TCSPP Action Plan

COMPONENT 5

2007-2008 REVISIONS ARE IN GREEN FONT

BEP 2.0 FUNDS ARE IN RED AND MAY BE LOCATED IN MULTIPLE ACTION STEPS

COMPREHENSIVE SYSTEMWIDE ACTION PLAN DEVELOPMENT

 

 

 

 

 

 

 

 

 

TCSPP TEMPLATE 5.1
All 2007-2008 changes are in green font.

BEP 2.0 FUNDS ARE IN RED AND MAY BE LOCATED IN MULTIPLE ACTION STEPS

GOAL 1 – Action Plan Development

Template 5.1 (Rubric Indicator 5.1)                                                                                                                                                                        Revised DATE:         11.1.07             

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

Goal

GOAL 1: READING/LANGUAGE ARTS PLUS WRITING, all grades

 

The % of students scoring Proficient/Advanced in Reading/Language Arts and Writing will increase as follows to meet or exceed NCLB benchmarks:

 

  • All students – 3% by 2008 and 6% by 2011 Elementary/Middle 3% by 2008 and another 3% by 2011. High School 3% by 2008 and another 4% by 2011

     

  • African American, Economically Disadvantaged – 5 % by 2008 and 10% by 2011 Elementary/Middle 5% by 2008 and another 5 % by 2011. High School 8% by 2008 and another 5% by 2011

     

  • Limited English Proficient, Hispanic – 10% annually to 2011 Limited English Proficient in elementary/middle 19% by 2008 and another 5% by 2011. Limited English Proficient in high school 25% by 2008 and another 25 by 2011. Hispanic in elementary/middle and high school 5% by 2008 and another 5% by 2011.

     

  • Students with Disabilities – 10% annually by 2011 Elementary/Middle 21% by 2008 and another 5% by 2011. High School 33% by 2008 and another 4% by 2011.

     

  • The % of students in each subgroup and overall will increase 5% from the Proficient to the Advanced performance level annually to 2011 based on system expectations

 

Which need(s) does this Goal address?

The discrepancy analysis conducted in Component 3 using TCSPP Work Guide 3.4 revealed the need to stay on the path to proficiency with All Students and continue to close the achievement gap with Students with Disabilities, African American, Economically Disadvantaged, Limited English Proficient and Hispanic subgroups to meet NCLB standards and stay on the path to proficiency. The need to hold high expectations for achievement with all students will be addressed by moving more students from proficient to advanced in all subgroups.

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

This goal reflects the mission and beliefs of MCPS and aligns with previously identified data-driven needs and goals. Maintaining the course and providing sustainability will enable the system to meet or exceed its plan for improvement.

ACTION STEPS – Template 5.2 (Rubric Indicator 5.2)

IMPLEMENTATION PLAN – Template 5.3 (Rubric Indicator 5.3)

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.

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.)

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step 1.1

6.9 Provide Literacy Coaches to K – 12 schools to provide instructional support and materials

PD: Provide training to support Balanced Literacy for K-5 teachers

COMM: Educate community about reading and balanced literacy awareness

2006-2007 One per school or at least l per every 2 schools, 1 for High School requested in 2007-2008 budget

 

Increase 3 per year 2007 – 2011 or until 1 per school is achieved

Director of Schools*

Elementary, Supervisor of Secondary Education, 6-12s

Federal program supervisor

a) $230,974 Salaries

b) $328,800 Salaries

c) Salaries per teacher added $35,000 Sp. Ed.

d) Literacy materials $57,000

e. $60,000 Salary

a) Title I

b) Title II A

c) GP &

Special Education (partial funding)

d) Title V (transfer from Title II )

e. Reading First Funds

# of Literacy coaches

Monitoring/Coordination with principals

Professional Development Evaluations

Literacy Coaching Survey and Instructional Audit

10 Literacy Coaches are presently serving 13 K-5 schools

 

Literacy Coaching Brochure

 

Coaching Survey

Action Step 1.2

 

Provide tiered interventions for at-risk students: interactive learning software, extended learning, tutoring, parental involvement, Extended School Year

PD: Develop a plan for response to intervention (RTI) and tier of services in MCPS

TECH: Software

PARENT: Communication & involvement

 

 

 

2007- 2011

Director

Asst. Director

Instructional Supervisors*

SPED Supervisor

Federal Programs Supervisor

Facilitators

 

Software $47,000

Teachers

School Psychologists

Software, supplies & materials

Staff development

Extended contracts

(Title I $12,000)

 

Parent Engagement

(Title I $26,000)

Salaries

Title I

& III ($3000)

IDEIA, GP, SPED

 

Extended contracts-approx. $300,000 07-08

 

TCAP results (achievement,gateway /EOC, writing)

TVAAS

Benchmark assessments

AYP

Extended contract evaluations

Instructional Software purchased for Title I Schools/Special Education Department

 

Rosetta Stone Software purchased

 

Extended learning tutoring during intersession, before & after school

 

Each school has a parent engagement plan

 

Tiered interventions beginning put in place at each school

 

New Reading Adoption

 

Decrease in Special Education Referrals

 

 

Action Step 1.3

 

4.1, 3.7 Consistently access, analyze and interpret assessment data and use results to design, assess and modify student instruction so as to improve student achievement.

 

PD: Training in data and its use

TECH: Access to state website and all assessment information

PARENT: Disseminate results in a manner easily understood by all parents & systemwide results to Family Advisory Council

COMM: Celebrate our successes

Annually

 

July 2006 through 2011.

 

2007-2008

Asst. Director*

Instructional Supervisors

Accountability Facilitator

Principals

 

Supervisor of Secondary Education

 

Accountability Facilitator Salary

$75,000

 

 

School Assessment Teams

Teachers

 

Substitutes, release time $15,500

 

State mandated 8th and 10th grade ACT testing, increased student enrollment, & Pre-slug software

 

Title II, A

 

Title III $1,000

 

SPED

 

Title I

 

BEP 2.0 72130 322 - $19,500 (See also TCSPP 5-2,2 & 3.10)

TCAP results

Gateway

TVAAS

K-2 Formative Assessment

SPED Individual Cognitive Achievement/Ability Testing

Principals’ observation

 

Monitor progress toward graduation

System collaboration with CDDRE

 

PD provided for data analysis

 

Use of Test Mate Clarity Reports

 

Instruction has been focused to meet data trends

 

Data results have been communicated to parents through parent conferences, newsletters, website, newspaper, etc.

