary resources are allocated using a budget development process, which solicits input from our stakeholders. Staff Development is a large part of our General and Special Funds (Title) because professional development improves student learning. Schools with special needs (e.g. additional teachers, administrators or programs) submit proposals for additional funding or resources or apply for grant monies. Extended Contract monies, our General Fund, Title Funds, and IDEA allocations are used to extend the instructional school year beyond 180 days. Safe Drug Free School Funds promote good decision-making. Furthermore, Title IID funds are used for Staff Development and Praxis Sessions for teachers; Title V funds are used for our IBO Program, and Title IV funds are used for our Technology Coaches. Perkins Funds support Career/Tech Programs and new initiatives like our Pre-Engineering Program at a middle school. Grants provide language immersion programs, technology initiatives, and partnerships with area hospitals and mental health agencies. Adequate Funding is a priority in Tennessee’s Master Plan and in our System’s Strategic Plan.

“What Ought to Be” – How Should we be Using Our: MONEY A district instructional research division is needed to provide best practices and resources for all system staff members. Additional resources are needed for instructional staff to meet the individual needs of students, specifically those in targeted subgroups. Resources may, include additional counselors, updating school facilities to accommodate special education needs and increasing special education and ESL personnel. In addition, hiring additional reading and math tutors may help targeted schools. Additional allocations are needed to provide an equitable and exceptional educational experience for each student, specifically those experiencing exponential growth. According to our stakeholder survey, additional funding should be provided to establish a higher pay scale for system teachers. Using multiple data sources, (including achievement information) all schools should receive the funding needed to ensure student success in all grades/subjects. More Pre-K classes and early intervention programs will promote achievement. Expansion of our programs for students with special needs (academic and non-academic) will enhance our services to students. Community partnerships should be expanded to support programs, which will increase our cohort rate. A community liaison and a Transition Teacher have been hired to assist with increasing our graduation rate. Our stakeholders consistently identify school funding as an area of need. As the need for an additional International Baccalaureate Program has been recognized for implementation, additional funds will be needed to support the program. Middle school transition programs and additional initiatives that focus on student needs, including the expansion of the iStation reading program, math and science Junior Academy, and APEX language arts courses will need funding to provide necessary personnel, equipment and materials.



Organizational TIME Gap Analysis - Narrative Response Required “What is” The Current Use of: TIME (How are we currently allocating our time as central office employees in providing assistance to schools and building capacity around understanding and implementing research-based organizational practices?) Using a priority schools approach (based on current data and shared decision-making) enables the system to effectively and efficiently manage time. Central office staff members participate in a number of staff and system administrative meetings, specialized services, and committees to collaborate and plan implementation of system initiatives, goals, and objectives. The executive leadership meets with principals and student advisory groups. Professional development is available for all system employees, including timely staff development activities with the goals of continuous improvement and capacity building, new teacher orientation, yearlong instructional coaching, technology integration support, as well as instructional modeling and monitoring of best practices. Technical assistance ensures that schools have the needed resources to complete mandated reports, develop/implement interventions, and prioritize their resources. Staff Development is a priority in Tennessee’s Master Plan and in our System’s Strategic Plan. Community collaboration is performed to procure external stakeholder support in system programs. District personnel maintain daily contact using e-mail. Time is spent developing new initiatives and programs that meet the evolving needs of the district and its internal stakeholders including university/K-12 school collaborations, student and teacher motivation, student math and science achievement, teacher content strengthening and meeting the needs of the gifted student.

“What Ought to Be” – How Should we be Using Our: TIME Time should be allocated to establish and build stronger school-business partnerships in a number of areas, including science and math instruction and career-technical programs. Time should be spent working more directly with schools in planning and implementing school-based content area, technology, special education, alternative services, and ESL initiatives to maintain or increase student achievement and professional growth of instructional and administrative staff. Central Office will continue to provide on site support as described above to maintain achievement in identified areas of need, assist our ever-increasing number of new principals and teachers, and ensure the success of the 1000 plus new students.



TCSPP TEMPLATE 4.4b (continued)

ORGANIZATIONAL GAP ANALYSIS

Organizational PERSONNEL Gap Analysis - Narrative Response Required “What is” The Current Use of: PERSONNEL (How are we currently allocating personnel in providing assistance to schools and building capacity around understanding and implementing research-based organizational practices?)Our system personnel provide leadership in planning and implementing system goals and objectives. Staff members are involved in developing policies and procedures that will ensure a first-rate education for all students; directing funding allocations; recruiting, hiring and evaluating teaching personnel; developing and implementing system initiatives; providing professional development for all staff members and community stakeholders; managing special services for distinct student populations; and providing support to building administrators. Central office specialists also serve as liaisons between building personnel and central office administration. Our district provides appropriate certified/qualified personnel to support our schools above BEP formulas if there is a special need. Title I funds are used to hire instructional coaches and a social worker to develop mentoring relationships. Library assistants, special education clerks and medicine clerks are employed to maximize teaching time. Inclusion is staffed with special education teachers and instructional assistants who provide support for students and regular education teachers. In special education, co-teaching is used to ensure the principle of least restrictive environment, which is a viable instructional option. Personnel are a priority in Tennessee’s Master Plan and in our System’s Strategic Plan. A Foreign Language specialist and two elementary education specialists were added to the Department of Curriculum and Accountability to provide additional guidance and support to schools. Also, a professional learning and development specialist was hired to lead the district in cutting-edge professional development Additional district technology personnel were hired to provide both instructional and technical support to schools and district offices.

“What Ought to Be” – How Should we be Using Our: PERSONNEL An increase in collaboration among different departments is warranted, thus providing the opportunity to plan and implement initiatives that fulfill a myriad of needs of the instructional staff and the individual student. Given our limited staff and resources and based on our achievement test scores, we should continue using our personnel with our current model. Personnel are used in proactive intervention and engage in needs-driven and talent-to-task approaches. Increased instructional and support personnel would enhance our programs. Additional specialists would expand staff development opportunities for teachers and intervention for students. A K-12 alternative school and additional funding for more Pre-K programs are needed to increase student success. A leadership program for aspiring administrators and more technology personnel will help our system maintain its academic edge.



Organizational OTHER RESOURCES Gap Analysis - Narrative Response Required “What is” The Current Use of: OTHER RESOURCES (How are we currently allocating other resources in providing assistance to schools and building capacity around understanding and implementing research-based organizational practices?) Resources are currently used to provide a network between schools, central office, and community stakeholders to communicate system initiatives, programs, and progress. Organizational best practices are utilized to address the needs of specific services (e.g., speech therapists, APEX, and ESL) and specific targeted groups such as ELL, alternative services, and special education. Student teachers, parent volunteers, community leaders, business partnerships, and political leaders extend our limited resources. Adequate Resources is a priority in Tennessee’s Master Plan in our System’s Strategic Plan. District educational foundation was able to obtain funds and resources for summer math and science institute. Speakers and community leaders have been utilized to provide academic motivation and social guidance to students in need of such support, specifically African-American males, low achievers, and ELL students. Capabilities of student management system and accompanying statistical programs (e.g. achievement, demographic pivot tables) were expanded and implemented.

“What Ought to Be” – How Should we be Using Our: OTHER RESOURCES Although the system has a cohesive student management system, additional resources are needed to enhance communication between internal and external stakeholders. Information from external stakeholders should be gathered, compiled, and entered into a central repository. Additional resources should be allocated to meet the diverse needs of the evolving student population, make students more globally competitive, and prepare them for the rapid advancements in the technological arena. A growing population of students requires that the system continue to manage resources wisely to meet scheduling of transportation efficiently and effectively. Additional external partnerships should be expanded to increase ownership, promote access to facilities and programs, and increase the amount of financial/technical expertise available to our program. Internship opportunities need to be obtained for various student programs (e.g. International Baccalaureate Program).



4-47

TCSPP TEMPLATE 4.4c

ORGANIZATIONAL REFLECTIVE QUESTIONS

The completed Organizational gap analysis should enable the Systemwide Leadership Team to answer the following reflective questions relative to instructional practices.

Organizational Reflective Questions - Narrative Response Required

Are we targeting funds and resources effectively to meet the needs of our schools? Yes. School funding allocations are based on projected enrollment. Restricted funding is allocated to schools in certain areas, including special education, career-technical education, library books, custodial operations, and state-mandated teacher discretionary funds. Additional funds are allocated to Title I schools to meet specific needs of the student population, such as reading intervention, tutoring, and enrichment programs, as well as professional development for the instructional staff to effectively implement these initiatives. ESL and Pre-Kindergarten instructional coaches have been added to the curriculum and accountability staff to provide additional support to both teachers and students in these areas. Funds have been used to purchase additional materials for these programs. Funds have been allocated to support innovative initiatives such as the International Baccalaureate Program, Shelby Scholars Summer Institute, Fine Arts Academy, and the Dual Credit program to prepare our students for success in a more globally competitive world. A review of the current relevant data reflects that this is occurring. PowerSchool, our student management system, 20-day attendance reports, and online formative tests, including Discovery Education, provide current information so that needs (human, technical, or monetary) can be addressed in a timely manner. Funds and resources are aligned to meet these identified needs. Evidence of this is that our system and schools continue to improve in spite of additional students and below average state funding.

Organizational Reflective Questions - Narrative Response Required Based on the data, are we accurately meeting the needs of students in our schools? Yes. Although the district operates on limited funds, with the average student expenditure lower than the state average, students have performed in an exemplary fashion on all state achievement tests. 98% of the schools in the district scored Proficient or Advanced on NCLB benchmarks in all content areas. Moreover, the district received all A’s in TVAAS exceeded Expected gains in all tested areas of the Gateway and End of Course tests, and experienced a decrease in the number of students with disabilities who scored Below Proficient. Other strengths include K-8 writing, K-8 attendance and promotion, and 9-12 attendance and graduation rates.



Organizational Reflective Questions - Narrative Response Required

Are we providing equity and adequacy to all our schools? Yes. District resources, including personnel, administrators, auxiliary assignments, and instructional equipment and materials are allocated based on student enrollment and individual student needs. Such allocations are modified as needed when fluctuations occur in student enrollment at each school site. The student research division makes accurate projections as to changes in population growth and demographic composition. All schools are SACS accredited and meet the high standards for adequacy of resources. The district hires employees without regard to race, color, national origin, religion, sex, or disability. Instructional personnel must meet NCLB and state BEP standards for employment. Various professional development opportunities are consistently available to all employees in order to meet the needs of both internal and external stakeholders. Additional programs, such as ESL, tutoring, and Pre-Kindergarten, have been implemented to meet specific needs of the student population. Comparable services are provided to all schools. School Board Policies, Procedures and Guiding Principles for Resource Allocation (Component 1) are followed to ensure equity and adequacy. Schools have the ability to contact Central Office to address special needs or concerns. Equity and adequacy is a priority in Tennessee’s Master Plan and in our system’s Strategic Plan.



4-49

TCSPP TEMPLATE 4.4d

ORGANIZATIONAL SUMMARY QUESTIONS

The following summary questions are related to Organization. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings regarding this area.

Organizational Summary Questions- Narrative Response Required


Providing a quality education for all students is evidenced by the high-average student achievement (e.g., TCAP, Gateway, ACT) on a per pupil expenditure that is less than state and national averages. This is also evident on the System Report Card that includes TVAAS grades of all A’s. The system provides a high-caliber instructional staff and central office organization that imparts exceptional support and resources to students, staff, and administrators. Moreover, the implementation of new initiatives (e.g., IBO, Pre-Kindergarten, and Shelby Scholars) and emerging departments have been integrated into the system organization to meet the needs of the changing demographics and evolving needs of the students in the system. The district has the largest PTA in the state of TN. Several district employees have received state and national accolades including Tennessee PTA Superintendent of the Year, Principal of the Year, and Teacher of the Year. Our Shelby Scholars Summer Institute was recognized by the Tennessee School Boards Association and received the Award for Excellence in Education Programs. Moreover, the district school board has received the Tennessee Board of Distinction Award four consecutive times. Shelby County is one of only of Tennessee’s 136 school systems to achieve all A’s. Shelby County has also received all A’s for the past four years. We were considered by our parents as a good system as evidenced by our What Parents Want Award by School Match for 11 straight years. Additionally, approximately 1000 new students matriculate to our school district each school year. Our Shelby Scholars Summer Institute was recognized by the Tennessee School Boards Association and received the Award for Excellence in Education Programs. ESL department has expanded to not only address student needs, but parents’ needs as well including adult ESL classes and two parent centers. District ESL program was recognized by the Tennessee School Board Association and received the Award for Excellence in Education Programs. District received all A’s on System Report Card for the three year in a row. The Shelby Scholars Summer Institute was featured in T.H.E. Journal as a successful model of math/science program integration. Even with the matriculation of large numbers of new students, the system still met AYP benchmarks and achievement goals. The system is becoming more diverse; instructional, administrative, and central office personnel have been able to provide resources and support to meet students’ individual needs.



