Components 1-5 Templates for SCHOOL SYSTEM BRADLEY COUNTY SCHOOLS

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					 TENNESSEE COMPREHENSIVE
SYSTEMWIDE PLANNING PROCESS
                  (TCSPP)



 Components 1-5 Templates for
        SCHOOL SYSTEM:
 BRADLEY COUNTY SCHOOLS
For Submission On or Before May 15, 2007




        Tennessee Department of Education
          Commissioner Lana C. Seivers


               TDOE MISSION:
  HELPING TEACHERS TEACH AND CHILDREN LEARN

          Document Version, November, 2005
ED-5191 November 2005                                                                                                      BRADLEY COUNTY SCHOOLS




                                                     TABLE OF CONTENTS


ASSURANCES ............................................................................................................................................................3
COMPONENT 1..........................................................................................................................................................4
    SCHOOL SYSTEM PROFILE DEVELOPMENT AND COLLABORATIVE PROCESS IDENTIFICATION 4
COMPONENT 2........................................................................................................................................................11
    BELIEFS, MISSION, AND SHARED VISION.....................................................................................................11
COMPONENT 3........................................................................................................................................................14
    ACADEMIC AND NON-ACADEMIC DATA ANALYSIS AND SYNTHESIS: DEVELOPING PRIORITIES
    FOR IMPROVING SCHOOLS............................................................................................................................14
COMPONENT 4........................................................................................................................................................22
    CURRICULAR, INSTRUCTIONAL, ASSESSMENT, AND ORGANIZATIONAL EFFECTIVENESS .........22
COMPONENT 5........................................................................................................................................................63
    COMPREHENSIVE SYSTEMWIDE ACTION PLAN DEVELOPMENT........................................................63




This copyrighted material was produced by the State of Tennessee Department of Education.

No parts of this manual may be copied, photocopied, or reproduced in any form or by any means
without permission in writing from the State of Tennessee Department of Education. All
trademarks, service marks, products or services are trademarks or registered trademarks of their
respective holders.




                                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 2 Page 2 of 106
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        Tennessee Comprehensive Systemwide Planning Process
                            (TCSPP)
                                         Assurances
                              with Signature of Director of Schools




I certify that ________________________________________________ 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.




__________________________________________                                 ______________________
Signature of Director of Schools                                           Date Signed




                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 2 Page 3 of 106
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                                      COMPONENT 1


              SCHOOL SYSTEM PROFILE DEVELOPMENT AND
               COLLABORATIVE PROCESS IDENTIFICATION




                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 2 Page 4 of 106
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                                  TCSPP TEMPLATE 1.1

                        Evaluation of Our Process for
                  Developing Priorities for Improving Schools

The first two charts require the listing of the Leadership Teams of the system. This information
is to be turned in to the TDOE as part of Component 1.


Composition of the Systemwide Leadership Teams –Listing required
                    Member                                               Role
Terri Murray                                          Chairperson –Federal /Grants/Media
Bob Taylor                                            Chairperson –Superintendent
Kim Fisher                                            Co-chair component 3 - Administrator
Rick Smith                                            Co-chair component 3 – Business Manager
Joy Yates                                             Co-chair component 4 - Supervisor
Dan Glasscock                                         Co-chair component 4 - Supervisor
Scott Humberd                                         Co-chair component 5 - Technology
                                                      Co-chair component 5 -
Gary Austin
                                                      Transportation/Discipline Supervisor
                                                      Co-chair component 5 – Nutrition
Emily Brown
                                                      Coordinator
Johnny Mull                                           Co-chair component 5 – Energy Manager
                                                      Co-chair component 5 – Wellness
LeBron Montgomery
                                                      Coordinator
                                                      Co-chair component 6 – Vocational
Gary Jobe
                                                      Coordinator
Vicki Beaty                                           Co-chair component 6 - Special Education
                                                      Bradley Cleveland Education
Rodney Fitzgerald
                                                      Foundation/Community
Traci Hamilton                                        Parent representative/community
Alice Rogers                                          Parent representative/child with disabilities




                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 2 Page 5 of 106
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                                  TCSPP TEMPLATE 1.1
                                             (Continued)

    Evaluation of Our Process for Developing Priorities for Improving Schools

Composition of the Component Leadership Teams –Listing required
          Component 1 Member                                                   Role
Ted Bryson                                            Principal
Rodney Fitzgerald                                     Cleveland       Bradley                     Education
                                                      Foundation/Community
Keith McManus                                         Community
Sheena Newman                                         Principal
Sharon Harper                                         Principal
Holly H. Tarver                                       Parent representative/community
Lynn Nipper                                           Para-professional



          Component 2 Member                                                   Role
Ted Bryson                                            Principal
Rodney Fitzgerald                                     Cleveland       Bradley                     Education
                                                      Foundation/community
Keith McManus                                         Community
Sheena Newman                                         Principal
Sharon Harper                                         Principal
Holly H. Tarver                                       Parent representative/community
Trish Howard                                          Para-professional/Special Education



          Component 3 Member                                               Role
Linda Broom                                           Parent representative/community
Charlene Cofer                                        Principal
Traci Hamilton                                        Parent representative/community
Nicole Nelson                                         Teacher
Steve Montgomery                                      Principal
Beverly Tipton                                        Principal




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Composition of the Component Leadership Teams –Listing required



                                  TCSPP TEMPLATE 1.1
                                             (Continued)

    Evaluation of Our Process for Developing Priorities for Improving Schools

Composition of the Component Leadership Teams –Listing required
             Component 4 Member                                                Role
Nat Akiona                                            Assistant Principal
Cathy Barrett                                         Community
Andy Bryson                                           Student
Danny Coggin                                          Principal
Shelly Earls                                          Teacher
Kim Fort                                              Teacher
Angie Gill                                            System Literacy Coordinator
Lisa Hamilton                                         Parent Representative/community
Beverly Ledford                                       Assistant Principal
Sherrie Ledford                                       Principal
Christine Mayfield                                    Community
Zoe Renfro                                            Administrator
Lynn Hovey                                            Special Education
           Component 5 Member                                               Role
Deb Bailey                                            Principal
Laura Kinder                                          Parent Representative
Tom Losh                                              Principal
Randy Morris                                          Community
Tim Riggs                                             Principal
Mollie Seay                                           Special Education
           Component 6 Member                                               Role
Shalanda Mohan/Ruth Ann White                         Special Education
Todd Shoemaker                                        Principal
Ron Spangler                                          Principal
Alice Rogers                                          Special Needs Parent
Becky Shean                                           Para-professional/regular education assistant


                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 2 Page 7 of 106
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Composition of the Component Leadership Teams –Listing required



                                  TCSPP TEMPLATE 1.1
                                             (Continued)

    Evaluation of Our Process for Developing Priorities for Improving Schools

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.

Collection of Data - Narrative Response Required
How were data collected and organized for school system profile?

Bradley County Schools’ stakeholders collaborated in the collection of both qualitative and
quantitative data for the system. We utilized information from the system’s Report Card to
analyze student performance. The system’s report card, Carl Perkins report card, surveys, and
each individual schools’ School Improvement Plan was used to look at characteristics of
students, parents, staff, school and community. An analysis of information gathered from
surveys from all stakeholders including parents, staff, students and the community was used in
constructing our Mission, Vision, and Beliefs. Information was gathered from demographic
data such as, attendance, graduation rate, and operating budgets. All data was organized and
kept at a central location to be available for all members involved in the TCSPP process.




Use of Data - Narrative Response Required
How will you use your perceptual data (Surveys, Interviews, and Questionnaires) as you
revisit/recreate the mission, vision, and beliefs of the system?