Action Step 1.4

3.3 Provide students with a curriculum aligned with state standards and establish benchmarks with assessments

PD: Train personnel in assessment development

TECH: Use of software for curriculum alignment

2006 – 2007 Align curriculum

2007-2008 Establish benchmarks

2008-2011 Modify as needed

Instructional Supervisors*

Systemwide curriculum teams

Supervisor of Instructional Technology

 

Supervisor of Special Education

Extended Contracts $5,000

 

$6,000 Curriculum Designer(technology)

annually

 

Substitute costs $5,000

$9,000 Netracker annually

GP funds

Title II

CTE, IDEA, E-rate

CTE – Perkins -$7,500

 

 

Aligned curriculum

 

Established benchmarks

 

Curriculum committee developing pacing guide with standards by nine weeks

Action Step 1.5

4.5 Implement instructional strategies that are research based and reflective of best practice including but not limited to Balanced Literacy, Differentiated Instruction, Sheltered Instruction for ELL, Inclusion, et al. to meet the needs of all students

PD: Instructional strategies and differentiation and Reading in the content area for Career and Technical Students

TECH: Technology integration with administrators

COMM: Publicize training

PARENT: Family Advisory Council

 

2006-2007 Balanced Literacy, Differentiated Instruction and Reading in the Content Area

2008-2011 Maintain focus on identified strategies

 

2007-2008

 

Administrative Observer

Director

Asst. Director

Supervisors*

Principals

Facilitators

Literacy Coaches

 

Director of Schools

 

Special Ed Facilitators

 

 

Personnel, Training, Materials, Stipends

 

Training $80,000

Title III $3500

 

SPED $10,000

 

2 ELL Teachers

 

 

2 Instructional Facilitators

 

Administrative Observer software – PDA for each School Level Administrator

Title I

Title II

IDEIA,

GP

E-Rate

Title IID $5,000

CTE – Perkins -$12,000

 

BEP 2.0 – 141 71100 116, 201, 204, 206, 207, 208, & 212 (See also TCSPP 5-2.4) Salaries & Benefits $242,000

 

BEP 2.0 72210 189, 201, 204, 206, 207, 208, 212 - $116,000 (See also TCSPP 1.5 and 2.4)

 

$12,000 Title IID

Test scores, teacher surveys, Principal observation/instrument

CTE Performance Indicators, Title I Performance Report,

Technology Intel Teach to the Future

 

ELDA, English Proficiency AMAO Results, TCAP Proficiency Rates

 

Raised expectations for performance and increased student achievement

 

Teacher Walkthrough Results and Evaluations (dual purpose for instructional improvement first and to meet new mandates of informal evaluations required by TDOE Accountability

10 Literacy Coaches providing embedded professional development, building instructional capacity in best practices

 

Additional PD provided for teachers in best practices in reading

 

Reducing the class size for current ELL teachers & providing teacher/student ratio that approximates 1:30 rather 1:45 as mandated by state

 

CTE provided professional development to all Central High School teachers on Project Based learning

 

 

 

Academic Vocabulary Professional Development delivered to Administrators/Teachers (TSIG)

 

 

 

 

Action Step 1.6

Coordinate and expand Pre-K programs to all elementary schools and ensure seamless transition Pre-K to K-12

PD: Train teachers in reading/literacy strategies and use of state standards

PARENT: Involvement to assist child in learning to read

 

2006-2007

b) 11 Grant preschools

c) 6 SPED preschools

d) Private Typical Pre-schools Settings

 

2007-2011 Expand as needed

Director of Schools

Supervisor of Elementary Education, Pre-k-5*

Special Ed Supervisor

Federal Programs Supervisor

Staff Salaries, Materials

b) $ 125,500

c) SPED $ 175,000

d) SPED

 

State funding

Special Ed IDEIA

Pre K classes in all schools

 

Tracking of Pre-K performance in subsequent years

 

SPED meet mandated requirements

Title I schools continue to provide transition & coordination from preschool to K

Action Step 1.7

Establish and provide a common formative reading assessment for K – 2 that aligns with state content standards to establish baseline data and ensure progress toward mandated tests/benchmarks.

 

PD: Training on Thinklink, Dibels, DRA

TECH: Use of results for improving instruction

PARENT: Expectations for learning with regard to standardized testing

COMM: Knowledge of assessments communicated to funding sources

2006-2007 – Dibels and Thinklink

2007-2008 DRA

2008-2011 Monitor progress toward benchmarks

Supervisor of Elementary Education, Pre-k-5*

Assessment Team

Literacy coaches

Elementary Administrators

$8,000 for Dibels,

$40,000 for Thinklink annually

$50,000

Subs for training

$10,000

 

GP, IDEIA

Title I & II

 

 

 

 

Assessment results

 

Dibels assessment in place for K-1

 

Thinklink being used in 2-5

 

4-Sight Test in place for 3-8

 

DRA training presently underway

Action Step 1.8

Provide technical assistance to Title I High Priority Schools through:

  1. District Peer Review Team
  2. Additional Professional Development
  3. Additional resources and personnel required per individual school needs

 

2006-2007

Annually upon funding

Federal Programs Supervisor*

 

District Federal Programs Staff

 

Special Education Supervisor

 

Title I

Title IIA

Staff development

Materials

Tutoring Teacher

Title I

Title II

Special Education IDEA

 

 

 

 

 

AYP Results

Currently NA

No High Priority Title I Schools

Action Step 1.9

Continue to meet the needs of students at-risk in high poverty schools

PD: Training & materials to allow them to assess student performance

TECH: Labs & software

2006-2011 Sustain based on identified needs

Director of Schools

Federal Programs*

SPED Supervisor

$1,834,979

 

Staffing, software, training, materials, assessments

SPED, GP

Title I

 

SPED, GP

Title I Monitoring

 

Title I Performance Report

 

CPR

Current Title I School Plans in 5 schools

 

Title I Internal Monitoring

 

Best practices PD provided for teachers

Action Step 1.10

Provide high quality scientifically based professional development to increase English proficiency and enhance the teacher’s ability to instruct LEP students.

PD: Master Teacher Training

TECH: Sharepoint to discuss training

PARENT: increase parental involvement

 

2006-2007 – set up and implement training

2007-2008 Review data & monitor growth of ELL population

2008-2011 Build teacher capacity to meet needs of LEP students

Supervisors of Instruction*

ESL teachers

Title III $2000.00

Online Access

Title III

 

 

CELLA Results

ESL standards met

# of students proficient

Presently meeting AMAO’s

 

ESL Migrant Network

Action Step 1.11

 

Emphasize literacy/reading in the

Middle/High School and build capacity of teachers to provide research-based instruction in grades 6-12.