What are our major challenges and how do we know? Place in priori t ized order, based on data from Component 3. Our challenges involve limited funding. The district also faces the challenges of a changing student demographic, including an increase in the ELL population, and maintaining the achievement of specific subgroups. Also, it is imperative that the system addresses the issue of suspensions among African American males. The number of highly qualified teachers must improve, as should the per pupil expenditure. Other major challenges include providing facilities to keep up with current growth. New schools are being built every few years. . Special purpose rooms (labs, art rooms, etc.) are used for classrooms. Additionally, three school starting times are used to maximize transportation services. Raising the skill level of our students, especially those that are new to our system are major challenges as well. Over 80% of new students to our system score below proficient on NCLB tests. There is still a need for additional opportunities involving community and district collaboration, external funding, and resources for new initiatives and programs. Suspension rates, specifically among African American males, still need to be addressed. Additional schools have been built, but additional space is still needed for the ever-growing student population. Additional support is still needed to meet the needs of the gifted student.



The district will explore additional funding sources including grants and reallocation of current funding. Also, additional instructional strategies will be implemented to increase the achievement of targeted students. Additional ESL teachers will be added to meet the needs of the ELL population. The district is implementing programs, such as Response to Interventions (RTI) ) in the area of Reading, which reduces the number of students reading below grade level and directly impacts the identification and need of special education services. The district will convince our funding sources that schools are essential to community success. The system will also continue to develop individual intervention plans for below proficient students. Making Tennessee Schools the Best in the Nation is a priority in Tennessee’s Master Plan and in our System’s Strategic Plan. It is addressed in the mission statement at the state level and in our System’s Strategic Plan. Several university/community collaborations are currently taking place, including teacher content strengthening program with the University of Memphis, dual enrollment programs with the University of Memphis and Southwest Community College, and community ESL adult classes and parent meetings. Additional collaborations will be pursued, especially with community businesses and industry. Intervention programs will be utilized and/or developed to meet the needs of African-African males and diverse learners. Language arts APEX courses will continue to provide additional instruction and academic support for gifted students. Zoning options will be reviewed to identify solutions for overcrowded school sites. The Special Education department will work on expanding transition activities for students with disabilities as they move towards exiting high school. An expansion of Community-Based instruction activities is planned along with an increased focus of Work Based Learning opportunities. Department of Exceptional Children will expand transition activities for students with disabilities as they move toward high school graduation. An expansion of Community-Based Instruction activities is planned along with an increased focus on Work Based Learning opportunities.



May, 2008 Shelby County Schools


COMPONENT 5

ACTION PLAN

August, 2011 Shelby County Schools


TCSPP TEMPLATE 5.1{ TC "TCSPP TEMPLATE 5.1" \f F \ l "4" }

GOAL 1 – Action Plan Development

Template 5.1 (Rubric Indicator 5.1) Revised DATE: August, 2011

Goal Improve student achievement by increasing the number of core courses taught by highly qualified teachers to 100% by June 30, 2012.

Which need(s) does this Goal address? Compliance with NCLB requirement, which enables teachers to provide a curriculum with rigor, relevance, and relationship. 96.7% of core classes are taught by Highly Qualified Teachers

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

Strategic Plan-Goa1 1: Provide a curriculum with rigor, relevance, and relationships, which reflects greater preparation for careers, higher education, and responsible citizenship. Strategic Plan Goal 4: By 2013, recruit and retain high quality employees.

ACTION STEPS – Template 5.2 – (Rubric Indicator 5.2) IMPLEMENTATION PLAN – Template 5.3 – (Rubric Indicator 5.3)

Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources, funding sources, evaluation strategy and performance results/outcomes. (For Evaluation Strategy, define how you will evaluate the action step.)

Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions which should be scientifically based where possible and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.

Timeline Person(s) Responsible Required Resources Projected Cost(s)

& Funding Sources

Evaluation Strategy Performance Results /

Outcomes

Action Step

Offer Praxis preparation sessions/training to teachers prior to Praxis Exam

Sept., 2008 - May, 2010

Margaret Gilmore, Instructional Programs Specialist Laura Link, Professional Development & Leadership Director James Aldinger, Federal Programs Director

• Instructional Specialists

• Praxis Booklets

• Title IIA • General

Fund • $42,000

• Praxis Sessions sign-in sheets

• Increased number of core courses taught by HQ teachers




Action Step

Provide professional development training sessions and reimbursement for Praxis Testing as needed for Special Education teachers who teach content area subjects.

Aug. 2009- May, 2012

Marty Redding, Department of Exceptional Children Executive Director Margaret Gilmore, Instructional Programs Supervisor

• $115 or present cost for Praxis Test

• IDEA • General

Fund

• Reimbursement Documentation and copy of Praxis Exam

• Increased number of core courses taught by highly qualified teachers to 100%

Action Step

Provide reimbursement for teachers who pass the Praxis Exam to become Highly Qualified

Sept., 2008-May, 2012

Lois Williams, Human Resources Assistant Superintendent James Aldinger, Federal Programs Director Margaret Gilmore, Instructional Programs Specialist

• $115 or present cost per Praxis Test


Fund

• Reimbursement Documentation and copy of Praxis Exam

• Increased number of core courses taught by highly qualified teacher to 100%

Action Step

Follow-up with teachers who have not demonstrated competency in their subject area to ensure compliance is met by the end of 2008/2009 school year

Aug., 2008 - May, 2012

Lois Williams, Human Resources Assistant Superintendent Jeff Mayo, Human Resources Director

• Written documentation from school administration

• Title IIA • Human Resources HQ teacher letter

• List of teachers identified

• Preliminary Report

• Increased number of highly qualified teachers

Action Step

Offer small study groups for Content Area and PLT Praxis Series

Sept., 2008-May, 2012

Laura Link, Professional Development & Leadership Director Margaret Gilmore, Instructional Programs Specialist

• Praxis Booklets • Instructional

Specialists


Fund • $42,000

• Praxis Study Group sign-in sheets

• Improvement in percentage of HQ teachers



Action Step

Recruit newly hired teachers who meet the requirements for Highly Qualified status

March, 2008 – July, 2012

Eddie Jones, Human Resources Recruiter Jeff Mayo, Human Resources Director

• Human Resources Department

• General Fund

• Title IIA

• Human Resources employment documents

• Increased percentage of highly qualified teachers

Provide a stipend for teachers assigned to a Shelby County School that is classified on NCLB TARGET Status or in School Improvement, and scores a B or better in Value Added for reading and math for the following school year

August, 2011 - May, 2012

Momodou Keita

• $2,000 stipend per teacher

• General Fund

• Test Results • Increased value-added scores in reading/

language arts and math

Reduction of teacher mobility by 5% by 2010




Action Step

Increase minority and critical core area teacher recruitment efforts at colleges and universities with teacher preparatory programs

July, 2006- June, 2012 (Yearly)

Lois Williams, Human Resources Assistant Superintendent Eddie Jones, Recruitment Specialist

• $50,000

• General Fund

• Follow-up and documentation results

• Increased number of minority and critical area teachers by June 30, 2010

Action Step

Provide professional development programs to support new teachers

July, 2006- June, 2012 (quarterly)

James Aldinger, Federal Programs Director Marty Redding, Department of Exceptional Children Executive Director Laura Link, Professional Development & Learning Specialist DeAnna McClendon, Elementary Education Director Karen Woodard, Secondary Education Director Tammy Mason, Middle School Director

• $500,000 • Master Mentors • Instructional

Coaches • Specialists • Exemplary

Teachers


Fund • IDEA

• Surveys • Positive feedback

on program surveys

• HR surveys from New Teacher Induction

• Higher retention of new teachers

• Reduction of teacher mobility by 5% by 2009

Action Step

Provide on going, appropriate, and relevant staff development for teachers and administrators

July, 2006 -June, 2012 (on-going)

David Stephens, Curriculum & Accountability Assistant Superintendent S

• $150,000 • Professional

Development Center

• Title I Facilitators • Title I

English/LA/Math

• Title IIA • IDEA • Title IA

• Positive feedback from staff development logs

• Districtwide inservice evaluation results

• Increased student achievement



Laura Link, Professional Development & Leadership Director John Aitken, Shelby County Schools Superintendent Marty Redding, Department of Exceptional Children Executive Director James Aldinger, Federal Programs Director

Coaches


Action Step

Provide and communicate alternative pathways to teaching with cooperation of university systems

June, 2008 - June 30 2012 (each semester)

Lois Williams, Human Resources Assistant Superintendent

• MATEC • Teach Tennessee • Troops to

Teachers • Online classes

• No other funds required

• Human Resources Documentation

• Decrease in number of alternative licenses

Action Step

Provide research-based professional development opportunities to support Neglected &Delinquent institutions and private school teachers

August, 2008 - June, 2012 (on-going)

James Aldinger, Federal Programs Director David Stephens, Curriculum & Accountability Assistant Superintendent Margaret Gilmore, Instructional

• $2,000.00 • Federal Programs

Compliance Lead Teacher

• Neglected & Delinquent Academic Facilitators

• Title IA • Title V • Title IIA

• Teacher Surveys • Compliance with Federal Programs’ guidelines



Programs Specialist

Action Step

Revise the data collection process to enhance tracking of HQ status and improve accuracy of course coding

March, 2009 – May, 2012

DeAnna McClendon, Elementary Education Director Karen Woodard, Secondary Education Director Debbie Cannady, Human Resources Secretary

• Technology – EIS

• C & A – Preliminary Report

• No funds required

• Written description of tracking procedures

• Increased accuracy of the data collection and course coding

Action Step

Establish accountability procedures to ensure class assignments are accurate in EIS and the Preliminary Report

March, 2009-May, 2012

Tammy Mason, Middle School Director

• Human Resources Dept.

• C & A /Technology Dept.


• Written list of teachers and class assignments

• Increased accuracy of electronic reporting

Action Step

Develop and implement a system to determine HQ status prior to employment

March, 2009- May, 2012

Lois Williams, Human Resources Assistant Superintendent Jeff Mayo, Human Resources Director

• Human Resources Dept.


• HQ documentation in application packets

• Compliance with Federal Programs guidelines

Action Step

Ensure that special courses with core subjects in the title are assigned to teachers highly qualified in the core subject

March, 2009-May, 2010

School Administrators Jeff Mayo, Human Resources Director DeAnna McClendon, Elementary Education Director

• Human Resources

• School Administrators

• No additional funds are needed

• Written documentation from school administrators

• Decreased number of EIS exceptions



Karen Woodard, Secondary Education Director

Action Step

Develop individual action plans for teachers to achieve HQ status

March, 2009- May, 2010

School Administrators Jeff Mayo, Human Resources Director

• Human Resources

• School

Administrators

• No additional funds are needed

• Written documentation of action plans

• Increased percentage of highly qualified teachers




Template 5.1 – (Rubric Indicator 5.1) Revised DATE: January, 2010

Section A –Describe your goal and identify which need(s) it addresses. (Remember that your previous components identified the strengths and challenges/needs.)

Goal Improve student performance by decreasing student behavioral referrals and student suspensions by 1% or more each school year through 2012.

Which need(s) does this Goal address? Decrease the disproportionate percentage of suspensions and discipline referrals for African Americans and male students.


Goal #1, Student Achievement, Objective 4-5: Provide specialized training for staff who works with students that have emotional/behavioral problems.



Section B – Descriptively list the action you plan to take to ensure you will be able to progress toward your goal. Action steps are strategies and interventions, which should be scientifically based where possible, and include professional development, technology, communication, and parent and community involvement initiatives within the action steps of each goal.


& Funding Sources


Outcomes

Action Step

Analyze student referrals & suspension data by school and by subgroup. Communicate the concern annually to schools, parents, and community

June, 2006 -Dec., 2012

David Stephens, Curriculum & Accountability Assistant Superintendent Herchel Burton, Student Services Assistant Superintendent Nancy Kelly, Counseling Specialist

• $1,500 per year • Technology to

analyze suspension data

• Web site and media to communicate the data

• General Fund

• Disaggregation of suspension data

• Review of data with school administrators and central office teams.

• Post data on internal SCS website for employee access

• Post annual data on SCS website for stakeholders

• Decrease in office referrals and increase in community involvement




Action Step

Collaborate with all stakeholders to identify and deliver professional development in cultural awareness and provide ongoing training in cultural competency, conflict resolution, and peer mediation for administrators and teachers

May , 2006 – June, 2012

Nancy Kelly, Counseling Specialist Relzie Payton, Social Studies Specialist Lois Williams, Human Resources Assistant Superintendent Karen Woodard, Secondary Education Director

• $25,000 • Human

Resources • Technology

• Title IV • General

Fund

• Perceptual survey feedback

• Monitor office referrals

• Increased participation in professional development

• Decreased student suspensions

Action Step

Explore effective research based discipline programs and develop a systemwide consistent code of conduct

June, 2008 - May, 2012 (yearly)

Herchel Burton, Student Services Assistant Superintendent

• $10,000 • Materials • Staff

Development

• Title IV Fund

• General Fund

• Analyze student data and discipline referrals

• Decreased student suspensions by 1%




Action Step

Expand intervention and transition services through system and community programs

Sept., 2009– May, 2012 (on-going)

Nancy Kelly, Counseling Specialist Herchel Burton, Student Services Assistant Superintendent David Stephens, Curriculum & Accountability Assistant Superintendent

• Replacement Therapy

• Character Education

• SECOND STEP

• PRE K • IDEA • Technical

Education • Community

mental health agencies

• Intervention Counselors

• Project Reach

• Local • State Grants • Federal

Grants • General

Fund

• Analysis of individual program evaluation components

• Decreased student behavior referrals

Action Step

Research and implement alternate interventions for students in all identified sub-groups

July, 2008 June, 2010 (revisit each year)

Nancy Kelly, Counseling Specialist Karen Ball, Intervention Specialist Angela Hargrave, Student Services Director Patience Lewis, Grants Specialist

• Professional Development Center to provide online professional development

• Project Class

• General Fund

• Grants

• Track and analyze student data

• Decreased office referrals by 1%




Action Step

Expand the middle school on-site alternative program for students up to 20 days, excluding zero tolerance infractions

Dec., 2007-May, 2012 (yearly)

Karen Ball, Intervention Specialist David Stephens, Assistant Supt. Of Curriculum & Instruction

• Professional Development for Alternative School teachers

• General Fund

• Analyze and track subsequent behavior of participating students

• Decrease in percentage of behavior problems




Action Step

Expand provision of prevention counselors to middle school and provide prevention counselors for high school

Dec. 2007 -May 2012 (yearly)

Nancy Kelly, Counseling Specialist

• $200.000 • Materials • $420,000 • Counselors

• General Fund

• Track and monitor counselor referrals for disruptive behavior

• Improvement in student behavior

Action Step

Increase professional development opportunities for administrators in discipline strategies, DHA, ART, and Second Step

June 2008-Dec 2012

Herchel Burton, Student Services Assistant Superintendent Laura Link, Professional Learning & Development Specialist Nancy Kelly, Counseling Specialist

• $5,000 • Professional

Development

• General Fund

• Title IV

• Track and analyze suspension rates

• Improvement in student behavior as a result of staff development dealing with intervention strategies

Provide ongoing mental health staff development for teachers, social workers, and counselors to reduce barriers to learning.