We will use the information gathered from parents, community, staff, and students to evaluate
the perception of our system. This information will be used to see if our system’s Mission,
Beliefs, and Vision are centered on the needs of our community and parents.




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Collection of Student Performance Data - Narrative Response Required
What types of student performance data are included in your profile?

Information gathered from academic data such as TCAP, Writing Assessments, Gateway tests,
and end of course assessments was used to reflect on our system. Non-academic data such as
Carl Perkins report card, attendance information and graduation rate was also used. TestMate
Clarity is used to analyze school and system profile. We are working to target subgroup
populations. The data was used to determine our system-wide strengths and weaknesses and
make recommendations.




                                  TCSPP TEMPLATE 1.1
                                             (Continued)

    Evaluation of Our Process for Developing Priorities for Improving Schools


Use of School Processes Data - Narrative Response Required
How have system office personnel provided equity and adequacy in resources, support, and
personnel to our schools?

Equity and adequacy has been addressed in our system by meeting BEP Requirements and
Comparability. All schools instructional funds are based on Average Daily Membership and
Title 1 funds are based on free-reduced lunch formulas. This data is used to ensure our overall
effectiveness in providing services to all our schools and students.




Delivery of Services - Narrative Response Required
What insights have we gained as to our delivery of services to schools?

Collaboration and communication is necessary to prevent overlap and redundancies of delivery
of services. Coordination of all support services is important. Clear communication between
Central Office departments is critical.



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Evaluation of the Collaborative Process- Narrative Response Required
What are the strengths and needs of the collaborative process used in the TCSPP?

   The process used in preparing TCSPP allowed us to collaborate among diverse areas of the
   system. We were able to work together to get a better understanding of individual schools
   and individual schools needs. The time spent communicating allowed us to re-shape our
   direction in vertical planning.




(Collaboration should be a major focus in the development of each component. Revisit after
completing the work of all 6 components.)




                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 2 Page 10 of 106
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                                       COMPONENT 2


                    BELIEFS, MISSION, AND SHARED VISION




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                                       TCSPP TEMPLATE 2.1
                        BELIEFS, MISSION, and SHARED VISION


BELIEFS:


    1.   We believe that schools need a clear purpose and direction, and hold high expectations to create a
         positive climate, a nurturing environment, and a student-centered curriculum that supports the
         development of each student.

    2.   We believe that schools need to provide opportunities for all students to think critically, collaborate
         creatively and cooperatively, communicate effectively, and to become technologically literate.

    3.   We believe that schools need to provide support for the development of character as well as the physical,
         social, emotional, and intellectual growth of all students.

    4.   We believe that schools need to communicate in order to engage parents and the community as integral
         partners in the learning experience.

    5.   We believe that schools need to respond to the changing needs of the local, national, and world
         communities.

    6. We believe that schools need to make sure policies and procedures are aligned to maintain a focus on
achieving the systems’ goals for student learning.




MISSION STATEMENT:



The mission of the Bradley County School System, in partnership with the community, is to develop a literate, self-
confident, creative and responsible citizen who is capable of meeting life challenges and who values life-long
learning.




SHARED VISION STATEMENT:


Bradley County Schools will be a data-driven, researched based center of educational excellence committed to
the total development of every child.




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                                       COMPONENT 3


  ACADEMIC AND NON-ACADEMIC DATA ANALYSIS AND SYNTHESIS:
      DEVELOPING PRIORITIES FOR IMPROVING SCHOOLS




                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 3 Page 14 of 106
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                                   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.

Evaluation of Aggregated Data - Narrative Response Required
What are the strengths and needs of your system based on the aggregated data?

Based on our data, strength continues to reflect that our students in K-8 have consistently
improved performance in achievement. While we celebrate these strengths we realize this trend
must continue to be a positive one. Therefore, identification of areas of need for our system
based on academic achievement data is recognized.
While math achievement reflects an upward trend, it continues to be an area of focus, as
students perform slightly ahead of the state average in K-8 Math TVAAS improved but still
demonstrates this is an area of need as well. Reading/language arts achievement has improved
steadily but must continue to be an area of need particularly when disaggregated data is
analyzed. Social Studies and Science need to remain an area of need as improvement has not
been as steady. Special Education census data reflected 212 males identified with learning
disabilities as compared to 89 females; however, statistical information regarding the area of
disability is not currently available. Future analysis may possibly identify potential targets for
disaggregated study.

TVAAS data shows that K-8 reading and math should remain a focus. 7th grade reading and 6th
grade math are areas of greatest need. TVAAS also revealed that Math/Algebra I, English, and
Writing are not making significant gains. Analysis of the Diagnostic Performance Data with
TVAAS reading in grades 3-8 revealed steady decreases in the numbers of students scoring in
the 25th percentile with increases of students scoring in the 75th percentile, particularly in the 4th
and 6th grades. Similar analysis of math scores reflected similar improvements; however, 5th
grade math reflected an increase of students scoring in the lowest percentile.

Writing remains one tenth of a point above the state average and will continue to be an area of
need. 11th grade TVAAS Writing reflects our system’s status below the predicted status, which
reinforces the need to focus efforts on improved writing.

Scores on the Algebra 1 Gateway show a slight increase in the below proficient category, but
are below the state average. English II Gateway made significant progress in reducing the
percent of students scoring in the Below Proficient Category dropping to only 6.5% below
proficient, English I End of Course results shows a positive trend with 39%of students scoring
in the Advanced category. Physical science End of Course reflected 56.1% of students scoring
in the Advanced category, which is the highest percent which exceeds the state average and
demonstrates a negative trend; therefore, this is a greatest area of need in End of Course data.


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This will remain an area of need. Biology Gateway shows an increase in the number of students
scoring proficient. ACT scores show a slight positive trend in every subject area. According to
the Perkins Report Card for Career and Technical Education, our system’s strengths,
Completion Non-Traditional (4S2) was a previous area for growth; however, the past Perkins
Report Card reflects Skills Proficiencies (1S2) as the area of greatest need. Non-academic data
indicates per pupil expenditure for our system is below the state average. This is an area of
need for out system.

What evidence/sources support your response?
A variety of assessment measures were used to collect and examine our data. Our academic
and non-academic assessment measures were: TCAP, Gateways, End of Course results,
Math Foundations, ACT, TVAAS, and Graduation Rate. Vocational Membership
Information System (MIS) and Perkins Report Card Data, and Special Education census
statistics were included in analysis of disaggregated data.




Evaluation of Disaggregated Data - Narrative Response Required
What are the strengths and needs of your system based on the disaggregated data?