PD: Implement reading across the curriculum and train teachers in use of Reading in the Content area strategies

TECH: Reading in Content area components on TDOE Curriculum website

PARENT: Awareness of importance of literacy/reading levels for all ages

 

2006-2007 Target 6th grade reading achievement and make strategies and materials available to middle and high school teachers in all subject areas

2007-2007 Review design of classes based on literature, grammar, reading, writing

2008-2009 Establish a Reading Institute for Middle and High School Teachers

2007-2010 Add Literacy Coaches to more middle and high schools

 

2007-2008

Director of Schools

Asst. Director*

Elementary and Supervisor of Secondary Education, 6-12s

CTE Supervisor

 

 

 

Special Education Supervisor

 

Literacy Coaches salaries

 

Personnel time

 

PD

 

Materials, Subs, Literacy Teachers and allocate inservice time

 

Principals

 

Instructional Reading Materials

 

Textbooks

Access and make use of state/federal initiatives for funding

 

CTE

GP

CTE –Perkins -$2,000

 

Salaries

 

BEP 2.0 141 71100 429

$71,750 (See also TCSPP 5-2.4)

 

BEP 2.0 141-71100 449 $100,000

 

Inclusion Grant

IDEA

AYP Grant

Training in use of Reading in Content Area materials sign-in and evaluation sheets

 

Agendas from Countywide training

 

Future GP budgets

 

Students performance

 

Teacher evaluation of Reading Institute

 

 

TVAAS Reading; TCAP; Gateway English and Writing Assessment Scores

 

New Reading Textbook adoption purchased & other textbooks as funds will disperse equitably

PD scheduled for training in implementation of new reading adoption grades K-1 and other grades as purchased

Action Step 1.12

Drill down data of career and technical concentrators and their performance on Gateway English II compared to the general population of the school.

2006-2007

Supervisor of Career and Technical Education*

Staff

GP

 

 

Available data

2006-2007 Carl Perkins Data from State Report Card for Maury County


 

 


TCSPP TEMPLATE 5.1

All 2007-2008 changes are in green font.

BEP 2.0 FUNDS ARE IN RED AND MAY BE LOCATED IN MULTIPLE ACTION STEPS

 

GOAL 2 – Action Plan Development

Template 5.1 (Rubric Indicator 5.1)                                                                                                                                                                        Revised DATE:         11.1.07            

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

Goal

GOAL 2: MATH, all grades

 

The % of students scoring Proficient/Advanced in Math will increase as follows to meet or exceed NCLB benchmarks:

 

  • All Students, Hispanic – 3% by 2008 and 6% by 2011 Elementary/Middle and high school 3% by 2008 and another 4% by 2011
  • African American, Limited English Proficient - 10% by 2008 and another 10% by 2011 Elementary/Middle and High School 7% by 2008 and another 7% by 2011
  • Economically Disadvantaged – 7% by 2008 and another 7% by 2011 Elementary and High School 6% by 2008 and another 6% by 2011
  • Students with Disabilities – 10% annually to 2011 Elementary/Middle 23% by 2008 and another 17% by 2011. High School 26% by 2008 and 7% by 2011.
  • The % of students in each subgroup and overall will increase 5% from the Proficient to the Advanced performance level annually to 2011 based on system expectations

 

Which need(s) does this Goal address?

The discrepancy analysis conducted in Component 3 using TCSPP Work Guide 3.4 revealed the need to stay on the path to proficiency with All Students and continue to close the achievement gap with Students with Disabilities, Hispanic, African American, Limited English Proficient and Economically Disadvantaged subgroups to meet NCLB standards and stay on the path to proficiency. The need to hold high expectations for achievement with all students will be addressed by moving more students from proficient to advanced in all subgroups.

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

This goal reflects the mission and beliefs of MCPS and aligns with previously identified data-driven needs and goals. Maintaining the course and providing sustainability will enable the system to meet or exceed its plan for improvement.

ACTION STEPS – Template 5.2 (Rubric Indicator 5.2)

IMPLEMENTATION PLAN – Template 5.3 (Rubric Indicator 5.3)

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.

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.)

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step 2.1

 

Provide tiered interventions for at-risk students: interactive learning software, extended learning, tutoring, parental involvement, et. al. to meet the needs of all students

PD: Develop a plan for response to intervention (RTI) and tier of services in MCPS

TECH: Software

PARENT: Communication & involvement

 

2006-2007 Identify students and target assistance

2007-2008 Design RTI /tier of services for MCPS and implement interventions based on need

2008-2011 Monitor and continued implementation

Instruction Supervisors*

Supervisor of Instructional Technology

Facilitators

Administrators

School psychologists

 

School psychologists

Special Education Supervisor

Special education Facilitators

Software maintenance

Math materials/manipulatives

Staff development

Extended contracts

 

Salaries (Title I $89,500)

IDEIA,

$4,000 Title III $3,000, GP (extended contract $60,000)

 

 

 

Title I

AYP Grant

 

TCAP results

TVAAS

Common grade level assessments

AYP

Gateway

SPED Individual Cognitive Achievement

Instructional math software purchased for Title I schools

 

Extended learning tutoring during intersession, before & after school

 

 

 

Action Step 2.2

 

4.1, 3.7 Consistently access, analyze and interpret assessment data and use results to design, assess and modify student instruction so as to improve student achievement. Collect data on career and technical concentrators in Gateway Algebra I

 

 

PD: Training in data and its use

TECH: Access to state website and all assessment information

PARENT: Disseminate results in a manner easily understood by all parents & systemwide results to Family Advisory Council

COMM: Celebrate our successes

 

2006-2007

Annually

 

July 2006 through 2011

 

2007-2008.