August, 2009 – May, 2012

Nancy Kelly, Counseling Specialist

• •

Action Step

Establish a system-wide intervention counselors’ program to address absenteeism systemwide

January, 2008 -May, 2012

Nancy Kelly, Counseling Specialist Herchel Burton, Student Services Assistant Superintendent

• $62,500 • intervention

counselors

• BEP 2.0 Funds

• Monitor attendance referrals

• Increased attendance rate




Action Step

Implement research based strategies for safe and drug free schools

June, 2008- May, 2012 (yearly)

Herchel Burton, Student Services Assistant Superintendent Gary Gitchell, Security Director

• $10,000/Second Step Program

• Prevention Counselors

• Title IV • General

Fund

• Track and analyze system data

• Decrease in discipline incidence relating to an unsafe environment

Action Step

Establish SCS resource officers and expand safety and security resources

August, 2007 – Dec. 2012

John Aitken, Shelby County Schools Superintendent Gary Gitchell, Security Director

• $105,000 • resource officers • Cameras • Keypads • Access control • Additional

officers • Raptor System

• General Fund

• Monitor and track number of suspensions for each year

• Feedback from Teacher and Community Survey Results

• Decrease in student suspensions by 1%

• Decrease in office referrals

Action Step

Continue budget commitment to Health Services. (Coordinated School Health & Physical Education Department)

August, 2009 – May, 2012

Margaret Gilmore, Instructional Programs Specialist Shunji Brown-Woods, Coordinated School Health Director

• $3,000,000 • $52,000 • Nurse • Administrative

Assistant • 50 Medical

Records Clerks

• Coordinated School Health Fund

• General Fund

• Track and analyze system data

• Monitor and track number of suspensions for each year

• Decrease in student suspensions and office referrals

• Decrease in absenteeism due to illness



TCSPP TEMPLATE 5.1




Goal Identify, seek, and support strategies to increase the SCS per pupil expenditure to the state average or higher by June 30, 2012.

Which need(s) does this Goal address? Per pupil expenditure is below the state average.


Strategic Plan Goal V: To identify alternative funding sources and support a long-term funding solution that will meet the needs of a constantly growing student population.




Timeline Person(s) Responsible Required Resources

Projected Cost(s) & Funding

Sources Evaluation Strategy

Performance Results / Outcome

Action Step

Identify and support local and state legislative actions that promote adequate and equitable funding of public education

July 2006-June 30, 2012

John Aitken, Shelby County Schools Superintendent Anita Hayes, Shelby County Schools Chief Financial Officer Mike Wissman, Shelby County Schools Board Member Joe Keohane, Shelby

• $46,000 • Consultants in

school and governmental finance

• $35,000 in professional fees

• Press releases • Brochures • Donations from

community • Lobbyist

• General Fund

• Shelby County Schools Education Foundation

• List of specific legislative actions that support increased funding

• Increase the number of resources and academic programs available for students



County Schools Education Foundation Executive Director Valerie Speakman, Shelby County Schools Attorney


Action Step

Continue to implement public awareness campaigns that communicate district performance, accountability, and justification for additional funding

May 1, 2006-June 2012

Mike Tebbe, Chief of Staff Joe Keohane, Shelby County Schools Education Foundation Executive Director David Pickler, Shelby County Schools School Board Chairman John Aitken, Shelby County Schools Superintendent Nedra Jones, Planning Specialist Mike Simpson, Chief of Operations

• $112,000 • Brochures /

flyers • Presentation sites • Contacts with

leaders of service organizations

• Webb Mail • Morning

Announcements • GHS TV

General Fund • Copy of campaign plan

• Portfolio of campaign materials

• Documentation of information dissemination activities

• On-line surveys

• Increase stakeholders’ knowledge of the school system

• Increase stakeholders’ awareness of school system’s needs.



Shawn Pachucki, Communications Specialist Sharon Farley, Shelby County Schools PTA Council President



TCSPP TEMPLATE 5.1




Goal Improve core subject test results in reading/language arts and math so that 100% of students will score Proficient or Advanced by 2014.

Which need(s) does this Goal address?

♦ K-8 Reading/Language Arts – Specifically African Americans, Economically Disadvantaged, Students with Disabilities, and Limited English Proficient.

♦ Grade 3 –Continue to increase academic gains of students in Reading/Language Arts (Race to the Top Goal) ♦ Grade 7 –Continue to increase academic gains of students in Math (Race to the Top Goal) ♦ Gateway Math – Specifically African Americans, Limited English Proficient, Students with Disabilities ♦ ACT Composite Averages: For all students – specifically African Americans, American Indians, Hispanic, Alaska

Native, and females ♦ End of Course – Algebra 1 and English 10 EOC exams; students with disabilities in EOC Math and English ♦ Strengthen AYP performance of Intel lectually Gifted Students ♦ Continue to increase graduation rate percentage in high school (Race to the Top Goal) ♦ Increase number of schools meeting AYP in al l subgroups.

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

Year Plan? Strategic Plan Goal 1: Provide a curriculum with rigor, relevance, and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship.





& Funding Sources


Outcomes

Action Step

Infuse technology programs into the curriculum (i.e., Discovery Learning, IStation, Study Island, Nektrekker, Atomic Learning, Auto Skills, Brain Pop, PLATO)

June, 2007- June, 2012

Marty Redding, Department of Exceptional Children Executive Director John Simi, Technology Specialist

• ISTATION • $238.000

• Special Education

• Title I • General

Fund • Parents

• Academic assessment records

• Increase in achievement test scores in all areas



Jan Perkins Technology Specialist DeAnna McClendon, Elementary Education Director


Action Step

Provide professional development activities, summer learning experiences, and community resources for the English Language Learner Community

August, 2006-June, 2012

Todd Goforth, ESL Specialist David Stephens, Assistant Supt. Of Curriculum & Instruction

• $12,000 • Supplies for

parent activities • Flyers • Instructional

Videos • ESL Summer

School • ESL Parent

Resources

• Title III • Parent Surveys • Parent Log In

Sheets • Evaluation of

language level growth

• Increase in academic growth of ELL students

Action Step

Utilize co-teaching and inclusion strategies and analyze outcomes for students

August, 2006- May, 2012

Marty Redding, Department of Exceptional Children Executive Director School Administrators Karen Woodard, Secondary Education Director DeAnna McClendon Elementary Education Director

• $157,000 • Co-teaching


• Co-teaching materials

• General Fund

• Federal (IDEA)

• Teacher Surveys • Analysis of

student test data • Evaluation of

academic progress

• Decrease in the number of students scoring below proficient

Action Step

Provide differentiated instruction strategies through professional development in reading and mathematics

July, 2006 - August, 2012

Tim Jones, Mathematics Specialist Matt Nelson, Language Arts Specialist

• $160,000 • Workshop

materials • Online PDC

Center • Math Pacing

Charts • Federal Programs

• General Fund

• Title I

• Documentation through My Learning Plan

• Evaluation Surveys

• CWT Analysis • Flex credit hours

• Increase in the amount of students scoring proficient and advanced in reading and math



Mary Williams, Elementary Specialist Andre Crafford, Elementary Specialist Brad Foust, Art/Music Grant Facilitator James Aldinger, Federal Programs Director Marty Redding, Dept of Exceptional Children Executive Director

Lead Teacher • Exemplary

Teachers • Title I Facilitators • Title I Math,

English/LA Coaches

• Exceptional Children Instructional Specialists

Action Step

Expand tutoring for “at risk” and homeless students in Title I schools

July, 2006-May, 2011

James Aldinger, Federal Programs Director Angela Hargrave, Director of Student Services

• Retired teachers $20 per hour approximately $30,000

• Title I • Sign in documentation logs

• Increased performance on academic assessments




Action Step

Provide continuous staff development opportunities in all content areas

May, 2006-May, 2012

DeAnna McClendon, Elementary Education Director Laura Link, Professional Development & Leadership Director Karen Woodard, Secondary Education Director Marty Redding, Dept. of Exceptional Children Executive Director

• $90,000 • Presentation

materials • Evaluation

forms • Online

Development Center

• Co-teaching Training $25,000

• Inclusive Instruction Training $20,000

• Title II Fund

• General Fund

• IDEA Funds

• ARRA Funds

• Evaluation forms

• My Learning Plan Documentation

• High level of students scoring advanced on achievement tests

Action Step

Implement multi-tiered reading intervention program in all schools grades K-5

July, 2007 – July, 2012

Deanna McClendon, Elementary Education Director Donna Jones, PreK-K Specialist Mary Williams, Elementary Specialist Andre Crafford, Elementary Specialist

• $75,000 • Tiered

reading materials

• Professional development

• General Fund

• Longitudinal analysis of referral rates

• Decrease in percentage of students referred

• Analysis of CPM data

• Decrease in number of students scoring non-proficient on reading achievement test.




Action Step

Provide PIT Crew, Title I Facilitators, TCAP Coaches, Title I Math/English/LA Coaches, and home school coordinators to support the instructional program

Nov. 2007-May 2012

James Aldinger, Federal Programs Director Curriculum & Accountability Assistant Superintendent Karen Woodard, Secondary Education Director Annette Wade, Compliance Specialist

o $125,000 o Materials

o IDEA o General

Fund o Title IIA o Tile I

o Teacher Surveys o District TCSPP

Surveys o Contact Logs

o Increased usage of innovative instructional strategies for all academic subjects

• Increase in student achievement

Action Step

Provide additional ELL teachers to meet state guidelines and provide funding for endorsement as required by NCLB

January , 2008- May, 2012

Todd Goforth, ESL Specialist Lois Williams, Human Resources Assistant Superintendent

o $57,000 Training

& Staff Development

o General Fund

o Teacher Surveys o School

Observation o Improved test

results

o Increased number of students receiving ELL instruction

o Improved performance of ELL students

Action Step

Provide honors programs at middle schools to increase course offerings for credit

August , 2007- May, 2012

Diane Herron, APEX Specialist Lois Williams, Human Resources Assistant Superintendent Marty Redding, Department of Exceptional Children Executive Director

o Specialists o Staff

Development o Conferences

o General Fund

o IDEA

o Increased effective instruction

o Improved test results

o Increased number of students scoring advanced on achievement test



Action Step

Maintain Shelby Summer Scholars Program and Fine Arts Academy

June, 2008- July, 2012 (summer)

Dedric McGhee, Science Specialist Tim Jones, Math Specialist Margaret Gilmore, Instructional Programs Specialist

o $250,000 o Staff

Development o Art Materials o Math & Science

Materials

o General Fund

o Parent Responses to Surveys

o Student Surveys

o Increased student participation

Action Step

Provide ongoing staff development to ensure all schools make AYP

January, 2008-July, 2012

Instructional Specialists Karen Woodard, Secondary Education Director DeAnna McClendon, Elementary Education Director Laura Link, PD & Leadership Director James Aldinger, Federal Programs Director

o Staff Development • Materials

o General Education

o Staff Development Evaluations

o Teachers/ Admin. Feedback

o School Climate Surveys

o Increased student achievement on AYP

Action Step

Maintain Coordinated School Health programs to impact student academics

January, 2008 - May, 2012

Shunji Brown Woods- Coordinated School Health Specialist Barbara Duddy, Shelby County Schools Nurse

• Materials • Staff

development

• General Fund

• CSH Grant

• Attendance data • Check-in/Check-

out attendance sheet results

• Increase in students’ time on task

• Improved attendance




Action Step

Increase participation of non-traditional students in career technical courses to the negotiated performance level

July, 2008 - June, 2012

Clark Knight, Career Technical Specialist

• Kuder Inventory Assessment

• Career technical brochure

• Communication with stakeholders

• Career technical teachers

• School counselors

• General Fund

• Federal Funds

• Teacher Rosters • Power School

Results

• Increased number of non-traditional students enrolled in career technical courses

Action Step

Increase and support the use of Plan and Explore. Provide tutoring for ACT, Gateway, and End of Course

August, 2007- 2012

Rochelle Douglass, AYP Specialist Relzie Payton, Socials Studies Specialist

• $100,000 • Materials • Stipends

• General Fund

• State Funds

• Teacher Documentation Forms

• Student sign-in sheets

• System Report Card

• Increased ACT, Gateway, and End of Course scores

• Increased

Graduation Rate • Increased core

subject test results

Action Step

Provide online instructional support through virtual school and e-learning access

August, 2009- May, 2012

John Simi, Technology Specialist Karen Woodard, Secondary Education Director

• $300,000 • Site License

• General Fund


• Teacher

Documentation Records

• Increased graduation rate

• Increased content area test results

• Increased ACT & Gateway Scores






Goal Increase proficiency in Science and Social Studies by 2% each year.