Bradley County students in all subgroup areas met Federal Benchmarks set in accordance
with NCLB for the 2004-2005 school year, so we continue to meet AYP. All individual
school- improvement plans address NCLB benchmark areas of greatest need and are submitted
for state approval. The greatest area of need for system improvement is in the area of Students
with Disabilities. While a positive trend has been evident, the K-8 percentage of below
proficient students has increased from 30% to 41% and is above the state average of 36% in
reading. For math, students with disabilities in K-8 reduced the percentage of students below
proficient from 50% to 49%; however, this is higher than the state average of 42% and is also
an area of need. Test scores indicate the numbers of students who scored below proficient are
decreasing in all grades in both reading/language arts and math for K-8 except in analysis of
students with disabilities. The percentages of students who score below proficient levels in 9-12
are greater than the state average, especially for students with disabilities in both math and
language arts, male students in reading/language arts, and female students in math. Strengths in
mathematics achievement disaggregated data reflect positive comparisons of Hispanic, White,
Asian, African American, Economically Disadvantaged populations from the LEA to the
state. While African American and Asian/Pacific Islander students scoring Below Proficient
are higher than the state average, this area is not considered a greatest need because the
population is very small. All students in grades 9-12 (with the exception of Hispanic) showed


                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 3 Page 16 of 106
ED-5191 November 2005                                                           BRADLEY COUNTY SCHOOLS



gains in the percent proficient and advanced. Math continues to be an area of focus for female
students and reading is an increased area of focus for male students, as males are twice as likely
to be non-proficient readers as females. 15% of male students in K-8 and 9-12 are non-
proficient in reading as compared to 7% of females. All subgroups in Reading/Language Arts
increased the percent of scoring Proficient and Advanced with the exception of Hispanic which
makes up our LEP population. The greatest gains were in the Economically Disadvantaged
subgroup however, the African American students in grades 9-12 are an area of concern.
Career and Technical Education strengths and needs are evaluated by analysis of the system’s
Perkins Report Card, which formulate the Membership Information System (MIS) data. The
needs of our system are reflected in the area of Skill Proficiencies (1S2); however, the actual
performance is 5/100ths below the state performance level. Students Participating in Non-
Traditional Programs was previously identified as an area of growth; however current Perkins
Report Card Data identify this as a system strength. Sixth grade math, 6th and 7th grade social
studies, 7th grade Reading/Language Arts, and 5th and 6th grade science all reflected negative
gains lower than the growth standard. Fourth graders had higher gains in all subject areas in
analysis of the 3-year average; however, reading for the past year reflected negative growth in
4th grade.


*Only have test data for 4 race/ethnicity groups

What evidence/sources support your response?

Vocational Management Information System (MIS) Report Data, Perkins Report Card, Special
Education Federal Tables, System Report Card, No Child Left Behind Benchmarks.

.




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                                   TCSPP TEMPLATE 3.1
                                              (Continued)

    Evaluation of Our Process for Developing Priorities for Improving Schools

Evaluation of Non-Academic Data- Narrative Response Required
What are the strengths and needs of your system based on the non-academic data?

Attendance, continued improvement and promotion rate exceeds state goals; therefore, are
both strengths, as they are slightly higher than the state goals in grades K-8. The attendance rate
for 9-12 increased and the cohort dropout rate decreased, which represent improvement;
however, the attendance rate, dropout rate, and graduation rate remain areas of concern.
According to the Educational Needs Index (ENI) our county (10.9) has a slightly lower poverty
percentage than the state (11.9) and nation (11.2) and a slightly lower percentage of 18-64 year
olds with a high school diploma (78.3) when compared to the state (80.2) and nation (82.5).

As indicated on surveys to parents, students, staff, and community, Bradley County Schools
provided a safe learning environment with high expectations held for students and that a high
quality for education exist. A continued focus is needed on having technology sufficiently
available to support instruction and prepare students for the future. Student surveys for 6-12
indicate that parent involvement is an area of need; however strength from survey analysis of
students in grades 6-12 indicates that nearly all students feel teachers encourage them to be their
best. Teacher surveys reflect insufficient technology and bullying among students as greatest
needs. Parent surveys reflect concern regarding bus safety issues.




What evidence/sources support your response?

Tennessee Report Card, Educational Needs Index (ENI), and the surveys of parents, students,
teachers and community.




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                                   TCSPP TEMPLATE 3.1
                                              (Continued)

    Evaluation of Our Process for Developing Priorities for Improving Schools

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?

Innovative programs like Credit Recovery, Virtual High School, Tennessee Scholars, Dyslexia
Interventions, and REACH Adult High School continue to be maximized to assist non-
traditional as well as traditional students in secondary. Special Education and Federal Projects
collaborated to assist at-risk learners with interventions such as Reading Recovery, Dyslexia
Intervention, and Lexia as well as 2 elementary pilot inclusion projects, which have begun to
address needs for literacy interventions and formative assessments at the elementary level.
AimsWeb is addressing reading and math at the K-8 level. Five Reading Coaches serve our
elementary schools in both Reading Recovery and instructional improvement. Additional
Reading Coaches are being pursued to implement reading interventions. Reading Strategies
training for teachers has proven successful for addressing improvement in classroom reading
instruction. Career technical education demonstrates improvements in participation of non-
traditional learners. 100% of our Bradley County Schools are accredited and in good standing
with SACS. Additionally, our system was the third system in Tennessee to achieve District
Accreditation with SACS/CASI. Technology personnel provide on-line training in computer
programs for teachers and two system Technology Coaches have been hired for 2006-07;
however, adequate technology to support instruction, additional Technology Coaches,
technicians, and improved technology infrastructure are needed. Additional non-academic needs
are continuing to address parent involvement for students in grades 6-12 and cultivation of a
school climate where students look forward to coming to school each day for students in K-5.
Additionally, our system is currently engaging local funding bodies to focus increased per pupil
funding to address the needs of our students. Our director of schools, every school principal,
and many citizens have addressed our county commission regarding strategic planning needs of
students.



What evidence/sources support your response?

Surveys to parents, students, community and teachers; SACS guidelines; TVAAS; System
Report Card; Perkins Report Card Data




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Evaluation of the Prioritized Goals - Narrative Response Required
What are your data driven prioritized goals?

Based on the analysis of all our system’s data, our prioritized targets for goals reflect needs in
the following areas:
    • Reading/Language Arts – K-8
    • Math – K-8
    • Math Foundations (End of Course)
    • Algebra (Gateway)
    • Graduation
    • Attendance/CTE Skills Proficiencies

All these goals will meet or exceed NCLB Benchmarks




                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 3 Page 21 of 106
ED-5191 November 2005                                                           BRADLEY COUNTY SCHOOLS




                                       COMPONENT 4


            CURRICULAR, INSTRUCTIONAL, ASSESSMENT, AND
                  ORGANIZATIONAL EFFECTIVENESS




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                                                           TCSPP TEMPLATE 4.1a

                                                        CURRICULAR PRACTICES

                                     Standards-
   Current Curricular
                                       based         Curriculum       Small group
       Practices
                                     curriculum      Mapping           Instruction        Remediation        Enrichment
                                    TN State         Maps are in     Classroom           Extended            Extended
                                    Standards and    place for the   observation,        Contracts,          Contracts,
                                    Blueprints for   four core       Documentation,      Documentation       Documentation and
                                    Learning         subject areas   IEP’s               and School          School
      Evidence of Practice
                                    CTE                                                  Improvement         Improvement Plans
                                    competency                                           Plans
                                    based
                                    standards

 Is the current practice research        Yes              Yes              Yes                  Yes                  Yes
              based?

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

  Has the current practice been                         Effective        Effective           Effective            Effective
                                       Effective
    effective or ineffective?