Asst. Director*

Instructional Supervisors

Accountability Facilitator

Principals

 

Supervisor of Secondary Education

 

Accountability Facilitator

$75,000

 

School Assessment Teams

Teachers

 

Substitutes, release time

 

State mandated 8th and 10th grade ACT testing, increased student enrollment, & Pre-slug software

 

Title II, A

 

Title III $1,000

 

SPED

 

CTE

 

BEP 2.0 72130 322 - $19,500 (See also TCSPP 1.3 & 3.10)

 

 

TCAP results

Gateway

TVAAS

K-2 Formative Assessment

SPED Individual Cognitive Achievement/Ability Testing

Principals’ observation

 

Use to monitor progress toward graduation

System collaborating with CDDRE

 

PD for data analysis has been provided

 

Test Mate Clarity Reports utilized

 

Instruction has been focused on data trends

 

Action Step 2.3

3.3 Align curriculum with state standards and ensure vertical collaboration K-12 to increase student achievement

PD: Train personnel in curriculum alignment

TECH: Use of software for curriculum alignment

2006 - 2008

Instructional supervisors*

Systemwide curriculum teams

Supervisor of Instructional Technology

 

Supervisor of Special Education

$6,000 Curriculum Designer(technology) annually

Substitute costs ($5,000)

$9,000 Netrakker annually

GP funds

Title II

CTE, IDEA, E-rate

CTE –Perkins-$7,500

 

 

Aligned curriculum

Identified benchmarks

Principal observation, is it being included in instruction

Curriculum committee is developing a pacing guide by nine weeks

 

Consulting company has been hired to make alignments with Engineering program at Central High School and provide training to instructors

Action Step 2.4

4.5 Implement instructional strategies that are research-based and reflective of best practice including but not limited to Math Application, use of manipulatives, Differentiated Instruction, Sheltered Instruction for ELL, Inclusion, et al. to meet the needs of all students

PD: Instructional strategies and differentiation

TECH: Technology integration with administrators

COMM: Publicize training

PARENT: Family Advisory Council

2006-2007 Target middle school math

2008-2011

Identify and implement systemwide instructional strategies

2007-2008

 

Supervisors*

Principals

Teachers

Facilitators

 

Director of Schools

 

Materials

Training ($62,000)

Personnel

Equipment

Stipends

 

2 Math Coaches

 

Math Manipulatives

 

 

2 ELL Teachers

 

2 Instructional Facilitators

Title I, Title II, IDEIA, GP, E-Rate, CTE

 

CTE –Perkins-$12,000

 

 

BEP 2.0 141-71000 116, 201, 204, 206, 207, 208, & 212

$242,000 (See also TCSPP 5-1.5)

 

BEP 2.0 141 71100 429

$71,750 (See also TCSPP 5-1.11)

 

BEP 2.0 – 141 71100 116, 201, 204, 206, 207, 208, & 212 (See also TCSPP 5-2.4) Salaries & Benefits $242,000

 

BEP 2.0 72210 189, 201, 204, 206, 207, 208, 212 - $116,000 (See also TCSPP 1.5 and 2.4)

Test scores, teacher surveys, Principal observation/instrument

CTE Performance Indicators, Title I Performance Report

Technology Intel Teach to the Future

 

TVAAS grades 6-8, TCAP Proficiency

Gateway Algebra Passing rate

Walkthrough monitoring of use of manipulatives in instruction

 

Making AYP benchmarks with Limited English Proficient students

 

Increased expectations for performance and increased student achievement

Manipulatives have been purchased in Title I schools

 

PD in best practices in math has been provided

 

Posting of 2 Math Coach positions w/focus on middle schools & Algebra push down from upper grades

 

Training in use of manipulatives by coaches

 

Continue to reduce ELL class size and provide support for transition students

 

CTE teachers have participated in Project-Based Learning and attended CTE Conference

Action Step 2.5

Coordinate and expand Pre-K programs to all elementary schools and ensure seamless transition Pre-K to K-12

PD: Train teachers in math strategies and use of state standards

PARENT: Involvement to assist child in math learning

 

2006-2007

 

b) 6 Grant preschools

c) 6 SPED preschools

d) Private Typical Pre-schools Settings

 

2007-2011 Expand as needed

Director of Schools

Supervisor of Elementary Education, Pre-k-5*

Special Ed Supervisor

 

Staff Salaries, Materials

 

 

b) $ 125,500

c) SPED $ 175,000

d) SPED

 

State funding

Title II,

Special Ed IDEIA

Prek State and Lottery grant funds

Pre K classes in all schools

 

Tracking of Pre-K performance in subsequent years

 

SPED meet mandated requirements

Title I schools provide transition and coordination for preschool students into Kindergarten

 

 

Action Step 2.6

Establish and provide a formative assessment for K – 2 that aligns with state content standards.

 

PD: Training in use of Thinklink and other assessments

TECH: Access to results and seamless transition within the district

2006-2007 Thinklink

 

 

DIBELS

 

2007-2008 Monitor results and modify as needed

Supervisor of Elementary Education, Pre-k-5*

Assessment Team

Elementary Administrators

$40,000 for Thinklink annually

 

$35,000 (Grades 2-5 Thinklink 2007-2008)

 

$8,000 DIBELS

 

 

GP, IDEIA

 

BEP KATRINA ADJUSTED

Assessment results

 

Use of results to improve instruction

Formative assessment for K-5 has been accomplished with piloting of 3-8 4SIGHT assessments and participation in TFAP

Action Step 2.7

Improve rigor and relevance of math courses

PD: Provide training in moving all students to higher levels of achievement

 

2007-2011

Supervisors of Instruction*

Teachers

Materials

Training

($10,000)

Personnel

Equipment

Stipends

Gateway Institutes

GP, CTE, Title I, Title II

 

CTE-Perkins -$3,000

TVAAS

Gateway

ACT

 

SPEDTraining for Gateway Algebra

 

CTE support of Math Courses by providing Technical Geometry Training, implementing Project Build, and HS Engineering

Action Step 2.8

Provide technical assistance to Title I High Priority Schools through:

  1. District Peer Review Team
  2. Additional Professional Development
  3. Additional resources and personnel required per individual school needs

2006-2007

Annually upon funding

Federal Programs Supervisor*

 

District Federal Programs Staff

Title I

Title IIA

Staff development

Materials

Tutoring Teacher

Title I, Title II

AYP Results

Currently there are no High Priority Title I Schools

Action Step 2.9

Provide high quality scientifically based professional development to increase English proficiency and enhance the teacher’s ability to instruct LEP students.

PD: Master Teacher Training

TECH: Sharepoint to discuss training

PARENT: increase parental involvement

 

Fall 2006 – set up and implement training

Supervisors of Instruction*

ESL teachers

Title III $2000.00

Online Access

Title III

CELLA Results

ESL standards met

# of students proficient

Same as 1.10

Action Step 2.10

Establish a Math Institute to foster collaboration and collegiality among math teachers in middle and high schools to lead to increased student achievement

 

PD: Knowledge of standards taught at various levels and understanding of all data available; Provide opportunities to view exemplary teachers

TECH: Use software programs that allow teachers to reach students performing at various levels

2006-2007 Schedule session with math teachers

2007-2008

Establish a Reading Institute for Middle and High School Teachers

 

Asst. Director

Supervisor of Secondary Education, 6-12*

Accountability Facilitator

 

 

Time (possibly released)

Reorganization of schedules to allow collaboration

 

Materials, substitutes, embedded job training, allocated time

Personnel time

 

 

GP

 

 

TVASS

Gateway

Achievement Test

ACT

End of Course

Gateway Algebra results

TVAAS Math Achievement

AYP

Observation by Supervisors

 

Math Institute evaluations


TCSPP TEMPLATE 5.1

All 2007-2008 changes are in green font.