♦ Improve academic proficiency in Social Studies for Grade 7 ♦ Improve academic proficiency in K-12 Social Studies for Students with Disabilities, Limited English Proficient and African

American Males ♦ Improve academic proficiency in Science for Grades 3 and 5 ♦ Increase proficiency in K-12 Science for Students with Disabilities, Limited English Proficient and African American

Males .


Strategic Plan Goal 1: Provide a curriculum with rigor, relevance, and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship.





& Funding Sources


Outcomes

Action Step

Infuse technology programs into the curriculum (i.e., Discovery Learning, IStation, Study Island, Nektrekker, PLATO, Brain Pop, Atomic Learning )

June, 2007- June, 2012

Marty Redding, Department of Exceptional Children Executive Director John Simi, Technology Specialist John Simi, Technology Specialist DeAnna McClendon Elementary

• ISTATION • $238,500

• Special Education

• Title I • General

Fund • Parents


• Increased achievement test scores in all areas



Education Director

Action Step

Provide professional development to support social studies teachers by infusing reading skills into social studies curriculum

June, 2009-May, 2010

Relzie Payton, Social Studies Specialist Matt Nelson, Language Arts Specialist Karen Woodard, Secondary Education Director

• $4,000 • Stipends • Presentation

Materials

• General Fund


• Value Added Reports

• Increased value added gains in reading and social studies

Provide professional development to support math and reading teachers by infusing music and art into the math and reading curriculum

August, 2009- August, 2012

Margaret Gilmore, Instructional Supervisor Brad Foust, Art & Music Facilitator

• One million dollar grant

• Grant • Teacher documentation records

• U of M Evaluation

• Increase value added gains in Math and Language Arts

Action Step

Provide alternative instructional strategies and assessments for students with disabilities

August, 2009 – May, 2010

Marty Redding, Department of Exceptional Children Executive Director Chris Manguso, Department of Exceptional Children Specialist

• $233,000 • Assessment

Performance • Instructional

Materials

• General Fund

• IDEA

• Evaluation Forms • Value Added

Reports

• Increased value added gains in science and social studies

Action Step

Infuse economics into the curriculum through staff development activities that resulted from partnerships with the Federal Reserve Band and the University of Memphis Economics Department

July, 2009 – May, 2012

Relzie Payton, Social Studies Specialist David Stephens, Curriculum & Accountability Assistant Superintendent

• Stipend • Presentation

Materials

• General Fund

• Academic Assessment Records

• Teacher Documentation Records

• Evaluation forms

• High level of students scoring advanced on achievement tests



Action Step

Provide continuous staff development opportunities in science and social studies

May, 2006-May, 2012

Dedric McGhee, Science Specialist Relzie Payton, Social Studies Specialist

o $90,000 o Presentation

materials o Evaluation forms o Online

Development Center

o Title II Fund o General

Fund

o Evaluation form o My Learning

Plan Documentation

o High level of students scoring advanced on achievement tests

Action Step

Increase and support the use of Plan and Explore by providing tutoring for ACT, Gateway, and End of Course

August, 2007- May, 2012

Rochelle Douglass, AYP Specialist Nancy Kelly, Counseling Specialist


• General Fund

• State Fund

• Teacher Documentation Forms

• Student sign-in sheets


• Increased ACT/Gateway/

End of Course scores • Increased

Graduation Rate • Increased core

subject test results

Action Step

Provide online instructional support through virtual school and e-learning access

August, 2009 - May, 2012

Jan Perkins Technology Specialist Karen Woodard, Director of Secondary Education


• General Fund


• Teacher

Documentation Records

• Increased graduation rate

• Increased content area test results

• Increased ACT & Gateway Scores

Action Step

Provide PIT Crew, Learning Coaches, Formative Assessment Trainers, Lead Teachers to support the instructional program

Nov. 2007-May, 2012

James Aldinger, Federal Programs Director David Stephens,

o $52,387 o Exemplary

Teachers o Materials

o IDEA o General

Fund o Title Fund

o Teacher Surveys o District TCSPP

Surveys o Contact Logs

o Increased usage of innovative instructional strategies for all academic



Curriculum & Accountability Assistant Superintendent Karen Woodard, Secondary Education Director Annette Wade, RttT Specialist

subjects • Increase in

student achievement

Action Step

Maintain Shelby Summer Scholars Program and Fine Arts Academy

June, 2008 -July, 2010 (summer)

Curriculum & Accountability Assistant Superintendent Dedric McGhee, Science Specialist Tim Jones, Math Specialist Margaret Gilmore, Instructional Programs Specialist

o $350,000 o Staff

Development o Teachers o Materials

o General Fund

o Parent Responses to Surveys

o Student Surveys

o Increased student participation

Action Step

Provide professional development in science and social studies using differentiated instructional strategies.

July , 2006 – August, 2010

Relzie Payton, Social Studies Specialist Dedric McGhee, Science Specialist Mary Williams, Elementary Specialist Andre Crafford, Elementary Specialist Melissa McConnell, Professional Learning & Development Specialist

• Workshop materials

• Online PDC Center

• Title II • Title I • General

Fund

• Documentation through My Learning Plan

• Evaluation surveys

• CWT Analysis • Flex credit hours

• Increased percentage of students scoring proficient and advanced in science and social studies




Template 5.1 (Rubric Indicator 5.1) Revised DATE: June, 2009


Goal Improve student achievement by increasing value added gains by 1% each year.


♦ To increase TVAAS gains in the following areas: Reading/Language Arts grade 7 ♦ Social Studies Grades 4,6,7 &8 ♦ Science Grades 7 ♦ To address the achievement gap between African Americans and their counterparts

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

Year Plan? Strategic Plan Goal 1: Provide a curriculum with rigor, relevance, and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship.

ACTION STEPS – Template 5.2 – (Rubric Indicator 5.2)

IMPLEMENTATION PLAN – Template 5.3 – (Rubric Indicator 5.3)



Timeline Person(s) Responsible Required Resources Projected Cost(s) &

Funding Sources Evaluation Strategy

Performance Results / Outcomes

Action Step

Participate in online professional development and professional conferences to stay abreast of best practices research

April, 2006 – July, 2011

Melissa McConnell, Professional Learning & Development Specialist Lois Williams, Human Resources Assistant Superintendent

• $100,000 • Technology to

assist in conference participation

• IDEA • General Fund

• Training from Special Education funds is reported to the state grant monitoring and through Comprehensive Plan for Special

• Increased professional conference attendance by 2%



Education Services


Action Step

Maintain an updated technology staff development plan to increase achievement through improved instruction and technology resources.

June, 2006 – July, 2012 (update each year)

Jan Perkins, Technology Specialist John Simi, Technology Specialist Melissa Loutfi, Technology Executive Director

Technology to organize and communicate the plan • Professional

Development Center to assist in implementing the plan

• Title II • General Fund

• Copy of professional development and implementation plan

• Scheduled sessions

• Teacher evaluations

• Increased value-added gains

Action Step

Provide teachers and non-certificated employees sustained professional development sessions and utilize “capacity building” model to provide feedback to teachers.

Aug., 2006– June, 2012

Curriculum & Accountability Specialists Laura Link, PD & Leadership Director Melissa McConnell, Professional Learning & Development Specialist David Stephens, Curriculum & Accountability Assistant Superintendent DeAnna McClendon, Elementary Education Director Tammy Mason, Middle School Director

• $150,000 • Technology to

assist in delivery and implementation

• Human Re sources

• Title II • General Fund

• Evidence of implementation through classroom observation and team records

• Increased professional development attendance

• Increased articulation between teams and grade levels

• Improved student performance



Action Step

Infuse Power School (Student Pnformation Management System) technology to communicate attendance and grades to parents and to enable teachers to disaggregate student data.

July, 2006- June, 2012 (Daily)

David Stephens, Curriculum & Accountability Assistant Superintendent Melody Thomas, Student Management Specialist

• $225,000 • Technology

• General Fund • Federal Fund • State Fund

• Teacher Feedback

• Parent Surveys

• Increased teacher participation in disaggregated

• Increased communication with stakeholders


Action Step

Provide travel costs for administrative TASL sessions

Aug. , 2007-May, 2012 (Throughout the year)

John Aitken, Shelby County Schools Superintendent Anita Hays, Chief Financial Officer

• $5,000 • Staff

Development

• General Fund

• Administrators TASL Logs

• My Learning Plan

• Innovative ideas for student increased achievement

Action Step

Provide achievement testing for Grade 2.

Jan., 2007-May, 2012

David Stephens, Curriculum & Accountability Assistant Superintendent Rochelle Douglas, AYP Specialist Marty Redding, Department of Exceptional Children Executive Director

• $70,000 • Testing Materials • Staff

Development

• General Fund • Achievement test results

• Feedback from 2nd grade teachers

• Efficient and effective strategies to identify gifted students

• Increased value added gains




Action Step

Increase instructional and technical support for technology integration.

Nov., 2007-May, 2012

John Simi, Technology Specialist Jan Perkins, Technology Specialist DeAnna McClendon, Reading Specialist DeAnna McClendon, Elementary Education Director Marty Redding, Dept. of Exceptional Children Executive Director

• $1,468,941 • 26 Curriculum

Technology Trainers

• $1,000,000 • Classroom

Technology Equipment

• Imagination Station 3 tier reading support

• Assistive Technology Team $250,000

• General Fund • IDEA • ARRA

• My Learning Plan Documents

• Documentation of Assistive Technology Log of special education students

• Increased core subject test results in reading/ language arts and math

• Increased access and achievement levels of special education students

Action Step

Offer Spanish in selected middle schools.

Sept., 2007-May 2012

Tammy Mason, Middle School Director Lois Williams, Human Resources Assistant Superintendent

• Teachers • Program

Materials

• General Fund • School Climate Surveys

• Student Feedback

• Increased value-added scores in reading/lang. arts

Action Step

Provide a stipend for teachers assigned to a Shelby County School that is classified on NCLB TARGET Status or in School Improvement, and scores a B or better in Value Added for reading and math for the following school year

August, 2009-May, 2012

Momodou Keita, Teacher Incentive Specialist Lois Williams, Human Resources Assistant Superintendent

• $2,000 stipend per teacher

• General Fund • Test Results • Increased value-added scores in reading/

language arts and math

Action Step

Provide additional support for Title I schools

August, 2009-May, 2012

James Aldinger, Federal Programs Director Marchetta Kimmons, Federal Programs Specialist

• $200,000 • Facilitators • Reading & Math

Coaches

• Title 1A • System Report Card

• Perceptual Data Surveys

• Increased TVAAS achievement



Curriculum & Accountability Assistant Superintendent

June, 2009 SHELBY COUNTY SCHOOLS

TCSPP Compliance Matrix 5.1

Yes, addressed = + No, not addressed = X Not Applicable to the program area = NA

Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 – Compliance Matrix 5.1 Page 86 of 177

Federal Programs

(F)

Special Education

(S))

Career-Technical

(C)

Extended Contract

(E)

SACS

(A)

Technology

(T)

Systemwide

(SY)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)

+ + +

Establish annual measurable objectives for each school that – a) include an annual increase in the percentage of highly qualified teachers at each local school, to ensure that all teachers teaching in core academic subjects in each public elementary school and secondary school are highly qualified not later than the end of the 2005-06 school year; and b) include an annual increase in the percentage of teachers who are receiving high-quality professional development?