                                    Curriculum       Curriculum      Curriculum          Curriculum          Curriculum maps,
                                    maps, ACT,       maps, ACT,      maps, ACT,          maps, ACT,          ACT, Gateway,
                                    Gateway,         Gateway,        Gateway, TCAP,      Gateway, TCAP,      TCAP, TVAAS,
                                    TCAP,            TCAP,           TVAAS, CRT,         TVAAS, CRT,         CRT, SIP, State
What data source(s) do you have
                                    TVAAS, CRT,      TVAAS, CRT,     SIP, State Report   SIP, State Report   Report Card,
   that support your answer?
                                    SIP, State       SIP, State      Card,               Card,               Component 3,
(identify all applicable sources)
                                    Report Card      Report Card,    Component 3,        Component 3,        Observation
                                    Perkins Report   Component 3,    Observation         Observation
                                    Card, Pacing     Observation
                                    Guide            Pacing Guide




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                                 Test results      Test results      Test results from   Test results from   Test results from
                                 from all data     from all data     all data sources,   all data sources,   all data sources,
                                 sources,          sources,          Increased           Increased           Increased percent
  Evidence of effectiveness or   Increased         Increased         percent of          percent of          of proficient/
        ineffectiveness          percent of        percent of        proficient          proficient/         advanced in each
                                 proficient/adva   proficient/adva   /advance- in each   advanced in each    subgroup
                                 nced in each      nced in each      subgroup            subgroup
                                 subgroup          subgroup
                                 Gateway/EOC       Copy of the       Professional        Extended            Extended contract
                                 Exams, TCAP,      curriculum        development         contract are        are offered at all
                                 SIP/SACS,         map is            provided,           offered at all      schools,
Evidence of equitable system
                                 Component 3       available in      documentation,      schools,            documentation
support for this practice
                                 Data, CTE         every             materials           documentation
                                 state             classroom,
                                 monitoring        Pacing Guide
                                 Continue          Re-evaluate       Re-evaluate and     Continue            Continue
                                 Implementatio     and update as     update, Continue    Implementation      Implementation,
Next Step (changes or            n of this         state standards   professional        and secure more     secure additional
continuations)                   practice          are revised.      development         supplemental        supplemental
                                                   Re-align                              materials           materials
                                                   pacing guide.




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                                   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 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?)

Use of time – What is…
       • Staff development curriculum training:
                 Boys in Crisis
                 Family Engagement
                 Media Wise
                 Team Building
                 Reading in the content area
                 Reading Nonfiction
                 Reading Insight
                 Classroom Management
                 New Teacher Seminar
                 Reading Strategies
                 Harcourt Math
                 School Improvement Plans
                 Balanced Literacy
                 Scottish Rites
                 Guided Reading
                 Struggling Readers
                 Capturing Kids Hearts
                 Gateway
                 Teaching Thinking Skills
                 Diversity Training
                 Technology in the classroom
                 CTE electronic reporting of data
                 Algebra readiness training for middle school teachers
       • Plan and collaboration time for curriculum mapping development and revision.
       • Communication across the system by means of collaborative meetings between
          school principals and central office directors.
       • Analyze data to improve school improvement planning.




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

       •   Provide more collaboration across the system.
       •   Provide more technology training.
       •   More collaboration between departments dealing with individual student needs.
       •   Provide training for differentiated learning.




Curriculum 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 high quality curriculum practices?)

Use of money – What is…
       • Most of our schools receive Federal Title 1 funding to enhance a high-quality
         education in order to meet or exceed state standards and assessments.
       • Perkins funding is used to enhance a high quality Career and Technical Program.
       • 98.7% of the Bradley County School System certified personnel are highly-qualified.
       • Various remediation programs are offered at all Bradley County Schools.
       • Various technology programs are used for remediation and enrichment at all schools:
                 Plato
                 Lexia
                 Earobics
                 Scottish Rites
                 Accelerated Reader/Math
                 Harcourt Math
                 Success Maker
       • Extended contracts are used to meet the various needs of all stakeholders of the
         system:
                 Family Reading Night
                 After-school tutoring
                 Program for the Academically Talented
                 Parent/stakeholder workshops
       • Credit recovery programs have been implemented in order to increase the graduation
         rate.
       • Various professional development opportunities have been instituted to improve the


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          quality of instruction.


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

      •   Continue and establish more literacy programs at all schools for all grade levels.
      •   Expand alternative programs for credit recovery to increase our current graduation
          rate.
      •   More money allotted for adequate technology training and equipment to bring equity
          across the system.
      •   Increase staff personnel:
                  Nurses
                  Assistant principals
                  Speech teachers
                  More assistants
                  ESL teachers
                  School Resource Officers
                  Computer lab technician
                  Reading Coaches
                  Math Coaches
      •   Physical Plant upgrades:
                  On-site pre-K expansions
                  New classrooms
                  Computer labs and networking required
      •   More extended contract opportunities.




                                    TCSPP TEMPLATE 4.1b
                                               (continued)

                             CURRICULUM GAP ANALYSIS

Curriculum PERSONNEL Gap Analysis - Narrative Response Required




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“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?)

       •   98.7% of our core curriculum teachers are highly qualified, which exceeds the state
           benchmark.
       •   Professional development provided by in-house personnel.
       •   Reading coaches are used to provide additional reading strategies to enhance student
           learning.
       •   Support services, such as Title 1 teachers, special education teachers and guidance
           counselors are utilized to meet the various needs of all students.
       •   Local colleges and universities, such as Lee University, Cleveland State, Tennessee
           Wesleyan, University of Tennessee Chattanooga, partner with the Bradley County
           School System to provide opportunities for the instruction and mentoring of aspiring
           teachers.
       •   CTE Teachers have industrial certification as required by the State.


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

       •   More personnel to enhance the educational climate:
                 Special education assistants
                 Assistant principals
                 ESL teachers
                 Speech teachers
                 Technology personnel (Teachers and support)
                 Nurses
                 Reading Coaches
                 Math Coaches
       •   More extended contract opportunities.


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 Blueprint for Learning: A Teacher’s Guide to the Tennessee Curriculum is used
           by all teachers to guide instruction.
       •   The system website provides useful information and resources for all stakeholders.
       •   Curriculum maps are utilized in Reading, Math, Science, and Language Arts.
       •   In-services by outside sources enhance understanding and encourage the
           implementation of high-quality curriculum practices.
       •   All CTE courses use competency based state standards.




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

      •   Re-evaluate and update curriculum maps based upon on-going data and the
          Tennessee standards.
      •   Include the state standards and curriculum maps on the system website for
          stakeholder access.




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                                  TCSPP TEMPLATE 4.1c

                    CURRICULUM REFLECTIVE QUESTIONS

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

Curriculum Reflective Questions - Narrative Response Required
Are we providing equity and adequacy to all our schools?

       •   All schools have curricular mapping that is aligned with the state standards.
       •   All schools have standard-driven curriculum.
       •   All elementary schools have Reading Recovery, Harcourt Math Center and
           Accelerated Reader.
       •   All middle and high schools have implemented PLATO Learning labs.
       •   Reading coaches are provided throughout the system.
       •   All CTE programs follow competency based state standards.
       •   All elementary schools have pacing guides for reading and math.




Curriculum Reflective Questions - Narrative Response Required
Are we targeting funds and resources effectively to meet the needs of our schools?

       •   Curriculum maps have been developed for each core area.
       •   Materials have been purchased for small group instruction.
       •   Remediation and enrichment has been tailored to the needs of each school through
           extended contract.
       •   School Improvement Plans and state standards drive where funds are targeted for
           curriculum.
       •   Equipment and materials have been purchased to keep CTE program at industrial
           standards.


Curriculum Reflective Questions - Narrative Response Required




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


       •   Professional development to improve classroom instruction.
       •   We have implemented Credit Recovery to increase the graduation rate.
       •   Various in-services have been provided to meet the needs of students in accordance
           with the individual school’s improvement plan.
       •   Extended contracts have been used for remediation and enrichment.
       •   CTE programs provided students with a variety of areas of concentration.




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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?

       • Standards drive our instruction.
       • Our curriculum is aligned with state standards.
       • We utilize research-based instructional practices, such as:
                Small-group instruction
                Reading Recovery
                Accelerated Reader
   •    Remediation and enrichment programs are provided across the system.
   •   CTE courses are competency based on industrial standards.


Curriculum Summary Questions- Narrative Response Required
What are our major challenges and how do we know? Place in prioritized order, based on data
from Component 3.