BEP 2.0 FUNDS ARE IN RED AND MAY BE LOCATED IN MULTIPLE ACTION STEPS

 

GOAL 3 – Action Plan Development

Template 5.1 (Rubric Indicator 5.1)                                                                                                                                                                        Revised DATE:          11.1.07            

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

Goal

GOAL 3: GRADUATION RATE

The % of graduation rate will increase 5% annually to 2011 to meet or exceed NCLB benchmarks.

Which need(s) does this Goal address?

The discrepancy analysis conducted in Component 3 using Work Guide 3.4 indicated that the system is not meeting the mandated benchmark for graduation rate. The Graduation Rate Improvement Track data from the TN Dept. of Education revealed the system is marginally meeting the target graduation rate. Individual schools’ graduation rates identify the greatest areas of need for improvement based on the % required to stay on track. Increased monitoring of individual school’s target graduation rate is needed to ensure that the graduation rate does not regress once achieved. The path of increasing graduation rates resulting in 90% overall by 2011 must be maintained or exceeded to meet NCLB standards.

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

The mission of MCPS is to produce graduates able to participate in and contribute to the ongoing economy of the community as well as be productive and fulfilled citizens achieving whatever individual goals they may set for themselves. The economic and business community as customers of our ‘product’ in turn provide the ongoing support and sustainability of our school system as well as ensure the viability of our community.

ACTION STEPS – Template 5.2 (Rubric Indicator 5.2)

IMPLEMENTATION PLAN – Template 5.3 (Rubric Indicator 5.3)

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.

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.)

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step 3.1

 

Provide students with multiple opportunities for learning through Interventions such as:

  • Vanguard Academy
  • Truancy review Board
  • Credit Recovery/Extended Learning
  • Gateway Remediation
  • Technology
  • Directed Studies
  • Homebound
  • Pre-School
  • School to Work
  • CTE
  • Parental Involvement
  • Daycare
  • Individualized Plans
  • Early Intervention
  • Jobs for Tennessee graduates

 

PD: Knowledge of interventions available and their use to students

PARENT: Knowledge of opportunities available

 

2007 – 11 Pre-School 2 per year

 

2007-08 Daycare

 

2006 – 11 Early Intervention

 

2007-2008

 

Director of Schools

Assistant Director of Schools*

Supervisors

Principals

Facilitators

Teachers

Staff

 

Supervisor of Secondary Education

 

Supervisor of Special Education

Staff salaries

Facility costs

 

PLATO software upgrade

GP, Grants, Extended Contract; Sp. Education, ERate, CTE

 

BEP 2.0 72210 399 - $95,250

 

CTE – Perkins -$34,321.25

 

Increase in graduation rate

 

Decrease in dropout rate.

 

Increase in attendance rate

 

Decrease in suspension/expulsion rate

 

Increased academic achievement and graduation rate

Meeting Graduation Rate Improvement Track targets for district and most schools

 

Vanguard Academy

 

Credit Recovery

 

Upgrades in CTE program areas through software and equipment purchases

Action Step 3.2

 

Monitor 9th grade E and E1 enrollment in order to have accurate information for the graduation rate, analyze disaggregated high school graduation rates and elementary/middle attendance rates to define what can be determined

 

 

 

2006 – 2007

Annually throughout the year

2007-2011 Analyze disaggregated high school graduation rates and monitor elementary/middle school attendance

Supervisor of Attendance and Discipline*

Supervisor of Secondary Education, 6-12

Accountability Facilitator

Principals

No additional cost

GP

State report

Report card information

Input from staff

Keeping copies at school and district level of E & EI enrollments

 

NGA Graduation Rate

 

Training will occur for Administrators in October

Action Step 3.3

 

Create post-secondary plans through collaboration with Career-Technical, General Education, SPED, parents and students in order to closely monitor/modify Four Year Plans for graduation

PD: Build teacher capacity in Advisor/Advisee concept if not currently being implemented

PARENT: Involve parents and Family Advisory Council in development of plans

COMM: Identify needs of economic/business community

 

2006 – 2007

Implementation of Tennessee Scholars

 

2006-2009 Advisor/Advisee concept revisited

 

2007-2008

Supervisor of Secondary Education, 6-12*

SPED Supervisor

Facilitating Teachers

Principals

Counselors

Teachers

 

Supervisor of Secondary Education

Consistently implement Advisor/Advisee across the district

 

Advisor/Advisee Concept

 

Community Connection Day

Job Shadowing

Career Fairs

 

11 Month Contract for High School Guidance Counselors

 

 

 

CTE

 

CTE – Perkins -$1,000

 

IDEIA

 

BEP 2.0 72130 117, 201, 204, 212 - $50,000

Evaluate effectiveness of Advisor/Advisee

 

State report

Report card

 

information

Input from staff

 

Provide added monitoring of students four-year plans for graduation and meet all mandated testings

CTE is conducting planning and advisory sessions on Career Programs of Study in all high schools. They are utilizing state provided training with counselors and administrators.

Action Step 3.4

 

10.2, 7.1 improve graduation rate by involving community stakeholders

 

 

2006 – 2007 Seek alternative programs

Director of Schools*

 

Principals

Teachers

Stakeholders

Graduation Improvement Task Force

CTE

 

CTE – Perkins -$1,000

 

 

Seek community funding

Graduation Improvement Task Force created and strategies identified

Interventions are working 3.1

 

CTE conducts Business Advisory Meetings in all program areas

Action Step 3.5

Provide technical assistance to Title I High Priority Schools through:

  1. District Peer Review Team
  2. Additional Professional Development
  3. Additional resources and personnel required per individual school needs

2006-2007

Annually upon funding

Federal Programs Supervisor*

 

District Federal Programs Staff

 

Staff development

Materials

Tutoring Teacher $63,000 (Title IIA)

Title I

Title II

AYP Results

 

Revised SIPs

No High Priority Schools at this time

Action Step 3.6

Design and Implement a report card that is reflective of the curriculum standards that students are learning and mastering

PD: How to implement and explain results

PARENT: Understanding of report cards

COMM: Design and understanding of new reporting instruments

2006-2007

Pilot 2nd grade

2007-2008

Implement

2008-2011 Continue to monitor and adjust

 

Supervisor of Elementary Education, Pre-k-5*

Federal Program Supervisor

Literacy Coaches

Principals

 

Report Card Teams

Substitutes ($5,000)

Materials

 

 

Title II

Survey Teacher, Parents, and Students

 

Check community perception

K-2 meetings were held to design and refine report car.