F- Highly Qualified Plan Component 1- data, Component 3 – pg 3-13, SY Component 5 – Goal 1- Action Step 1 SY – Strategic Plan 2008-2013 – Goal 4 S -CIMP, CS4; EOY Report (SPED)

F SY S

+ + ++++ Include a description of the applicant’s specific goals for using advanced technology to improve student academic achievement, aligned with challenging State academic content and student academic achievement standards? (Title II D, Sec 2414 & Erate)

F - Component 5 – Goal 4 – Action Step –1,4, Goal 5 – Action Step –2,4,5,6,8 T - Technology Plan pg. 4 –Tech standards and curriculum resources–Appendix F; Goal 11: pp. 14-15; Appendix B – p. 5; Appendix C – p. 7 SY- Strategic Plan- Goal XI: Effective use of technology p. 25 SY – Strategic Plan – Goal 11: Instructional Integration, p. 14 Appendix C – P. 7 – Instructional Integration SY – Goal 4-Action Step 1; Goal 5- Action Step 1 & 2

F T SY

+ + + Include a description of the steps the applicant will take to ensure that all students and teachers in schools served by the LEA involved have increased access to educational technology, especially students in high poverty, high need, or high priority schools? (Title II D, Sec 2414)

F - Technology Plan –Component 1-data – T – Goal 1 – pg. 5 – Student, Teacher & Employee Access SY - Component 5-Goal 3 Action Step -1,2,3,4,5,6,7 SY- Strategic Plan- Goal XI: Effective use of technology p. 28

F T SY





+ + Include a description of how the applicant will identify and promote curricula and teaching strategies that integrate technology effectively into curricula and instruction, based on a review of relevant research, leading to improvements in student academic achievement, as measured by challenging State academic content and student academic achievement standards? (Title II D, Sec 2414)

F – Technology Plan Component 1-data Component 4- pg 1-6

SY- Strategic Plan- Goal XI: Effective use of technology p. 25, 26

F

+ + + Include a description of how the applicant will provide ongoing, sustained professional development for teachers, principals, administrators, and school library media personnel serving the local educational agency, to further the effective use of technology in the classroom or library media center? (Title II D, Sec 2414 & Erate)

F- Component 5 - Goal 5-Action Step 4, 6, Sy -Component 5 – Goal 5- Step 7

Component 4 - Template 4.2a, 4.2b Component 5 – Goal 1-Action Step 5 T – Goal 10 pp. 12-14; Appendix B – p. 5; Appendix C – p. 7; Appendix H

SY- Strategic Plan- Goal XI: Effective use of technology p. 25, 26

F SY T

+ + +

Include a description of how the applicant will integrate technology (including software and other electronically delivered learning material) into curricula and instruction, and a timeline for such integration? (Title II D)

F – Component 5 – Goa1 5 – Action Step 6 Component 4 – Template 4.4a, 4.4b

SY- Strategic Plan- Goal XI: Effective use of technology p. 25, SY – Strategic Plan – Goal 1-Objective 6: Action Step 7 T – Goal 1, 2: pp. 5-6, Appendix B – pp. 1-2, Appendix C – pp. 1-2 F – Component 5 – Goal 4 – Action Step 1

F SY T

+

+ Describe how the applicant will encourage the development and utilization of innovative strategies for the delivery of specialized or rigorous academic courses and curricula through the use of technology, including distance learning technologies, particularly for those areas that would not otherwise have access to such courses and curricula due to geographical isolation or insufficient resources? (Title II D)

F – Component 4 – Template 4.1b –2 Component 5 –Goal 5-Action Step- 4,6,8

SY- Strategic Plan- Goal X: p. 22,-23; Goal XI p. 25 SY – Component 5 – Action Step 7 F – Component 5 – Action Step 1 SY – Strategic Plan – Goal 1-Objective 6 T – Technology Plan – Goal 9: pp. 11-12; B 4-5; C 6; Goal 11: pp. 14-15; B –p. 3, C- p. 7

F





+ + + Describe how the applicant will ensure the effective use of technology to promote parental involvement and increase communication with parents, including a description of how parents will be informed of the technology being applied in their child’s education so that the parents are able to reinforce at home the instruction their child receives at school? (Title II D)

F- Component 5 – Goal 5 – Action Step-3,6, Goal 4 – Action Step 5 Component 4 – Template 4.4a, 4.4a (2), 4.4b T – Goal 12: pp. 15-16, Appendix B – p. 6, Appendix C p. 8; Goal 4: 7-8, B 2-3, C 4

SY- Strategic Plan- Goal XI: Effective use of technology p. 26 SY – Strategic Plan – Goal 1 – Objective 6 – Action Step 7 F – Component 5, Action Step 3

F SY

+ + F Describe how programs will be developed, where applicable, in collaboration with adult literacy service providers, to maximize the use of technology? (Title IID)

F – Consolidated Application SY & F – Goal 4 – Action Step 3,4 & 5

SY

+ Describe the process and accountability measures that the applicant will use to evaluate the extent to which activities funded are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling students to meet challenging State academic content and student academic achievement standards? (Title II D)

F – Component 4 – Template 4.1a, 4.1c Component 4 – 4.3a Component 5- Goal 5- Action Step

NA NA NA Describe the actions the LEA will take to assist high priority schools? (Title I, Sec 1112) High Priority LEA Requirement—The LEA’s revised TCSPP includes the LEA’s responsibilities for improvement.

F- NA S- NA A- NA

F S A





+

+ Describe how the eligible entity will hold elementary schools and secondary schools receiving funds accountable for: • annually measuring the English proficiency of LEP students

(by use of the CELLA.) • meeting Title III English proficiency annual measurable

objectives; and making AYP for LEP students. (Title III, Sec 3116)

Tit le III Accountabil i ty LEA Requirement—The LEA will develop Title III “improvement” strategies to address the Title III benchmark(s) not met.

F- LEA Local Plan – Component 1 – data LEA Implementation Plan – Component 1 – data Component 5 –Goal 4 – Action Steps 3,4,7

SY- Strategic Plan- Goal IX: p. 20 SY- Strategic Plan – Goal 1, Objective 4, Action Step 3 Component 5 – Goal 4 – Action Steps 4, 7

F

+ + + Describe how the LEA will provide additional educational assistance to individual students assessed as needing help in meeting the State’s challenging student academic achievement standards for students classified as LEP, IDEA, Migrant, Neglected and Delinquent, Indian children served under Title VII, Homeless, and Immigrant children in order to increase program effectiveness, eliminate duplication, and reduce fragmentation of services? (Title I, Sec 1112)

F/S - Basic LEA Plan/Homeless Plan- Component 1 –data SCS Stakeholder Survey- Component 1-data Consolidated Application Component 5 – Goal 1 – Action Step 2 - Goal 4-Action Steps 1,2,3,4,5,6, Component 4 –Template 4.3

SY- Strategic Plan- Goal IX: p. 10-20 SY – Strategic Plan – Goal 1, Objective 4, Action Step 5, F - Component 5 – Goal 4, Action Step 6

F S

+ + Describe the strategy the LEA will use to coordinate programs with programs under Title II to provide professional development for teachers and principals, and, if appropriate, pupil services personnel, administrators, parents and other staff, including LEA level staff in accordance with sections 1118 and 1119? (Title I, Sec 1112)

F- Component 5- Goal 1 – Action Step 4, 5 Goal 4 – Action Step 8 Goal 5 – Action Step 1,2,4 Consolidated Application/Budget SY & F – Component 5 – Goal 5, Action Step 1,2, F- Component 5 – Goal 1 – Action Step 4, 5, 6

F SY





+

+ Describe how the LEA will coordinate and integrate services provided with other educational services at the LEA or individual school level such as: Even Start, Head Start, Reading First, Early Reading First, and other preschool programs, as well as, services for children with limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, homeless children, and immigrant children? (Title I, Sec 1112)

F – Component 4 – Template 4.1a, 4.2a, 4.4a Consolidated Application SY – Goal 2 – Action Step 16,19,25 SY – Strategic Plan – Goal 1, Objective 6, Action Step 2, 3

F SY

+ + + Describe how the LEA will ensure that all paraprofessionals and all teachers of core academic courses are highly qualified by the end of 2005-06? (Title I, Sec 1119) Tit le IIA Accountabil i ty LEA Requirement—The LEA has developed Title IIA “improvement” strategies to increase the percentage of core academic courses taught by highly qualified teachers.

F – Component 5 – Goal 1 – Action Step 1,2, 4, 5 S – CIMP CS4 C – CTE teachers through Praxis exams. completion of state matrix SY – Component 5 – Goal 1 – Action Step 1

F S C

+ Describe the services the LEA will provide homeless children? (Title I, Sec 1112) F – Consolidated Plan/Budget

Homeless Plan – Component 1 - data

F

+ + Describe the strategy the LEA will use to implement effective parental and community involvement, including parents of LEP students? (Title I, Sec 1112) High Priority LEA Requirement—The LEA’s revised TCSPP includes strategies to promote effective parental involvement in the schools.

F – Component 5 – Goal 4 – Action Step 3

SY- Strategic Plan- Goal XI: p. 29 SY- Strategic Plan – Goal 1: Objective 3, Action Step 1,2, 3 SY – Goal 4 – Action Step 16

F





+ + Describe the professional development activities and how these activities will be aligned with challenging State academic content standards and the curricula and programs tied to the standards? (NCLB) High Priority LEA Requirement—The LEA’s revised TCSPP provides for high-quality staff development for instructional staff that focuses primarily on improved instruction (includes the results of the district’s professional development survey and an explanation of how the district used the required 10% set aside in Title I for professional development as required by NCLB.)

F- Component 4 – Template 4.1a, 4.1a, 4.1a (2), 4.3a, 4.3a (2), 4.4a SY- Strategic Plan- Goal XII: p. 31 SY – Component 5 – Goal 4- Action Step 4,5,7,8

F SY

+ + Describe how the activities will be based on a review of scientifically based research and an explanation of why the activities are expected to improve student academic achievement? (NCLB) High Priority LEA Requirement—The LEA’s revised TCSPP incorporates strategies grounded in scientifically based research (SBR) that will strengthen instruction in core academic subjects.

F – Component 4 – Template 4.4a SY – Component 5 – Goal 4- Action Step 2, 4, 5, 13,15 SY & F – Strategic Plan – Goal 1 – Objective 4 – Action Step 5

F SY

+ + Describe how the activities will have a substantial, measurable, and positive impact on student academic achievement and how the activities will be used as part of a broader strategy to eliminate the achievement gap that separates low-income and minority students from other students? (NCLB)

F- Component 5 – Goal 5 – Action Steps 1, 2 SY- Strategic Plan- Goal VI: p. 12 SY – Strategic Plan – Goal 1: Objective 4 Component 5: Action Step 3,7,78,9,10

F SY

+ Describe how the LEA will coordinate professional development activities provided through Federal, State, and local programs? (NCLB)

F – Component 4 – Template 4.2a, 4.2a (2), 4.2b, 4.4a, 4.4a (2) Component 5 – Goal 5 – Action Steps 1, 2, 3 F – Component 5 – Goal 4 – Action Step 5

F F





+ + Describe the professional development activities that will be made available to teachers and principals and how the LEA will ensure that the PD (which may include teacher mentoring) needs of teachers and principals will be met? (Title II A, Sec 2122) Tit le IIA Accountabil i ty LEA Requirement—The LEA has developed Title IIA “improvement” strategies to increase the percentage of teachers reporting high quality professional development.

F- Component 4 –4.2a, 4.2a(2), 4.3a, 4.3a(2), 4.4a Component 5 – Goal 1 – Action Steps 4, 5 Goal 4 – Action Steps 5, 8, 9 Goal 5 – Action Steps 1, 2 ,3

SY- Strategic Plan- Goal XIII p. 31 F- Component 4 – Goal 2, Action Step 2,25

F SY

+ + Describe how the LEA will train teachers to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy? (Title II A, Sec 2122 & Title II D, Sec 2414)

F- Component 5 – Goal 4 – Action Step 1 Goal 5 – Action Step 4

SY- Strategic Plan- Goal X: p. 23 F– Component 5 – Goal 5 – Action Step 1,2, 3, 7

Strategic Plan – Goal 1 – Objective 6, Action Step 7 T – Goal 10: pp. 12-14, B 5, C 7; Appendix H

F SY

+ + Describe how the LEA will provide training to enable teachers to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency? (Title II A, Sec 2122)

F- Component 5 – Goal 1- Action Steps 4, 5 Goal 4 – Action Steps 4,5,6,7,8,9 Goal 5 – Action Steps 4,5,7,8

SY- Strategic Plan- Goal VII: p. 14 SY & F – Component 5 – Goal 4 – Action Step 4, 5, 14, 15

F SY

+ + Describe how the LEA will provide training to enable teachers to improve student behavior in the classroom and identify early and appropriate interventions to help students? (Title II A, Sec 2122)

F – Component 5 – Goal 2 – Action Steps 2, 3, 4 SY- Strategic Plan- Goal VII: p. 16 F – Component 5 – Goal 2 – Action Steps 1,4,5,7,8,9,11

F SY

Describe how the LEA will provide training to enable teachers + + F





+ +

to involve parents in their child’s education? (Title II A, Sec 2122)

F- Component 5 – Goal 5 – Action Step 6 SY- Strategic Plan- Goal VII: p. 17 F - SY – Component 5 – Goal 2, Action Steps 1, Goal 4 – Action Step 16

SY

+ Describe how the LEA will provide training to enable teachers to understand and use data and assessments to improve classroom practice and student learning? (Title II A, Sec 2122)

F – Component 4 – Template 4.1a, 4.1a(2), 4.2a, 4.2a(2), 4.4a Component 5 – Goal 4 – Action Step 5, Goal 5 – Action Step 6 F – Component 5 – Goal 1, Action Step 3

F

+ Conduct a needs assessment with the involvement of teachers and did it take into account the activities that need to be conducted in order to give teachers the means, including subject matter knowledge and teaching skills, and to give principals the instructional leadership skills to help teachers, to provide students the opportunity to meet challenging State and local student academic achievement standards? (Title II A, Sec 2122)

F- Needs Assessment – Title V SCS Stakeholder Survey – Component 1 data F – Component 5 – Goal 5 – Action Steps 1, 4,5

F

X + Include on your planning committee, parents and others with relevant and demonstrated expertise in drug and violence prevention activities (such as medical, mental health, and law enforcement professionals)? (Title IV A, Sec 4114)

F – Component 1 – Template 1.1 Consolidated Planning Committee Consolidated Application Title IV