   •   Move students with disabilities from ‘below proficient’ to ‘proficient’ in the areas of
       reading and math in all subgroups.
   •   Increase the number of students in all sub-groups who achieve ‘proficient’ or ‘advanced’
       in reading and math.
   •   Increase the graduation rate and the skills of proficiencies of CTE students.

Curriculum Summary Questions- Narrative Response Required
How will we address our challenges?

   •   Re-evaluate and update curriculum maps.
   •   Increased collaboration across the system.
   •   Staff development.
   •   Train and support all principals with curriculum maps and state standards.




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                                                           TCSPP TEMPLATE 4.2a

                                                         INSTRUCTIONAL PRACTICES

Current Instructional                                        Current           Differentiated      Data-driven        Research-driven
Practices                           Collaboration          Technology           Instruction        instruction          instruction
                                    Monthly grade         Computerized         Accelerated         Reading           Best practices
                                    level/department      math programs,       Math/Reading,       placement,        Guided Reading
                                    meetings, Reading     Accelerated          Small Group         Pre-Post test,    Staff development
                                    Recovery, IEP         Reader, After        Instruction,        Student           State Approved
                                    meetings, Title 1     school tutoring,     Inclusion, Pull-    profiles,         textbooks, Reading
                                    meetings,9th grade    Multiple             outs,               Gateway and       across the
                                    academy, staff        technology           Cooperative         EOC exams,        curriculum, Subject
                                    development           opportunities        student learning,   math              specific workshops –
                                    CTE Gateway           (ex. Graphing        Various learning    diagnostic test   secondary level
                                    summer institute      calculators,         strategies,         (6th – 8th),
Evidence of Practice
                                                          United               Higher order        TVAAS, TN
                                                          Streaming, on-       thinking skills     report card
                                                          line text books,                         Perkins Report
                                                          internet research,                       Card
                                                          smart boards),
                                                          Interactive
                                                          programming
                                                          (ex. STAR math
                                                          and reading,
                                                          PLATO)
                                           Yes                  Yes                  Yes                Yes                  Yes
Is the current practice research-
based?

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

                                        Effective            Effective            Effective          Effective            Effective
Has the current practice been
effective or ineffective?



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                                    Gateway/EOC           Gateway/EOC         Gateway/EOC        Gateway/EOC       Gateway/EOC
                                    Exams, TCAP,          Exams, TCAP,        Exams, TCAP,       Exams, TCAP,      Exams, TCAP,
What data source(s) do you have     SIP/SACS,             SIP/SACS,           SIP/SACS,          SIP/SACS,         SIP/SACS,
that support your answer?           Component 3 data,     Component 3         Component 3        Component 3       Component 3 data,
(identify all applicable sources)   Classroom             data, Classroom     data, Classroom    data,             Classroom
                                    observation           observation         observation        Classroom         observation
                                                                                                 observation
                                    Gateway/EOC           Gateway/EOC         Gateway/EOC        Gateway/EOC       Gateway/EOC
                                    Exams, TCAP,          Exams, TCAP,        Exams, TCAP,       Exams, TCAP,      Exams, TCAP,
                                    SIP/SACS,             SIP/SACS,           SIP/SACS,          SIP/SACS,         SIP/SACS,
Evidence of effectiveness or
                                    Component 3 data,     Component 3         Component 3        Component 3       Component 3 data,
ineffectiveness
                                    Classroom             data, Classroom     data, Classroom    data,             Classroom
                                    observation           observation         observation        Classroom         observation
                                                                                                 observation
                                    Implemented in all    All schools have    Implemented in     Timely receipt    System-provided
                                    schools               infrastructure      all schools        of                staff development
Evidence of equitable system                              and training to                        standardized      and research-based
support for this practice                                 support practice                       test              programs
                                                                                                 results/disaggr
                                                                                                 egated data
                                    Timely receipt of     Continue            Continue           Continue          Continue practice
                                    standardized test     practice with       practice with      practice
Next Step (changes or               results/disaggregat   improved tech.      more consistent
continuations)                      ed data               support and staff   strategies to
                                                          development         build teacher
                                                                              capacity




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                                   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?)

Time is allocated to all schools in the training of staff members through staff development and
in-service programs on proven effective strategies and research-based instruction. Time is also
given to the building of student/teacher/parent relationships as a tool of instruction. Teachers
are encouraged to differentiate instruction based on disaggregated data from testing. These
programs are designed to improve teaching and learning.

All principals participate in bi-weekly administrative team meetings which are instructional in
school leadership, strategies, and school programming.
Time is allocated for all CTE staff members to collect and report CTE course data. CTE
teachers incorporate academic skills in all CTE programs as a tool of instruction.


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

The Central Office should become more involved in the on-going process of professional
development. Many programs are introduced to teachers and administrative teams but more
time should be dedicated to long term commitment of implementation.

There should be an effective program for technological support and development of
technological skills.

More time should be provided for inter-school collaboration which would effectively give all
schools an opportunity to learn from each other.

The opportunity to use data in a more meaningful way should be addressed through system
wide training and analysis.




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Instructional 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 instructional practices?)

The district has invested resources and support in the area of reading and language arts. This is
evidenced by the use of personnel and instructional supplies in Reading Recovery, Accelerated
Reader and other programs that boost achievement in reading and language arts. There have
been sessions (workshops), on-going training and seminars dedicated to the secondary level in
the area of reading through sending staff to the above- mentioned areas as well as bringing
personnel to the system for training.

There has also been an investment in technology hardware and software for schools that is
beneficial to instruction, and the integration of differentiated instruction. CTE programs have
invested in equipment and materials to keep programs at industrial standard levels.



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

Bradley County Schools is funded well below the state average of per pupil expenditure, and we
feel we use all funds to the best of our ability. However we feel the employment of someone to
provide meaningful data analysis would better guide our system into future decision making
and guide our instructional decisions.




                                   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?)

Since Bradley County Schools is funded well below the state average, our personnel does an
exceptional job as evidenced by our test scores, Accelerated Reader program success, and the
other standardized programs in our system. Currently contract personnel are utilized in order to
meet BEP class size at the secondary level. These part-time positions are fully funded by the
system.

Administrators, teachers, counselors, librarians, nurses, cafeteria, custodial, and clerical staff


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are integral contributors to the delivery of quality instruction to all Bradley County students.




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

Ideally, enough full-time personnel should be in place so that part-time instructors can be used
to lower class size and provide remediation, not merely meet BEP standards.




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?)

    •   Big City University – Church partnership dedicated to after-school programming for at-risk students.
    •   PAT Program – site based programs funded partly by participants for the academically talented.
    •   Extended Contracts – funded by the state of Tennessee used to enrich, enhance, and remediate students.
    •   Gear Up – Grant supported program designed to promote high school graduation and enrollment in post
        secondary education.
    •   Grant Monies – local, state, federal, and corporate funds used to enhance classroom instruction.
    •   Dual Enrollment – cooperative programs between local high schools, college and universities which allow
        high achieving students the opportunity to attend college classes and receive dual credit.
    •   GED – provides at-risk students an opportunity to stay in school and possibly advance to post secondary
        education.
    •   Internet- cost effective way to provide all stakeholders information concerning all schools in our system.




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

Provide training for teachers in the system on “how to” learn about and apply for grants.




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                                  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 all our schools?

Yes, we use demographic and academic data to meet the needs of all students in each school.
For instance, in 2004-2005 Bradley County High School was placed on the state high-priority
list as a result of language arts gateway scores. Therefore, BCHS was assigned an additional
language arts teacher in 2005-2006 to reduce student/teacher ratios.




Instructional Reflective Questions - Narrative Response Required
Are we targeting funds and resources effectively to meet the needs of our schools?