 

Report Card for K-2 was piloted in 2006-07, and is in place for the current year

Action Step 3.7

To increase the number of all students graduating with regular diplomas

PD: Build teacher capacity to work with at-risk students and Students with Disabilities

2006-2007

Attendance Supervisor

SPED* Supervisor

CTE Supervisor

Focus attention and communicate to personnel

SPED

Track students with IEPs Graduation Rate

Kelly Woodside/Rick Explore and plan

Action Step 3.8

Develop a district plan to assist targeted and/or High Priority schools

2005-2006 Develop and implement plan

2008-2011 Revisit plan as needed

Director of Schools

Asst. Director*

Central Office Supervisors

 

School Level Administrators/Staff

Time/Salaries

Plan devised and implemented as needed

Plan in Progress

Action Step 3.9

Build capacity of teachers to provide to students feedback in specific and descriptive terms based on rubrics, standards, and authentic assessments in order to improve student performance.

PD: Train teachers in the use of rubrics and authentic assessments aligned to standards

TECH: Virtual Classroom

2006-2007 Implement in teacher mentoring program

2008-2009

Continue training

 

Asst. Director

Elementary & Supervisor of Secondary Education, 6-12s*

Accountability Facilitator

Training ($5,000)

Salary

 

Utilize Virtual Classroom

Title II

 

Already implemented

 

 

 

 

Pre- and post- new teacher surveys

 

 

Standards Based Report Card K-2

 

PD provided through Literacy Coaches

 

Grade Level Teams

 

CADRE

 

Time/Calendar

 

Testing data has flowed between elementary/middle/high school

 

Recognition of need for structural change of time

Action Step 3.10

Communicate to parents and students in specific and descriptive terms feedback that are based on rubrics, standards, and authentic assessments in order to improve student performance

PD: Train teachers in utilizing student-led conferences

PARENT: Understanding of requirements at various levels & knowledge of assessment instruments

TECH: Virtual Classroom

 

2007-2008 Provide training to middle and high school teachers

2008-2011 Review reporting instruments to check for alignment to standards

 

2007-2008

Elementary and Supervisor of Secondary Education, 6-12s of Instruction*

CTE Supervisor

SPED Supervisor

 

Supervisor of Secondary Education

 

 

Internal personnel

 

Staff Development

 

State mandated 8th and 10th grade ACT testing, increased student enrollment, & Pre-slug software

 

 

GP, CTE, SPED

 

CTE - $3,000

 

 

BEP 2.0 72130 322 $19,500 (See also TCSPP 5 – 1.3 & 2.2)

Emphasis placed on more effective reporting of student achievement to parents and students

 

Monitor use of rubrics and authentic assessments

 

Monitor graduation plans and Grad Rate information along with transition to post-secondary education/workforce

CTE is developing a marketing piece for students, parents, and the community.

Action Step 3.11

Review design of middle & high schools based on research and new methods of delivery of curriculum and instruction

2006-2009 Monitor federal/state initiatives and implement as appropriate or mandated

2009-2011 Evaluate redesign and modify as needed

Board of Education

Director of Schools*

Asst. Director

Central Office Supervisors

Personnel (time & salaries)

GP

Restructuring of middle or high schools based on research or mandates

 

 

Researching 9th grade academy

 

One 9th grade academy present at SHHS

 

Innovative strategies being studied

Action Step 3.12

Career and Technical Education teachers will meet quarterly with Special Education teachers to implement the new resource guide and troubleshoot problems

2006-2007

Supervisors of Career and Technical Education and Special Education*

Staff

CTE and SPED

Time/Salaries

Teacher surveys

Disaggregated report card data on performance of SPED students in CTE classes

 

Action Step 3.13

Recruit non-traditional students in CTE Classes through Career Odyssey and Program Focus Groups

2006-2007

Supervisor of Career and Technical Education*

Staff

$500 PR Supplies

CTE- Perkins

 

CTE – Perkins -$1,000

CTE Report Card Data

 


 


TCSPP TEMPLATE 5.1

All 2007-2008 changes are in green font.

BEP 2.0 FUNDS ARE IN RED AND MAY BE LOCATED IN MULTIPLE ACTION STEPS

 

GOAL 4 – Action Plan Development

Template 5.1 (Rubric Indicator 5.1)                                                                                                                                                                        Revised DATE:          11.1.07          

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

Goal

GOAL 4: DEVELOP A CULTURE OF HIGH EXPECTATIONS FOR ALL

Increased expectations for performance will be noted based on the shared vision of MCPS and measured using selected criteria as cited in examples below to meet or exceed NCLB benchmarks.

  • Student Focus (e.g. time, instruction, resources, differentiation, safe, equitable opportunities)
  • Quality Education Team (e.g. staff development, technology, communication, time-on-learning)
  • Leadership (e.g. policies/procedures, strategies, celebrations, vision)
  • Community (e.g. involvement, ownership, responsibility, resources)

 

Which need(s) does this Goal address?

Continuous improvement through TCSPP systemwide planning and/or SACS/CASI District Accreditation impacts all levels of a school system: the district, school, department or grade, classroom, student, parent, and community. Each level improves itself by focusing its efforts on teaching and learning. As parts of the system align and focus their improvement efforts, the overall quality of the district improves. Creating a culture of high expectations which produces enhanced performance by all stakeholders will achieve the desired results of increased student achievement and create a system moving toward excellence.

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

Maury County Public Schools has been dedicated to excellence since 1873 and seeks to provide progressive quality educational opportunities and experiences to all students and communities to prepare them to succeed in a global environment.

ACTION STEPS – Template 5.2 (Rubric Indicator 5.2)

IMPLEMENTATION PLAN – Template 5.3 (Rubric Indicator 5.3)

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.

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.)