SY- Strategic Plan- Goal V: p. 12 F – Component 1 – Template 1.1

F

+ Collect relevant objective data which also includes participating private schools and community data so you can determine the prevalence of factors that put students at risk of using illegal drugs or engaging in undesirable behaviors? (Title IV A, Sec 4114)

F – Component 1 Consolidated Application/Private School Records – Title IV F – Component 5 – Goal 1 – Action Step 7

F

+ F





+ Collect relevant objective data which also reflects protective factors, assets, or buffers that promote positive youth development? (Title IV A, Sec 4114)

F – Consolidated Application Title IV





+ + In the selected programs or activities, address the risk and protective factors based on scientific research that provides evidence that the program to be used will reduce violence and illegal drug use? (Title IV A, Sec 4114)

F – Consolidated Application – Title IV SY & F – Component 5 – Goal 2 – Action Step 4,8,9,11,12

F

+ + Include measurable indicators for risk and protective factors that the system will address and target services to schools and students with the greatest need? (Title IV A, Sec 4114)

F- Consolidated Application/Budget Title IV

SY- Strategic Plan- Goal VII: p. 15 SY – Strategic Plan – Goal 1: Objective 4: Page 3

F

+ Include a plan to have meaningful and ongoing consultation with the planning committee to seek advice regarding how best to coordinate the LEA’s activities with other related strategies, program, and activities being conducted in the community? (Title IV A)

F – Consolidated Application – Title IV Component 5 – Goal 2 – Action Steps 1,2,3,4 Component 5 – Goal 2, - Action Steps 1,2,3,4,16

F

+ Develop your application through timely and meaningful consultation with State and local government representatives, representatives of schools to be served (including private schools), teachers and other staff, parents, students, community-based organizations, and others with relevant and demonstrated expertise in drug and violence prevention activities (such as medical, mental health, and law enforcement professionals)? (Title IV A)

F- Component 1 – Template 1.1 Consolidated Application/Consolidated Federal Committee- Title IV

F

+ On an ongoing basis, consult with such representatives and organizations in order to seek advice regarding how best to coordinate such agency’s activities under this subpart with other related strategies, programs, and activities being conducted in the community? (Title IV A)

F- Needs assessment – Title V SCS Stakeholder Survey – Component 1 – data Consolidated Application –Title IV

F





+ + +

Include an assessment of the telecommunication services, hardware, software, and other services that will be needed to improve education or library services? (Title II D & Erate)

F – FACTS, Budget SCS, Inventory Records T – Technology Plan – pg 7, 8 –Infrastructure – Goal 3: p. 6 & 7, Appendix B – p. 2, Appendix C – p. 3; Goal 1: p. 5 Appendix B – p. 1, Appendix C – p. 1; Goal 2: p. 6, Appendix B – 1-12, Appendix C– p.1

SY- Strategic Plan- Goal XI: p. 28 SY – Strategic Plan – Goal 3: Safe and Adequate Facilities – Page 8

F SY T T

+ + + Provide for a sufficient budget to acquire and support the non-discounted elements of the plan: the hardware, software, professional development, and other services that will be needed to implement the strategy? (Title II D & Erate)

F- Consolidated Application/Budget T – E – Rate submission budget; E-rate application; Goal 2: p. 6, B 1-2, C 2; Goal 8 p. 10-11, B 4, C 6

SY- Strategic Plan- Goal XI: p. 27 SY – Strategic Plan – Goal 2: Page 6

F T

+ Include an evaluation process that enables the school or library to monitor progress toward the specified goals and make mid-course corrections in response to new developments and opportunities as they arise? (Erate)

T – Goal 9: pp. 11-12, B 4-5, C 6; Goal 11: pp. 14-15, B – 5, C -7 T – Tech plan – Goal 13: p. 16, Appendix B – p. 6, Appendix C – p. 8

T

+ Provide a complete description of the extended learning program content, grade level, subject area, and timeframe (summer and school year)? E – State report, Extended Contract Plan – Component 1 – data

E

+ Include at least one concrete, quantifiable measure related to the SBE Master Plan and any other appropriate measures related to how well the objective has been met? E- Extended Contract Plan – Component 1 data

E

+

Describe the process for evaluating the work you have done? E- Extended Contract Plan – Component 1 - data

E

Include an extended contracts employment summary? +





E – Extended Contract Plan – Component 1- data

E

+ + + +

Define your leadership team? F,S,C,A – Component 1, Template 1.1 Advisory Councils – Title I Schools, SPED, Consolidated Committee

F S C A

+ + + + Include on your leadership team – teachers, principals, administrators, other appropriate school personnel, parents (including a parent with a child with disabilities), and students?

F,S,C,A – Component 1 – Template 1.1 S – CIMP PI Component 1

F S C A

+ + + +

Define your subcommittees? F,S,A – Component 1 – Template 1.1 E – Extended Contract Plan-Component 1 – data S- CIMP PI Component 1

F S E A

+ +

Define significant system and common factors? A – Research and Planning Statistics – Component 1 data S – Special Education Census – (SPED)

S A

+ + + +

Profile your system and community? F, S, E, A – Component 1 – Template 1.2 Research and Planning – CIMP – Special Education Census – (SPED)

F S E A

+ + + + + + Use a collaborative process to develop your program goals/objectives? F,S,C,E,A,T – Component 1 – Template 1.1

CIMP – (SPED) – Consolidated Plan

F S C E A T

+ + + + +

Define your beliefs? F,S,C,A - Component 2 – Template 2.1 Page 15-22

F S C A

Define your mission? + + + + + + F





F,S,C,E,A – Component 2 – Template 2.2 Page 15-22

S C E A

+ + + + + +

Define your vision? F,S,C,E,A – Component 2 – Template 2.3 Page 15-22

F S C E A

+ + + + +

Identify academic and non-academic assessment measures? F,S,C,E,A – Component 3 – pg 24-31

F S C E A

+ + + + +

Define data collection and analysis processes? F,S,C,E,A – Component 3 –pg 24-31

F S C E A

+ + + + +

Include report card results? F,S,C,E,A – Component 3 – pg 24-31

F S C E A

+ + + +

Explain what you learned from all of the data? F,S,C,A – Component 3 – pg 24-31

F S C A

+ + + + + +

Prioritize your goals? F, S, C, E, A, T – Component 3 pg 31 CIMP PIP #48, 49, 50 Special Education Census – (SPED)

F S C E A T

+ + + F





+ + + Indicate that procedures are in place to identify and correct non-compliance issues in a timely manner? (i.e. through monitoring, complaints, mediations, and hearings.) SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) at: http://www.state.tn.us/education/speced/sereports.php, SPP/APR Indicators # 15-19.

F – Title VI, Title IX, due process procedures SCS Policy Manual S – Easy IEP Compliance Reports, system-wide file monitoring, training provided to school administrators, SPED teachers, and SPED support staff, CIMP PIP#50 - Responses to administrative complaints, mediation agreements, due process (SPED) C- Perkins Report-Component 1 data

S C





+ + + + Indicate that system procedures and practices ensure collection and reporting of accurate and timely data? SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) SPP/APR Indicator # 20.

F,A – Research and Planning statistics – Component 1 data C – Perkins Report Card, Follow up Survey, Concentrator Report, MIS-Component 1 data S – Easy IEP Compliance Reports, copies of state and federal SPED reports (SPED)

F S C A

+ + + + Identify strengths and weaknesses based on the data?

F,C,A – Component 1 – Template 1.2 0 Component 4 S – EOY Report – Table 6 Section B – Easy IEP Compliance Reports (SPED)

F S C A

+ Compare the graduation rate for 12th grade career-technical concentrators to the graduation rate of 12th grade academic graduates?

C- Perkins Report Card – Component 1 –data

C

+ Compare the performance results for special population, 12th grade career-technical concentrators with non-special population, 12th grade career-technical concentrators?

C – Perkins Report Card – Component 1 – data

C

+ Determine the percentage of 12th grade career-technical concentrators achieving academic attainment for graduation? C- Perkins Report Card – Component 1 – data

92.9% - Component 3

C

+ Determine the percentage of 12th grade career-technical concentrators attaining 75% of career-technical competencies?

C- Perkins Report Card – Component 1 – data 99.1% - Component 3

C

+ Determine the percentage of 12th grade concentrators graduated from the previous year, employed in the program area or related field; enrolled in a post-secondary institution; or a member of the military?

C – Perkins Report Card – Component 1-data 93.87% -CTE ( 2007=100%) (2008 – 95%)

C

Determine the percentage of non-traditional students enrolled +





+

in a career-technical program? C – Perkins Report Card – Component 1-data 18.12% CTE ( 2007- 17.66%) (17.62%)

C

+

Determine the percentage of non-traditional students classified as concentrators in a career-technical program? C – Perkins Report Card – Component 1-data

12.89% CTE (2007- 12.89%) (19.01%)

C

+ + + + Describe the results derived from analyzing the state assessment by student subgroup? High Priority LEA Requirement—The LEA’s revised TCSPP defines specific measurable achievement goals and targets for each of the student subgroups whose disaggregated results are included in the AYP determination.

F,S,A – Component 3 – SCS Report Card – pg 1-11 C – Perkins Report Card – Component 1 - data

F S C A

+ + + + Identify and describe additional types of academic assessments, beyond the state assessment, used by the system? F,S,E,A – Component 4 – Template 4.3a, 4.3a (2)

F S E A

+ + + + Analyze disaggregated high school graduation rates and define what was determined? F,S,C,A – Component 3 –pg 9

SCS Research and Planning statistics – Component 1 - data

F S C A

+ + + Analyze disaggregated elementary/middle attendance rates and define what was determined? F,S,A – Component 3 – pg 9

SCS Research and Planning statistics – Component 1 - data

F S A

+ + + Indicate that Parent Notification of assessment data has been disseminated to parents in a uniform format and provided in a language understood by all parents?

F,S, C – Report Card (online). EdLine (Powerschool) – parent portal, webmail, Career Tech brochure, Career Tech Competency profiles

F S C

Define the current reality of student learning? + +





E - Extended Contract Plan – Component 1-data A – SIP individual schools

+ + +

Analyze faculty perception of your system? S – Needs Assessment, SCS stakeholder survey – Component 1 – data E –Extended Contract Program evaluation – Component 1 data A – SIP individual schools

S E A

+ + +

Analyze parent perception of your system? S – Needs Assessment, SCS stakeholder survey – Component 1 – data E –Extended Contract Program evaluation – Component 1 data A – SIP individual schools

S E A

+ + +

Analyze community perception of your system? S – Needs Assessment, SCS stakeholder survey – Component 1 – data E –Extended Contract Program evaluation – Component 1 data A – SIP individual schools

S E A

+ + +

Analyze student perception of your system? (if applicable) S – Needs Assessment, SCS stakeholder survey – Component 1 – data E –Extended Contract Program evaluation – Component 1 data A – SIP individual schools

S E A

+ + + +

Identify your Component 3 priorities of need? F,S,C,A - Component 3 pg 30

F S C A

+ + + Identify the strengths and weaknesses of your decision-making process?

S,C,E – Component 3 pg 33-68

S C E

+ + + + + Define how material, human services, and funding sources are used to ensure school improvement?

F,S,C,E,A – Component 4 pg 1 – 25 General purpose budget planning justifications (Asst. Superintendent)

F S C E A





+ + + + + Identify what programs and processes are in place for curriculum analysis and support?

F,S,C,E, A – Component 4, pg 4-6, Perkins Report Card Competency Profile attainment, Component 1 - data

F S C E A

+ + + + + Identify what programs and processes are in place for analyzing and supporting the instructional process?

F,S,C,E, A – Component 4, pg 32-66, CWT Assessments, Formal evaluations, indicator checklist

F S C E A

+ + Indicate that the system reviews data to determine if significant disproportionality in identification, eligibility category or placement is occurring, and if significant disproportionality is identified, does the LEA review and as appropriate revise policies, procedures and practices?

S – CIMP PIP # 48, # 49 – EOY Report Table 4, Census Report (SPED) C – CTE Specialist offers guidance on identified needs

S C

+ + Determine the needs of children with disabilities based on information from an appropriate evaluation? S – Psycho-educational & Speech/Language Evaluations, IEP – present level of performance (SPED)

E – Extended Contract Plan – Component 1 data

S E

+ Indicate that the provision of a free appropriate public education to children with disabilities is facilitated through parent involvement, i.e. through parent training, dissemination of information (newsletters, pamphlets, surveys, number of parents reached/trained, etc.)?

S – Training attendance logs, personal/master calendar, handouts, flyers, brochures, copies of public announcements, EOY Report- Table 8- Section A (SPED)

S

+

Define how you will assist career-technical students in meeting or exceeding academic graduation requirements? C – Through professional development, Gateway Workshops, Plato, and subject integration

C

+ Define how you will assist career-technical students in mastering occupational skill competencies? C- Through WBL, competency profile attainment, field experiences

C





+ + Determine how to ensure programs are of sufficient size, scope, sequence to improve career-technical education students’ performance in a coherent sequence of subjects (both academic and career-technical) leading to higher learning and/or placement in a high skill, high wage occupation?

S,C – Local plan application, care indicators

S C

+ + Define how you will meet the needs of special population students preventing discrimination and assisting in their attainment of academic and career-technical skills?