Yes. To be academically successful in all areas, students need strong reading skills. Therefore,
this year’s instructional budget focused on the continued support of the reading initiative.




Instructional Reflective Questions - Narrative Response Required
Based on the data, are we accurately meeting the needs of students in our schools?


While groups continue to show progress, the disaggregated data indicates the need for
improvement within certain subgroups as in the list of challenges in 4.2D.

CTE needs improvement in (1S2) skill proficiencies as the data shows on the Perkins Report
Card.




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                                  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 strengths and how do we know?

   •   Teachers are provided with effective research-based programs, strategies, and teaching
       materials. This is apparent because they align with and support state standards.
   •   The system consistently uses data to drive instruction. This is demonstrated through
       improved test scores.
   •   Stakeholders recognize the importance of collaboration among departments and grade
       levels within each school to ensure continual student progress. Scheduling provides for
       numerous collaborative opportunities, and test scores reflect our efforts.
   •   The technical capacity of all schools has been improved and reflects current educational
       and technological trends. This is demonstrated through the employment of activities
       such as STAR reading and math, internet research, smart boards and other interactive
       programs and instructional technologies.
   •   CTE programs incorporate academic skills with practical application.




Instructional Summary Questions- Narrative Response Required
What are our major challenges and how do we know? Place in prioritized order, based on data
from Component 3.

Disaggregated data from component 3 showed both academic and non-academic challenges.
They are as follows:
Academic
   • 9-12 Reading/Language Arts:
               Students with disabilities
               Hispanic
               African American
               Male students
   • K-12 students with disabilities in math.
   • CTE Skills proficiencies.
   • 9-12 Math female students.

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Non-academic
   • Graduation Rate.
   • Technological support.
   • Student preparation for the future.



Instructional Summary Questions- Narrative Response Required
How will we address our challenges?


A prioritized list will be constructed to help us in forming our goals. A plan of action will be
formulated along with resources that will be needed to ensure that we meet our goals. A time-
frame will be utilized to maintain our on-going focus of improvement.




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                                                                 TCSPP TEMPLATE 4.3a

                                                              ASSESSMENT PRACTICES

Current Assessment
                                                   TVAAS                               Gateway                                 Reading            CTE Skills
Practices
                                   TCAP K-8      Reading/Math      CRT/AYP              Test            Report Card            Profile            Attainment

Evidence of Practice              Component 3    Component 3      Component 3        Component 3       Component 3         On file at each     On file at each
                                                                                                                           school              high school

Is the current practice
research-based?                   Yes            Yes              Yes                Yes               Yes                 Yes                 Yes

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

Has the current practice been
effective or ineffective?         Effective      Effective        Effective          Effective         Effective           Effective           Effective

What data source(s) do you
have that support your            Component 3    Component 3      Component 3        Component 3       Component 3         Component 3         Component 3
answer? (identify all
applicable sources)
                                  Identifies     Greater          Identifies         Scores            Comparative         Proper              Compares CTE
                                  areas of       effectiveness    strengths and      utilized to       data for            placement and       graduating
Evidence of effectiveness or      strength and   demonstrated     weaknesses         stress key        system              increase            concentrators
ineffectiveness                   weakness by    in elementary    per school and     objectives        against other       progress of         to system
                                  student and    schools          grade                                systems             struggling          graduation rates
                                  class                                                                                    readers
                                                                                     High
Evidence of equitable system
support for this practice         System-wide    Elementary       System-wide        schools           System-wide         System-wide         System-wide




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                        Continue      Continue   Continue        Continue          Continue            Refine and
                        CTE skills                                                                     expand,
Next Step (changes or   proficiency
continuations)
                                                                                                       implement
                                                                                                       benchmark
                                                                                                       testing




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                                   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?)

Staff development records and school improvement plans for the past year reflect training to
build capacity around understanding and implementing research based assessment practices (see
system-wide staff development plan, special education staff development plan, CTE staff
development plan, and school improvement plans). Some of this training includes TCAP data
analysis for principals and training for elementary teachers in assessment and data analysis in
reading and math skills.
Though Bradley County Schools is still working toward good standing we are currently
Improving and our trends are positive. Bradley County Schools made Adequate Yearly
Progress (AYP) in all areas in 2006.




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

Training in data analysis of TCAP has been primarily through principals. Further training
needs to be extended to teachers through consultants or system-wide staff.




Assessment 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 assessment practices?)

Our current use of money for assessment is used primarily for staff development, school
psychologists, diagnosticians and reading coaches throughout the system. Special Education in
conjunction with Title 1 has provided assessments and personnel for diagnosing early reading
difficulties in each elementary school. Other specific assessments tied to curriculums or
software are utilized by schools. The TCSPP System component checklist, which was


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developed utilizing the SIP shows the frequency of these assessments per school.




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

Current efforts are to expand and refine early reading diagnostic measures. The system may
also want to look into the utilization of a curriculum based measurement which could be used
systematically and consistently throughout the system at specified benchmark periods. Staff
development in assessment and data analysis needs to remain a focus with increased attention
on enhancing the skills of teachers in this area.




                                   TCSPP TEMPLATE 4.3b
                                               (continued)

                             ASSESSMENT GAP ANALYSIS

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?)

Currently multiple positions are utilized within the system to assist teachers in student
assessment. School psychologists and diagnosticians are utilized when pre-referral
interventions with at risk students (in all subject areas) are not effective. Reading coaches,
reading teachers and special education teachers are utilized to implement student reading
profiles as an early intervention method for students who struggle in reading.
Principals have been trained and utilized to discuss TCAP data analysis with the teachers at
their schools. Outside consultants and state department personnel have also been utilized to
provide training within the system.




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

Future system focus may include the expansion of early assessment through additional reading
personnel. Title 1 and Special Education desire to work more closely to provide early
diagnostic measures in reading at each school and pilot Response to Intervention in several
locations. Data analysis experts may be utilized to speak directly with teachers on methods of
data analysis tied to TCAP, Gateway, and EOC tests.



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ED-5191 November 2005                                                            BRADLEY COUNTY SCHOOLS




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?)

Bradley County Schools is a participant in the UNITY grant. This grant has several pieces
which contribute to assessment. The main thrust is assessing the social emotional well being of
students. Another component looks at academic skill through software.
Big City University is a faith based grant that involves the participation of all county
elementary schools. This program provides assessment and tutoring in an after-school program.
Special Education funds assist in general education initiatives such as early intervention
measures as well as traditional assessment measures. Assessment of the reasons why students
drop out is conducted within the special education department.
School level grants such as technology grants typically have a component piece attached to their
educational software.
The National Reporting System is a required assessment given to all 4 year olds who attend
Head Start throughout the country. This assessment is given twice during the school year. It
addresses physical health, vocabulary, and social emotional development.
CTE funds assist CTE programs with skills attainment assessment practices.




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

Bradley County Schools will pursue further grant options as they become available.
The system will also work to strengthen faith based as well as other community ties which may
provide additional resources to the system.
The system may want to broaden its assessment of why students drop out and how we can
provide additional resources at critical points for at risk students.




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                                  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 all our schools?

All schools are provided with equal opportunity for staff development and special education
assessment measures. All elementary schools participate in reading profiles and some software
measures. All secondary schools have access to the diagnostic measure in PLATO and
diagnostic measures for special education students.
The system has made efforts to employ a greater level of reading measures at the secondary
level but they are not a great as those within elementary schools. Methods of formal
standardized ongoing assessment are reported more frequently at the elementary level though
they are not consistent throughout the system.