Timeline

Person(s) Responsible

Required Resources

Projected Cost(s) & Funding Sources

Evaluation Strategy

Performance Results / Outcomes

Action Step 4.1

Expect and communicate high academic achievement*

 

 

 

Develop a culture of high expectations**

2006-2007

Continue PLCs

 

2007-2008

School Board*

Director Edward Hickman**

Assistant Director of Schools Mary Ruth Campbell

Supervisors

Principal

Teachers

Students

Parents

Community

 

Director of Schools

District Share point Site

District Webpage

Letters from Director, Assistant Director of Schools, Supervisors, Principals

 

Two Instructional facilitators

GP Budget

 

CTE

 

BEP 2.0 72210 189, 201, 204, 206, 207, 208, 212 - $116,000 (See also TCSPP 1.5 and 2.4)

Monitoring of conversations during grade level meetings., principals meeting, board meetings

Monitoring of student progress.

Teacher/Principal Evaluation

Creation of new organizational chart for Maury County Schools, reorganizing of Central Office space and alignment of responsiibilites

 

CDDRE-discussing rigor and relevance

 

Walkthroughs

Action Step 4.2

The Director of Schools, Staff and Board of Education establish policies and procedures that support high expectations and visionary leadership.

2006 -2007

 

2007-2008

Board of Education*

Director of Schools*

Staff

 

Director of Schools

Time factor

 

2 Assistant Principals

Time

 

BEP 2.0 72140 139, 201, 204, 206, 207, 208, & 212 - $137,500

School Board adopting a Five Year Plan

New policies and procedures adopted

 

Meet SACS Accreditation Standards

Meet AdvancEd Standards

Action Step 4.3

 

Extend Professional Learning Communities into professional growth opportunities.

PD: Training in working collaboratively and remaining student-focused

PARENT: Awareness of their contribution of student learning

COMM: Communicate broadly school efforts toward student achievement

 

Train principals in Fall 2006

Begin teacher led professional development in January 2007

Instructional Supervisors*

Principals

Literacy Coaches

 

Time for professional development

Substitutes ($17,183)

 

Title II

Surveys of Professional Development

Increase of teacher led professional development activities in PLC’s

Increased teacher collaboration and planning by grade levels. Release time being provided by PD funds. Documented in Title II and Title I files.

Action Step 4.4

 

Revise curriculum map to ensure there are no gaps or redundancy.

PD: Training in vertical and horizontal alignment of standards

TECH: Software and dissemination of maps

PARENT: Awareness of grade level expectations

 

 

2006-2007

Revise maps

 

2002-2008 Implement maps

 

2008-2010 Align resources

 

 

Instructional Supervisors*

Accountability Teacher

Extended Contract Teacher

Five Two Week Extended Contracts @ 1000.00 each

Release time – Subs Title I or II

Extended Contract Money

 

CTE

Measure effectiveness of curriculum map

Curriculum committee developing pacing guides aligned with standards by nine weeks

Action Step 4.5

 

Learning expectations are communicated to students, parents and stakeholders.

PD: Provide training in client/customer relations and effective communication skills

 

 

2006-2008

 

2007-2008

Director

Asst. Director

Instructional Supervisors*

Classroom teacher

Principals

 

Instructional Supervisors

No cost; can be addressed as procedure

 

Contract Translator

None

 

CTE - $3,000

 

 

BEP 2.0 72210 399 - $18,000

 

Standards are communicated to students, parents and stakeholders through multiple venues.

 

Translation services to ensure communication with all students and parents

Marketing piece is being developed. CTE instructors have sent parents competencies and course syllabus

Action Step 4.6

2.7 Design and develop a community awareness plan 1.2. 10.9

2007 School multi-media presentations for the School Board Meetings

 

2008 Use public advertising media ie billboards to celebrate school successes

Email district newsletters to industries

 

 

Community Development Team appointed by Director of Schools*

Salary/time

 

Salary for Public Relation Person

GP

Community sponsors

 

CTE

Public perception surveys

Billboards

 

Maury County Calendar

 

Community Forums (6)

 

Coordinated School Health Coordinator

 

Literacy Brochure

 

District Website

 

School Websites

 

CTE has conducted filming of all program areas to be organized in an informational community video.

Action Step 4.7

8.4, 8.3 Gather information from stakeholders regarding customer service. 10.2,3, 4, 9.3

2006-2008 gather feedback from stakeholders

 

Community Development Team appointed by Director of Schools*

Site Administrators

No additional cost

None

 

CTE

Surveys

Community Forum Surveys TCSPP 2

 

Customer Service Grant has provided training to the District through Supervisor of CTE

Action Step 4.8

9.2 Study equity of curriculum and resources

2006-2009

 

2007-2008

 

2007-2008

 

2007-2008

Team appointed by Director of Schools*

Stakeholder

S

Assistant Director

 

Supervisor of Prek-5 & Secondary Instruction

Time factor

 

Teacher required due to Growth

 

Nurse due to increased number of students with health concerns

 

Library books/media

Personnel

 

BEP 2.0 71200 116, 201, 204, 206, 207, 208, 212 - $55,000 Salaries & Benefits

 

BEP 2.0 72120 131, 201, 204, 206, 207, 208, & 212 - $55,000

 

BEP 2.0 72210 499 - $40,000

Monitor fundamental reorganization of programs or services based on the findings of the team

 

Meet state mandated EIA class size

 

Provide adequate health services to all students

 

Add back cuts made in prior year’s budget to update books/media

Meet EIA Standards

 

Reorganize services provided to all health needs students

Action Step 4.9

7.3 Continuous evaluation of school safety policies, procedures and plans in accordance with the law and community concerns. Continue monitoring of CTE shops and labs as safe working environments

2006-2007 Increased emphasis on wearing of staff badges and visitor ID’s

2007-2011 Update plans/procedures as needed/mandated

 

2007-2008

Supervisor of Transportation and Safe Schools*

School Safety Team

School Resource Officers

CTE Supervisor

 

Supervisor of Safe/Drug Free

 

SN Supervisor

 

Salary for School Safety Supervisor

 

Maury County Sheriff’s Department SRO Salaries

 

Salary

 

Professional Development and Training in School Safety and Crisis Management

Safe & Drug Free Schools Safety Grant

Sheriff’s Dept. Budget GP

 

CTE

 

BEP 2.0 72210 189 $35,000

 

School Food Service Funds (Time/labor-143; $1500 – 143)

 

Title IV - $53,205.15

School data will be monitored for a 5% reduction in the number of office referrals.