C- Local Plan Application S – IEP minutes reflect participation of CT teachers – IEP transition plans (Schools)

S C

+

Determine how you will promote non-traditional enrollment in career-technical programs?

C – Local Plan – Component 3 and 4 Component 5 – Goal 4 - Action Step 7 Component 5 – Goal 4 – Action Step 21

C

+ + + Determine how you will ensure the annual developing and updating of 4 & 6 year plans as required by the high school policy? (Initial 8th grade student and parent meetings to develop 4 & 6 year plans and process for making revisions to 9-12th grade plans.)

S-CIMP –EOY Report (SPED), Transition planning – “IEP” C – Local Plan

SY- Strategic Plan- Goal VI: p. 13

S C SY

+ + + + + Determine how the system will provide additional educational assistance to low-achieving students? High Priority LEA Requirement—The LEA’s revised TCSPP addresses the fundamental teaching and learning needs of schools in the district, especially the needs of low-achieving students.

F,C,E,A – Component 5 – Goal 4- Action Step 2, 6 Component 5 – Goal 2 – Action Step 6,7,8,9,10,11 S – CIMP GS Component 3 – Title I and ELL Plans – SPED AYP Grant Proposals (SPED)

F S C E A

NA NA NA NA Describe the actions the system will take to assist low-achieving schools identified as in need of improvement? F,S,E,A - NA

F S E A





NA NA Provide the system plan of action to offer school choice and supplemental services for those schools that qualify? F, S - NA

F S

NA NA If applicable, in Targeted Assisted Schools identify eligible children most in need of services?

F, S - NA

F S

+ + Describe how the system will coordinate and integrate services to include: - transition from Head Start, or other similar program, to elementary school?

F – Consolidated Application S – Collaboration with TEIS, Easy IEP, – CIMP ECT-Component 1, LICC Memorandum of Understanding with Head Start

F S

+ + + If applicable, describe the activities funded by the system which support preschool programs?

F – Consolidated Application/Budget Title I S – Professional Development Logs E – Extended Contract Plan –Component 1- data

F S E

+ + Describe the system strategy to implement the Parent Involvement Policy found in NCLB 1118? F – SCS Parent Involvement Plan – Component 1-data

E – Extended Contract Plan – Component 1- data

F E

+ + + If applicable, describe the system’s extended learning time programs (after or before school, or extended school year)? High Priority LEA Requirement—The LEA’s revised TCSPP includes, as appropriate, student learning activities before school, after school, during the summer, and during any extensions of the school year.

F – Consolidated Application/Budget S – Extended Year Plan/Logs – (SPED) E – Extended Contract Plan/Logs – Component 1 - data

F S E

+ + + + Determine the effectiveness of your curriculum, instruction, assessment, and organizational structure? F,S,C – Component 4

A – SIP Individual Schools

F S C A





+

Determine to what degree you meet SACS standards? A – SIP Individual Schools Component 4

A

+ + Determine to what degree the stakeholder perception matches your current reality?

A – SCS stakeholder survey – Component 1 – data S – CIMP PI component 1, ST Component2 Past school surveys (SPED)

S A

+ + + +

Identify your Component 4 priority of needs? F, S, C, A – Component 4 – Templates 4.1d, 4.2d, 4.3d, 4.4d

F S C A

+ + + + + Define your goals? (including professional development needs, responsibility assignment, resources needed, estimated timeline, community involvement, means of evaluation)

S, C, E, A – Component 5, Goals 1 – 5 T – Appendix B, Appendix C-Tech Budget

S C E A T

+ + + + Define your action steps? (including professional development needs, responsibility assignment, resources needed, estimated timeline, community involvement, means of evaluation)

C, A – Component 5 –Goals 1-5 SCS Long Range Strategic Plan S – CIMP PIP #48, 49, 50 T – Appendix B – Appendix C

S C A T

+ + + +

Define your implementation plans? S,C,A – Component 5 – Goal 1 –5 E- Extended Contract Plan – Component 1 – data

S C E A

+ Address in your action plan the required clusters for your program area? C- Target females – Agriculture Ed – T& I

Local Vocational Plan – Component 1 –data

C

+ Based on data, determine how the system goals include and address continuous career-technical program improvement? C- Local Vocational Plan – Component 1 –data

C





+ + Determine how the system addresses plans for meeting performance levels on the core indicators of performance? (must address each deficient core)

S – CIMP –Entire document/process (SPED) School Improvement Plans (Schools) C – Perkins Report Card – Component 1 data

S C

+ Define what staff development your system will provide for career-technical teachers to assist them in exceeding the core indicators of performance? C – Component 5 – Goal 5 – Action Plan 7

C

+ +

Define what summative assessment will be used? A – Component 4 – assessment practices – 4.3a, 4.3a (2) S – CIMP (SPED)

S A

+ +

Describe how you will evaluate the SIP process? A – Component 6 S – EOY Report Table 6- Section A (SPED)

S A

+ + Determine how you will address monitoring recommendation found in the systems’ most recent career-technical and special education program evaluations?

S – CIMP PIP #48, 49, 50 (SPED) C – Perkins Report Card – Component 1 data

S C

+ + Address in the action plan the evaluation process required for each question within each cluster area? S – CIMP Documents (SPED)

C – Component 5- Goal 5 – Action Plan 7

S C

+ Determine how you will evaluate the system assessment process of career-technical programs that is used to ensure continuous program improvement?

C- Perkins Report Card – Component 1 data

C





+ + Discuss the Review/Revision Process of your comprehensive systemwide plan? High Priority LEA Requirements— The LEA’s revised TCSPP includes the SEA’s responsibilities for improvement. The LEA’s revised TCSPP includes a determination of why the district’s previous plan did not bring about increased student academic achievement.

F- Component 6 S – Comprehensive Plan (SPED) SCS Long Range Strategic Plan

F S

+ + + + Define your plans for implementation and evaluation of your action plan?

F – Component 6 S – CIMP PIP # 48, 49, 50 (SPED) C. A – Comprehensive Plan

F S C A

Federal Programs

(F)

Special Education

(S)

Career-Technical

(C)

Extended Contract

(E)

SACS

(A)

Technology

(T)

Systemwide

Do your Most Current Data used in the CURRENT Year’s TCSPP indicate that:

+ + The percent of youth with IEPs graduating from high school with a regular high school diploma are comparable to the percent of all youth in your LEA graduating with a regular diploma?

SPED State Measurement: Measurement for youth with IEPs should be the same measurement as for all youth. Explain calculation. SPP/APR Indicator # 1/CPR # 1

(20 U.S.C. 1416 (a)(3)(A))

C – Perkins Report Card – Component 1 data S – EOY Report Table 4, Section B Line B CIMP – Staff Interview Summary (SPED) SCS System Report Card

S C

+ The percent of youth with IEPs dropping out of high school are comparable to the percent of all youth in your LEA dropping out of high school?

SPED State Measurement: Measurement for youth with IEPs should be the same measurement as for all youth. Explain calculation. SPP/APR Indicator # 2/ CPR # 2

(20 U.S.C. 1416 (a)(3)(A))

S – EOY Report, Table 4, Section B, Line G (SPED) System Report Card Easy IEP Reports (SPED)

S





Federal Programs

(F)

Special Education

(S)

Career-Technical

(C)

Extended Contract

(E)

SACS

(A)

Technology

(T)

Systemwide


+ + Participation and performance of children with disabilities on statewide assessments:

A. Percent of schools meeting the State’s AYP objectives for progress for disability subgroup.

B. Participation rate for children with IEPs in a regular assessment with no accommodations; regular assessment with accommodations; alternative assessment against grade level standards; alternate assessment against alternate achievement standards.

C. Proficiency rate for children with IEPs against grade level standards and alternate achievement standards?

SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) SPP/APR Indicator # 3/ CPR # 3

(20 U.S.C. 1416 (a)(3)(A))

S- TCAP Achievement Report (local schools, SCS Test Coordinator) S- CPR Monitoring Completed – See Report for 2007-2008

S

+ + Rates of suspension and expulsion:

A. Percent of schools identified by the LEA as having a significant discrepancy in the rates of suspensions & expulsions of children with disabilities for greater than 10 days in a school year; and

B. Percent of school identified by the LEA as having a significant discrepancy in the rates of suspensions and expulsions of greater than 10 days in a school year of children with disabilities by race and ethnicity?

SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) SPP/APR Indicator # 4/ CPR # 4 (20 U.S.C. 1416(a)(3)(A); 1412(a)22))

S – EOY Report , Table 5, Section A & B (SPED) SCS System Report Card (online) CIMP Staff Interview Summary (SPED) Student Services Reports (COE) S- CPR Monitoring Completed – See Report for 2007-2008

S

+ +





Federal Programs

(F)

Special Education

(S)

Career-Technical

(C)

Extended Contract

(E)

SACS

(A)

Technology

(T)

Systemwide


+ + The number and percent of children with IEPs ages 6 through 21:

A. Removed from regular class less than 21% of the day B. Removed from regular class greater than 60% of the

day C. Served in either public or private separate schools,

residential placements, or homebound or hospital placements?

SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) SPP/APR Indicator # 5/ CPR # 5 (20 U.S.C. 1416(a)(3)(A))

S – December 1 Census Report, Table 3 (SPED) S- CPR Monitoring Completed – See Report for 2007-2008 S

+ + The number and percentage of preschool children with IEPs who receive special education and related services in settings with typically developing peers (e.g. early childhood settings, home, and part-time early childhood / part-time early childhood special education settings)?

SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) SPP/APR Indicator # 6/ CPR # 6 (20 U.S.C. 1416(a)(3)(A))

S – SPED Census Report (SPED) CIMP Staff Interview Summary (SPED) Documentation of home programs (SPED) S- CPR Monitoring Completed – See Report for 2007-2008

S

+ + The percentage of preschool children with IEPs who demonstrate improved:

A. Positive social-emotional skills (including social relationships);

B. Acquisition and use knowledge and skills (including early language/communication and early literacy); and

C. Use of appropriate behaviors to meet their needs? SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) SPP/APR Indicator # 7/ CPR # 7 (20 U.S.C. 1416 (a)(3)(A))

S – SCS is in year 3 of the CIMP process cycle. S- CPR Monitoring Completed

S





Federal Programs

(F)

Special Education

(S)

Career-Technical

(C)

Extended Contract

(E)

SACS

(A)

Technology

(T)

Systemwide


+ + Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities? SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) SPP/APR Indicator # 8/ CPR # 8 (20 U.S.C. 1416 (a)(3)(A)) *LEA may use State parental survey or develop one of their own for the TSCPP.

S – CIMP PI Component 1 (SPED) S- CPR Monitoring Completed

S

+ The percentage of schools identified by the LEA as having disproportionate representation of racial and ethnic groups identified for special education and related services that is the result of inappropriate identification?

SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) Indicator # 9 & State Indicator – Intellectually Gifted.

(20 U.S.C. 1416(a)(3)(C))

S – CIMP PIP or # 48, 49 (MR, Gifted) (SPED) S





+ The percent of schools identified by the LEA with disproportionate representation of racial and ethnic groups in specific disability categories that is the result of inappropriate identification? SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) Indicator 10 and State Indicator for Intellectually Gifted. (20 U.S.C. 1416(a)(3)(C))

S – CIMP PIP or #48, 49 (MR, Gifted) (SPED) and response to State Department of Education regarding disproportionate representation (SPED)

S

+ Percent of children with parental consent to evaluate, who where evaluated and eligibility determined within 60 days (or State established timeline)?

SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) Indicator # 11.

(20 U.S.C. 1416(a)(3)(B))

S – CIMP staff interview summary CIMP FLRE Component 1 CIMP TN DOE Data sheet A5 (SPED)

S

+ The number of children referred by Part C prior to age 3 who are found eligible for Part B services and who have an IEP developed & implemented by their third birthday? SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) Indicator # 12. Using federal criteria, Goal can not be less than 100% Compliance (20 U.S.C. 1416(a)(3)(B))

S – Easy IEP (SPED) S

+ The number and percentage of youth with disabilities age 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post-secondary goals? SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) Indicator # 13. Using federal criteria, Goal can not be less than 100% Compliance (20 U.S.C. 1416(a)(3)(B))

S- Easy IEP Compliance Monitoring (SPED)

S





+ The number and percentage of youth with disabilities who had IEPs, are no longer in secondary school and who are competitively employed, enrolled in some type of postsecondary school, or both, within one year of leaving high school as compared to nondisabled youth no longer in secondary school? SPED State Measurement: Refer to TN. Part B State Performance Plan (2005-2010) Indicator # 14. Using federal criteria, Goal can not be less than 100% Compliance (20 U.S.C. 1416(a)(3)(B)) * LEA can use state transition survey (in process of development) or develop own procedure for TCSPP

S – CIMP Post School Survey (SPED)

S

As you implement your TCSPP, i t is imperative that you monitor and review your Compliance Matrix regularly to ensure that al l programmatic needs are being met. These needs should be embedded into your Component 5 Action Plan where possible to create a seamless and comprehensive approach to student achievement.

COMPONENT 6

PROCESS EVALUATION, IMPLEMENTATION, and MONITORING/ADJUSTING PLAN FOR ACHIEVING RESULTS

Evaluate

Implement

Monitor

Adjust

Achieving Results

August, 2011 SHELBY COUNTY SCHOOLS


TCSPP TEMPLATE 6.1{ TC "TCSPP TEMPLATE 6.1" \f G \l "3" }

TCSPP PROCESS EVALUATION

The following summary questions are related to Process. They are designed as a culminating activity for you to analyze the process used to develop this systemwide improvement plan.