Assessment Reflective Questions - Narrative Response Required
Are we targeting funds and resources effectively to meet the needs of our schools?

   •   Funds provided for benchmark assessments.
   •   Reading coaches provided to conduct assessments.
   •   Professional development provided for understanding and implementing research based
       assessment practices.
   •   Training is provided for TCAP data analysis for Principal.
   •   Software purchased to use for assessment.




                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 4 Page 46 of 106
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Assessment Reflective Questions - Narrative Response Required
Based on the data, are we accurately meeting the needs of students in our schools?

Bradley County Schools currently meets all AYP measures. This is evidence that though we
have room for improvement, in recent years we have taken the steps necessary to make that
improvement.




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                                  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- Narrative Response Required
What are our major strengths and how do we know?

According to our report card, Bradley County Schools has met AYP in every measure during
the 2005-2006 school year. This represents a positive growth trend in several areas. This
growth is due in part to increased staff development and training on data analysis. It also
reflects the coordination efforts between special education and Title 1 in providing personnel
and services for the assessment of all at risk populations.
This collaboration among general education, special education, CTE education, and Title 1 is a
strength in our system which we hope to build upon.




Assessment Summary Questions- Narrative Response Required
What are our major challenges and how do we know? Place in prioritized order, based on data
from Component 3.

1. The TCSPP System Component Checklist reflected great diversity concerning methods of
data analysis. Staff development and possibly an instrument is needed to increase consistency
and continuity of data analysis is needed.

2. In looking at Disaggregated data Component 3 found our major challenges to be:
    • 9-12 Reading Language Arts particularly among students with disabilities, Hispanic
        students, African American students and male students.
    • K-12 Students with disabilities Math.
    • CTE skills proficiency.
    • 9-12 Math Female Students.

3. Non-Academic Priorities include:
    • Graduation Rate.
    • Technology to Support Instruction.


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   •   Student preparation for the future.




Assessment Summary Questions- Narrative Response Required
How will we address our challenges?

Bradley County Schools plans to provide in-service training for data assessment and analysis. It
is imperative that the Central Office administration and the individual school administrators
become knowledgeable about the state reports offered online and how to make instructional
decisions based on data results. BCS has also procured Clarity, a software program that
facilitates data analysis.

Bradley County Schools will address the reading and math challenges with increased tutorial
programs in both disciplines. Secondly, BCS has created a new position for the purpose of
overseeing and coordinating a system-wide reading program and initiative. This individual’s
role will be to insure that all subgroups show marked improvement in reading scores.

BCS continues to be committed to improving its graduation rate. One of our two high schools
has already established a 9th grade academy whose primary goals are to make the middle
school/high school transition easier, reduce failures, improve attendance, and ultimately reduce
dropouts. Our other high school will likewise establish a 9th grade academy for the 2007-2008
school year.

Other BCS’ initiatives include the following:

   •   Adding a Reading Teacher at the High School Level.
   •   Extensive Literacy Training for Reading in the content area for grades 6-12.
   •   Differentiated Instruction to help enhance and enable at-risk students to succeed.
   •   Upgrade of career and technical programs.
   •   Professional Development in relationship-building to enhance personal relations of all
       stakeholders.
   •   Professional Development in the area of technology to enhance the integration of
       technology and instruction.
   •   Re-alignment of curricula to meet the needs of all subgroups.
   •   Teacher training in the area of math to deliver instruction in various strategies to meet
       the needs of diverse learners.
   •   Training for CTE teachers in instructional methods for achieving mastery in course
       competencies.




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                                                  TCSPP TEMPLATE 4.4a

                                             ORGANIZATIONAL PRACTICES

Current Organizational     Beliefs and                                                                                                       Diverse
                             Mission           Professional                          Guarded           Culture                              Learning
Practices
                            Statement         Development         Mentoring         Instruction        Climate       Communication       Communities
                         All schools         YES. System-      Every new         15 of 16          All schools      TCSPP Survey        9 of 11
                         have a              wide              teacher is        schools report    reported a       to all schools.     elementary
                         governing set       professional      assigned two      that they limit   healthy          Director’s “Good    schools are
                         of beliefs, a       development is    veteran           intercom          climate and      News” report at     title 1. There
                         vision              offered/require   teachers to       announcement      culture          each Board          are 16
                         statement, and      d each year;      assist him/her    s to guard        (TCSPP           Meeting. School     vocational and
                         a mission.          each school is    with issues       instructional     component 4      websites. System    technical
                         Bradley             also required     such as           time. 9 of 16     checklist) in    websites. School    programs at
                         County              to provide        classroom         schools           School Survey    newsletters and     the secondary
                         Schools has a       professional      management,       reportedly        results. All     Student             level. BCS
                         5 year              development       processing of     limit             SIPs address     orientation, open   has 9 head
                         comprehensive       workshops and     grades and        assemblies.       school culture   house, school       start and pre-K
                         strategic plan      programs          attendance        Electronic        and climate.     marquees, PTAs,     classes. Big
                         that includes a     yearly; the       data, and         communicatio      School           Report cards,       City
                         clearly defined     system also       instructional     n has limited     Resource         Progress reports,   University
Evidence of Practice
                         set of beliefs, a   funds subject-    support.          classroom         Officers in      IEPs,               (after school
                         vision              specific          All new CTE       interruptions.    every school.    Presentations at    elementary
                         statement, and      professional      teachers have a   Several           There is         Board meetings,     program) ELL
                         a system            development       mentor and        schools           commendable      Parent/Teacher      classes; X-Cel
                         mission.            for individuals   must observe 4    provide a large   evidence of      conference days,    Academy
                                             and groups.       professional      block of          family           honors banquets,    (Court-
                                             Online            teachers in       uninterrupted     engagement at    awards              ordered).
                                             professional      their program     time each         every school.    programs,           LEAF
                                             development is    area.             morning.                           booster clubs.      Academy, 9th
                                             available. All    Implementatio                                                            grade
                                             principals        n of a system                                                            Academy, On-
                                             must attend the   level                                                                    line courses.
                                             Academy for       mentoring                                                                REACH Adult
                                             School            program.                                                                 HS, YMCA
                                             Leaders (72                                                                                after-school



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                                                     hrs in 5 years)                                                                            programs.
                                                                                                                                                PLATO after-
                                                                                                                                                school tutoring
                                                                                                                                                and credit
                                                                                                                                                recovery
                                         Yes              Yes               Yes                Yes              Yes                Yes                Yes
Is the current practice research-
based?

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

                                    Effective        Effective         Ineffective. 6     Effective, but   Effective, but    Effective          Effective
                                                                       of 15 schools      refinement       bus security
                                                                       have elements      needed           needs to be
                                                                       of a mentoring                      addressed.
                                                                       program or
Has the current practice been                                          process while
effective or ineffective?                                              most simply
                                                                       provide
                                                                       mentors as
                                                                       resources for
                                                                       new teachers.
                                    Each school’s    Professional      Principal          TCSPP            TCSPP             Parent surveys;    TCSPP,
                                    “Improvement     Development       Advisory           Checklist        component 4       TCSPP surveys;     Component 4,
                                    Plan”; system-   Plan              meetings;                           checklist, test   Title 1            checklist,
                                    wide             established by    System-wide                         data,             documentation      REACH Adult
                                    implementatio    representatives   school                              component 3                          HS, graduation
What data source(s) do you have     n plan; TCSPP    from each         improvement                         data.                                data,
that support your answer?           System           school and the    plan.                                                                    successful
(identify all applicable sources)   component        Central Office;   CTE Advisory                                                             completion of
                                    checklist.       TASL Credit;      meeting; State                                                           X-Cel and
                                                     Test data.        monitoring                                                               LEAF
                                                                                                                                                Academies.
                                                                                                                                                Credit
                                                                                                                                                Recovery data
                                    Each school’s    Test data;        Teacher            More time-on-    TCSPP             Parent Surveys     TCSPP
Evidence of effectiveness or        “Improvement     professional      retention a        task provides    component 4       TSCPP Surveys      Component 4
ineffectiveness                     Plan”; system-   Development       factor;            greater          checklist, test   Title 1            checklist,
                                    wide             Surveys; On-      attendees at       exposure to      data,             documentation      REACH Adult