 

Safe & Drug Free Needs Assessment Survey

 

Continued school safety data and crisis management/plans

 

School Cafeterias will be monitored for HACCP records/reports

 

Continue to Monitor

 

Provide SN Staff InService

 

Provide Nutrition Education In-service

Increased Food Safety Practices

 

 

CTE has done 2 Lean Manufacturing 5S process of CTE Visual Communications Lab and Automotive Technology Lab

 

Action Step 4.10

7.6, 7.7 Annual review of discipline policy and procedures

Review beginning in January of each school year

Supervisor of Attendance and Discipline*

Discipline Team

Staff

No additional cost

 

State report card

Summative discipline review from SSMS

Revised Policy

 

Revisiting Dress Code policy

Action Step 4.11

Provide high quality instruction and materials to all students by providing support through the Maury County Teacher Center

PD: Use of equipment and materials

 

2006-2011

 

2007-2008

Federal Programs Supervisor

Director of Teacher Center*

 

Federal Programs Supervisor

 

Teacher Center Staff

Equipment

 

$77,500

 

Teacher Center Teacher & Assistant

BEP 2.0 72210 162 - $12,000 Salary for Assistant

 

BEP 2.0 72210 189, 201, 204, 206, 207, 208, 212 - $55,000

Annual District Survey, Participation Log & PD sign-in sheets and evaluations

 

Increased PD delivered to schools in use of materials for effective teaching, maximizing of instructional time due to assistance provided to teachers in preparation of materials

Increased usage of Teacher Center Resources and Services as documented in the Teacher Center Annual Report

Action Step 4.12

Provide students with high quality teachers to result in increased levels of achievement for all students

PD: Mentoring and training of new teachers, administrators and lead mentors

TECH: Sharepoint site to facilitate communication and training

COMM: Build awareness of quality of personnel in MCPS

2006-2007 Lead Mentors in K-8 schools

2006-2007 COMP training for new teachers

2007-2008 Expansion of mentoring program to all schools K-12

2008-2011 Hiring and retaining of Highly Qualified Teachers

 

2007-2008

Director of Schools

Assistant Director of Schools*

Supervisors of Instruction

Federal Programs Supervisor

 

Accountability Facilitator*

Principals

Lead Mentors stipends

 

Training for mentor/mentees

 

Materials

 

Substitutes

($38,000)

 

HQ if needed

$25,000

 

Title II

Title II, Part A

 

 

 

 

 

 

 

 

 

 

Title I

 

Title II - $30,000

District Mentoring Needs Assessment

 

New Teacher Surveys

 

Human Resources recruiting efforts

 

Increased student achievement

 

Decreased discipline/behavior problems

 

Increased student achievement due to teachers prepared to manage/organize classrooms and provide high-quality instruction

PD – COMP Training for all new teachers 2006-2007 and 2007-2008

 

Quarterly new teacher/mentor meetings

 

New Teacher Academy – July 2007

Action Step 4.13

Provide students with opportunities to increase student wellness through proper nutrition, health education, and physical activity to fulfill the mission of the school district and meet mandated state and federal requirements

PD: Dissemination of information and changes

PARENT: Reasons for emphasis

COMM: Generate awareness of importance of nutrition and physical well-being to student achievement

2006-2007 Wellness Committee and implementation of requirements

2008-2011 Monitor and expand programs/services required

 

2007-2008

 

2006-2008

 

2007-2008

 

Director*

Asst. Director

Supervisor of Nutrition

Instructional Supervisors

 

Supervisor of Prek-5

 

SN Supervisor

 

Wellness Committee

 

Coordinator School Health

Training/materials

 

Personnel if Physical Education requirements mandate

 

Nurse due to increased number of students with health concerns

 

 

GP

 

BEP 2.0 72120 131, 201, 204, 206, 207, 208, & 212 - $55,000

 

School Food Service Funds

 

Coordinated School Health Grant ($95,000)

School Food Services Reports

 

Compliance with Vending machine requirements

Monitor attendance

 

Perceptual surveys with students

 

Provide health services to all students as needed

 

School’s Wellness Coordinator Reports

 

Wellness Committee Meetings/Reports

 

School Food Service Reports & Monitoring Instrument

 

Compliance with TN Minimal Nutritional Requirements Law

 

Compliance with USDA Dietary Guidelines

 

CSH – Baseline data collection; collaboration with school/community partnerships

Equity of services

 

Promote Healthy Eating Habits, Nutrition Education, and Physical Activity

 

 

 

 

 

 

Provide Nutritious Foods in Cafeterias and Vending

Reduce Fat, Sodium, & Sugar in School Meals

 

Action Step 4.14

 

Build and support an environment where we focus on all students regardless of subgroup

Beginning with Systemwide Day include in Director’s opening speech

School Board

Director Edward Hickman*

Assistant Director of Schools Mary Ruth Campbell

Supervisors

Principal

Teachers

Students

Parents

Community

No cost

None

Monitoring of conversations during grade level meetings., principals meeting, board meetings

Professional Conversations

 

Professional Readings

 

Book Studies

Action Step 4.15

Continuous Improvement to Career and Technical Programs:

Revisit Centers of Excellence and CTE Course Offerings within Career Clusters

Strengthen partnerships with Tennessee Technology Centers and Columbia State Community College

Equipment Improvements in Machining, Business Labs, Health Science, Graphic Communications, Pre-Engineering,

Develop Authentic Assessments of CTE Competencies

Focus groups with non-traditional students for concentrator retention

Revisit Career Development System

Support CTSO in all CTE Programs

PD: Model Sequence of Courses within Career Clusters

2006-2007

Supervisor of Career and Technical Education*

$200,000

CTE – Perkins - $66,000 additional money not mentioned in other action steps

Internal and External Program Evaluations

CTE has partnerships in two Tennessee Technology Center Programs of Study. Improvements have been made in Business Labs at Central and Spring Hill. Studies have been conducted of Virtual Enterprise at Culleoka. Career Development System is being considered as part of the Programs of Study implementation.


 


TCSPP TEMPLATE 5.1

 

The Component 5 Leadership Team continues to be composed of the majority of the Systemwide Leadership Team and additionally draws on strengths from other personnel at all levels within the district.  Whether through active participation in its development or by having the opportunity to provide input and feedback many stakeholders continue to participate in the creation of this action plan for the system.  The Component 5 Leadership Team along with the Systemwide Leadership Team met in full day work sessions to update the plan and review results of steps already or in the process of being implemented.  The consensus was that a quality plan is in place and needs implementing.   Numerous resource people to the district such as the Exemplary Educator and STAT Team Member along with Grace Thomas, the consultant from John Hopkins University participated in this review and update.  Many insights were gathered from these people and infused into the plan.  As with any plan implementation will need to be monitored and specific responsibility assigned as further clarification of each action step comes to light and feasibility is facilitated by adequate funding and support.  Collaboration will continue as Maury County Public Schools seeks to utilize the results of having completed the Tennessee Comprehensive Systemwide Planning Process.

 

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