Evidence of Alignment of Data and Goals - Narrative Response Required

What evidence do we have that proves alignment between our data and our goals? Goal 1 – Improve student achievement by increasing the number of core courses taught by highly qualified teachers to 100% by June, 2012.

• Data Sources: Report Card 2011 • Historical Evidence: Report Card 2009, 2010 • Evidence of alignment with Goal #1 with District Vision, Mission, and Beliefs: To prepare

students for learning, leadership and life, Shelby County Schools must have highly qualified instructional leaders.

• Evidence of Practice/Achievement of Goal #1: Report Card 2010 Shelby County Schools Strategic Plan Goal 1: Provide a curriculum with rigor, relevance, and relationships, which reflects greater preparation for careers, higher education, and responsible citizenship. Goal 4: By 2013, recruit and retain high quality employees. Goal 2 – Improve student performances by decreasing student behavior referrals and student suspensions by 1% or more each school year through 2010.

• Data Sources: Report Card 2007, Research and Planning Statistical Report 2005-2006 • Historical Evidence: Report Card 2009, 2010 Research and Planning Statistical Report 2009,

2010, • Evidence of alignment with Goal #2 with District Vision, Mission, and Beliefs: In order to

prepare students for learning, leadership and life, Shelby County Schools will reduce student suspensions through alternative schools, academic retention and special programs.

• Evidence of Practice/Achievement of Goal #2: Report Card 2010, Research and Planning Statistical Report 2009-2010

Shelby County Schools Strategic Plan Goal 1 (Student Achievement): Obj. 4-5: Provide specialized

Evidence of Collaborative Process - Narrative Response Required What evidence do we have that shows that a collaborative process was used throughout the entire planning process? Our TCSPP Leadership Team developed a collaborative process that included a survey to assess stakeholder perceptions about our system. The results of the survey and the data were shared with each committee. These committees analyzed data and formulated plans for implementation of programs. These committees also identified areas of strength and areas of need, and this evidence was communicated to all stakeholders.



training for staff that works with students that have emotional/behavioral problems. Obj. 4-4: Expand Alternative School Programs Goal 3 - Identify, seek, and support strategies to increase the SCS per pupil expenditure to the state average or higher by June, 2012.

• Data Sources: Report Card 2007, Strategic Plan for Shelby County Schools 2008-2013 • Historical Evidence: Report Card 2009-2010 • Evidence of Alignment of Goal #3 with District Vision, Mission, and Beliefs: Shelby County

Schools needs adequate funding to provide high quality staff, technology, and instructional resources to meet the needs of all students as defined by the school system’s mission.

• Evidence of Practice/Achievement of Goal #3: Report Card 2010, Strategic Plan for Shelby County Schools 2008-2013

Shelby County Schools Strategic Plan Goal 5 (Adequate and Equitable Resources): To identify alternative funding sources and support a long-term funding solution that will meet the needs of a constantly growing student population. Obj: 1 Identify and support legislative actions that promote adequate and equitable funding of public education. Goal 4 - Improve core subject test results in reading/language arts and math so that 100% of students will score proficient or advanced.

• Data Sources: Report Card 2010, TCAP Achievement Test results 2010 • Historical Evidence: Report Card 2009, 2010, TCAP Achievement Test results 2009, 2010 • Evidence of Alignment of Goal #4 with District Vision, Mission, and Beliefs: TCAP Achievement

Test measures academic progression. This directly relates to the district’s mission of empowering all students for learning, leadership and life.

• Evidence of Practice/Achievement of Goal #4: Report Card 2009, TCAP Achievement Test results 2010

Shelby County Schools Strategic Plan Goal 1 (Student Achievement): Provide a curriculum with rigor, relevance and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship. Goal 5 – Increase proficiency in science and social studies by 2% each year.

Data Sources: Report Card 2010, TCAP Achievement results 2010 Historical Evidence: Report Card 2010, 2006, TCAP Achievement Test results 2009, 2010 Evidence of Alignment of Goal #5 with District Vision, Mission, and Beliefs: TCAP

Achievement Test measures academic progression. This directly relates to the district’s mission of empowering all students for learning, leadership, and life.

Evidence of Practice/Achievement of Goal#5: Report Card 2010, TCAP Achievement Test results 2010

Goal 6 – Improve student achievement by increasing value added gains by 1% each year.

• Data Sources: TVAAS 2010 • Historical Evidence: TVAAS 2009, 2010 • Evidence of Alignment of Goal #5 with District Vision, Mission, and Beliefs: Teachers have high

expectations and offer challenges to a diverse community of students which correlates with Shelby



County Schools’ mission of empowering all students for learning, leadership and life. • Evidence of Practice/Achievement of Goal #5: TVAAS 2010

Shelby County Schools Strategic Plan Goal 1 (Student Achievement): Provide a curriculum with rigor, relevance and relationship, which reflects greater preparation for careers, higher education, and responsible citizenship.

Evidence of Communication with All Stakeholders- Narrative Response Required

What evidence do we have of our communication of the TCSPP to all stakeholders? Shelby County Schools currently offers a parent advisory group, teacher advisory group, strategic planning committee, technology guidance committee, administrators and many more outlets for party interest. These groups work in harmony to continue to support all parts of this plan as established by the involved stakeholders to meet all mandate and district needs. Additionally, community members are always invited to participate in district and school based committees.

Suggestions for the Process- Narrative Response Required

What suggestions do we have for improving our planning process? What suggestions do we have for improving our planning process? The planning process will be improved through:

• Meetings to review the goals, action steps and progress • Areas of strength and areas that need to be strengthened will be shared with stakeholders • Promote and improve ownership to all stakeholders through various modes of communication • Fill key positions on the TCSPP component teams as necessary • Continue to coordinate resources and follow established timeline • Utilize formative assessment data such as I-Station, Plato, Study Island, Discovery Education,

ELDA • Evaluate the process at regular intervals for updates as needed.




TCSPP IMPLEMENTATION EVALUATION

The following summary questions are related to TCSPP Implementation. They are designed as a culminating activity for you to plan the monitoring process that will ensure that the action steps from Component 5 are implemented.

Evidence of the Use of Data - Narrative Response Required

What is the plan for the use of data? New data will be reviewed and compared to previous data as it is made available. Data is monitored continuously for identifying areas of challenges and strengths. Adjustments are made based on data. Data and information will be shared with all involved stakeholders. Data will be collected at each school and used to initiate quality instruction. Formative assessment will be conducted as appropriate:

• I-Station - fall, winter, spring • Discovery Education- fall, winter, spring • STAR Reading • STAR Math • Accelerated Reader • Study Island • Plato • Auto Skill • Compass Learning

Any adjustments to the TCSPP plan will be a collaborative effort of the leadership team.

Evidence of Implementation - Narrative Response Required What is our plan to begin implementation of the action steps? The May 2010 TCSPP is being implemented in a collaborative manner under the direction of the Assistant Superintendent of Curriculum and Accountability. Timelines and persons responsible were assigned to each action step. The system leadership team will meet periodically to discuss the progress and continually monitor and evaluate all steps of this process. TCSPP is a working document that is referred to daily.




TCSPP MONITORING AND ADJUSTING EVALUATION

The following summary questions are related to TCSPP Monitoring and Adjusting. They are designed as a culminating activity for the system to plan the monitoring process that will ensure that the systemwide improvement plan leads to effectively supporting local schools and building capacity for improved student achievement for all students.



Evidence of Monitoring Dates – Listing Required What are the calendar dates (Nov/Dec and May/June) when the Systemwide Leadership Team will meet to sustain the Tennessee Comprehensive Systemwide Planning Process? Identify the person(s) responsible for monitoring along with their position and the role they will play in the monitoring process. The TCSPP leadership team will meet once a month. To sustain the SCS TCSPP, Special meetings may be called to include all stakeholders.

DATE MEMBER POSITION ROLE

Nov/Dec June/July

John Aitken Margaret Gilmore

Director of Schools Instructional Programs Specialist

Supervise all TCSPP monitoring

Nov/Dec June/July

Susan Pittman DeAnna McClendon Karen Woodard

Director of Early Childhood & Elementary Education Director of Secondary Education

Monitor curricular, instructional, assessment, and organizational effectiveness

Nov/Dec June/July

James Aldinger Federal Programs director Monitor extended day programs and summer programs

Nov/Dec June/July

Herschel Burton Karen Woodard Susan Pittman DeAnna McClendon

Asst. Supt. of Student Services Director of Secondary Education Director of Early Childhood & Elementary Education

Monitor attendance, graduation, dropout, suspension data

Nov/Dec June/July

Laura Link Professional Development Specialist

Monitor staff development

Nov/Dec June/July

Marty Redding Executive Director of Department of Exceptional Children

Monitor Special Education Program

Nov/Dec June/July

Rochelle Douglas AYP Specialist – Testing K-12

Monitor TCAP, Gateway, End of Course, Explore, Plan, ACT

Nov/Dec June/July

Karen Jackson Jennifer Trotter

Instructional Specialist Secretary, (Curriculum & Accountability Specialists)

Goal 1: Improve student achievement by increasing the number of core courses taught by effective highly qualified teachers to 100% by June 30, 2012

Nov/Dec June/July

Herchel Burton Relzie Payton

Asst. Supt. of Student Services Instructional Specialist

Goal 2: Improve student performance by decreasing student behavioral referrals and student suspensions by 1% or more each school year through 2012.

Nov/Dec June/July

Richard Holden Kim Lampkin

Chief of Operations Elementary Principal

Goal 3: Identify, seek, and support strategies to increase the SCS per pupil expenditure to the state average or higher by June 30, 2012

Nov/Dec June/July

Barbara Hodge /Mary Williams

Elementary Principal Instructional Specialist

Goal 4: Improve core subject test results in reading/language arts and



math so that 100% of students will score Proficient or Advanced by 2014.

Nov/Dec June/July

Relzie Payton /Karen Jackson

Instructional Specialist Instructional Specialist

Goal 5: Increase proficiency in Science and Social Studies by 2% each year.

Nov/Dec June/July

John Simi /Donna Jones

Technology Specialist Instructional Specialist

Goal 6: Improve student achievement by increasing value added gains by 1% each year.

Evidence of a Process for Monitoring Plan - Narrative Response Required

What will be the process that the Systemwide 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? When examining data from the 2010-2011 TCSPP, each component chairperson and committee will monitor changes in achievement profiles, demographics, mission, vision and belief statements and instructional effectiveness. Each component chairperson and committee will analyze data and make recommendations for changes in the plan. The component chairperson will report to the leadership team. The leadership team will recommend, based upon budgetary availability, feasibility and district needs, any adjustments to the plan. The leadership team will communicate any changes to the stakeholders.



TCSPP TEMPLATE 6.3 (continued)

TCSPP MONITORING AND ADJUSTING EVALUATION

Evidence of a Process for Adjusting Plan- Narrative Response Required

What will be the process that the Systemwide Leadership Team will use for adjusting our plan (person(s) responsible, timeline, action steps, resources, evaluation strategies) when needed? The Component 5 TCSPP committee will periodically evaluate goals and action plans for the implementation process. Adjustments to goals and action steps will be formulated by the Component 5 committee and submitted to the leadership team for final approval.

Evidence of a Plan for Communicating To All Stakeholders- Narrative Response Required

How will the Systemwide Leadership Team communicate success/adjustments of the plan to stakeholders? The TCSPP leadership team will communicate successes and adjustment of the plan to all stakeholders by:

• Parent Advisory Committee • Civic and Community Groups • Website • Board meetings • Staff meetings • Teacher and student recognition ceremonies




EVALUATION OF IMPLEMENTATION RESULTS

FULLY Implemented

Yes or No

PARTIALLY Implemented

Yes or No

GOAL MET

Yes or No

If met, how do we know?

If not met, what are next steps?

Goal 1 No Yes No

Goal was established in May 2006. Action plans have been developed, implemented, and revised to address goal. Measurement of goal and action steps will occur in June 2012.

Goal 2 No No No

Goal was established in May 2006. Action plans have been developed to address goal. This goal has been re-examined to align with updated data collection. Measurement of goal and action steps will occur in June 2010.

Goal 3 No No No

Goal was established in May 2006. Action plans have been developed, and revised to address goal. Measurement of goal and action steps will occur in June 2012.

Goal 4 No Yes No

Goal was established in May 2006. Action plans have been developed, implemented, and revised to address goal. Some of the academic subjects that were included in 2008 have been rewritten into a new goal five. Measurement of goal and action steps will occur in June 2012.

Goal 5 No Yes No

Goal was established in May 2006. Action plans were developed, implemented, and revised to reflect the separation of goals by content areas. This goal has been reexamined to align with updated data collection. Measurement of goal and action steps will occur in June 2012.

Goal 6 No Yes No

Goal was established in May 2006. Action plans have been developed, implemented, and revised to address goal. Measurement of goal and action steps will occur in June 2012.

TENNESSEE COMPREHENSIVE YSTEMWIDE PLANNING · PDF fileThomasena Stuckett Vice Principal,...

Documents

Transcript of TENNESSEE COMPREHENSIVE YSTEMWIDE PLANNING · PDF fileThomasena Stuckett Vice Principal,...