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                               implementatio    line             the State         instruction and   component 3                            HS, graduation
                               n plan; TCSPP    Professional     Mentoring         practice.         Data, Student                          data,
                               System           Development      Training.         TCSPP             Survey results                         Successful
                               component        accountability   TCSPP             Component                                                completion of
                               checklist        data             Checklist.        checklist                                                X-Cel and
                                                                 New Teacher                                                                LEAF
                                                                 Surveys reflect                                                            Academies.
                                                                 deficiencies in                                                            Credit
                                                                 organization                                                               Recovery data
                                                                 and
                                                                 application.
                                                                 There is a lack
                                                                 of a clearly
                                                                 established
                                                                 system-wide
                                                                 program and
                                                                 scant evidence
                                                                 at the school
                                                                 level.
                               Each school’s    Title 1 audit;   System-wide       None              System-wide        “Family             Fiscal support
                               “Improvement     time allocated   mentoring was                       requirements       Engagement” –       for REACH
                               Plan”; system-   for              made available                      that SIPs          Professional        HS. Only 4 of
                               wide             professional     to all new                          address culture    Development         11 elementary
                               implementatio    development;     certified                           and climate.       system-wide.        schools have
                               n plan; TCSPP    equitable fund   personnel.                                             “MediaWise,”a       Head start
Evidence of equitable system
                               System           allocation for                                                          community and       programs.
support for this practice
                               component        professional                                                            school system
                               checklist        development                                                             presentation on
                                                                                                                        the effects of
                                                                                                                        media on
                                                                                                                        children and
                                                                                                                        their education.
                               Continue to      Evaluate         Develop a         Survey            Monitor            System-wide         Continue to
                               refine as        yearly.          system-wide       teachers for      climate and        communication       assess the
                               needed                            program           perception and    culture and        that will reach     needs of our
Next Step (changes or                                                              input.            adjust as          ALL                 students and
continuations)                                                                     Reassess          needed.            parents/guardian    then
                                                                                   course            Improve bus        s within minutes.   provide/expan
                                                                                   scheduling        security issues.   Improvement to      d services as
                                                                                   times                                individual school   recommended.



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                                                                             websites.
                                                                             Improvements to
                                                                             the BCS website.




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                                   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 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?)

    •   While system staff development and school staff development provisions are supportive
        of the instructional and learning processes, our online teacher tutorials are under-utilized
        by teachers and support staff.
    •   There is a systematic mentoring program for new teachers in the school system.
        Meetings are held monthly.
    •   There is a systematic mentoring program for new and aspiring administrators held
        monthly.




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


    •   Teachers should be recompensed for time to develop their computer skills online.
    •   Incentives or in-service credit needs to be available.




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?)

    •   The local funding for education is sorely deficient to meet the needs of our students.
    •   Staff development is under-funded.
    •   Technological needs have not been adequately funded.




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

    •   Our school system should be funded equal to the financial resources and income of the
        community.
    •   More staff development needs to be provided for struggling teachers and new
        educational strategies and data must be communicated to teachers.
    •   A systematic approach to mentoring needs to be outlined for new teachers. Resources in
        the form of reading materials, seminars, etc. should be considered.
    •   A system-wide technology plan will begin to be implemented in the fall of 2007,
        complete with timelines for computer replacement, software updates, and increases in
        personnel.
    •   A more efficient communication system has been implemented. Parents/guardians will
        be notified of emergencies and special events in a timely manner.




                                   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?)
    •   98.7% of teachers are “highly qualified.”
    •   There are no formal job descriptions for all positions.
    •   There is no separate Human Resource office.
    •   The technology department consists of only five technicians.
    •   The average teacher’s salary is $50,000.
    •   The teacher/student ratio is higher than that of most of the surrounding systems.
    •   The annual teacher loss is at an unacceptable level.
    •   CTE teachers have industrial certification as required by state.



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

    •   “Technology coaches” are needed to service the computer/software needs of the schools.
    •   The average teacher’s salary needs to be more competitive with the surrounding systems
        and more closely aligned with the state and national average.


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  • More teachers are needed to reduce the teacher/student ratio.
More physical education and fine arts teachers are needed at the elementary level.




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?)

    •   The Employee Handbook has been updated.
    •   BCS receives support from the following institutes and organizations:
          Cleveland/Bradley Allied Arts
          Cleveland/Bradley Education Foundation
          BEST partners
          Lee University and Cleveland State Community College
          Faith-based organizations supporting public education initiatives
          Safe Schools Healthy Students Grant
          Lynn Jones Foundation
          North Cleveland Church of God/after school program
    •   A system wide calendar has created for all stakeholders.

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


    •   Publications, DVDs, displays, etc. are needed for Bradley County Schools.
    •   The cooperative efforts of the community and school system need to be further
        articulated and have greater exposure.




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                                  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 providing equity and adequacy to all our schools?

   •   All needed (adopted) textbooks are provided to schools and students.
   •   “Survival Spanish” is provided for all interested teachers.
   •   Instructional money is distributed on a “per student” formula.
   •   Equipment maintenance and support are provided.
   •   Staff Development is procured and funded by the Central Office.
   •   Online professional development is available for all interested teachers.
   •   “Extended Contracts” are distributed to the schools equitably.
   •   All CTE programs receive maintenance and equipment support.




Organizational Reflective Questions - Narrative Response Required
Are we targeting funds and resources effectively to meet the needs of our schools?


Yes. BCS is fully accredited and performs above the state level in most academic areas even
though funded nearly $1467 less per student than the state average.




Organizational Reflective Questions - Narrative Response Required
Based on the data, are we accurately meeting the needs of students in our schools?


   •   According to the CR achievement data, BCS students scored at or above the state level
       in most academic areas.
   •   While there is an ever-increasing attempt to evaluate student academic data, greater
       analysis and application are imperative at every educational level.


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   •   Greater measures must be taken to address the high school dropout rate, the graduation
       rate, and student attendance, CTE skills proficiency which all need improvement.




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                                  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
What are our major strengths and how do we know?

Organizationally, Bradley County Schools has established a set of beliefs, a mission, and a
vision that are integrated into each School Improvement Plan. In addition, the system has a
solid five-year strategic plan that is visited each year.

BCS is dedicated to guarding the instructional time in each school. Measures have been taken
to ensure that there are fewer and fewer interruptions in the teaching/learning process on a daily
basis.

The culture/climate of the school system is very positive. This does not suggest that there are
no challenges, but the prevailing opinion (Teacher Surveys, Student Surveys, Parent Surveys) is
that a healthy climate exists in our county schools.



Organizational Summary Questions- Narrative Response Required
What are our major challenges and how do we know? Place in prioritized order, based on data
from Component 3.

1. Reading is a major challenge, as indicated in our system data analysis.

2. A second challenge for BCS is the creation of new diverse learning communities.

3. A third goal is to improve student attendance, CTE proficiency, and our system
graduation rate. This need has been noted on our system’s report card. Although we have
been making moderate gains, continued progress is needed.

4. Fourthly, a mentoring program for each school to follow is recommended. This challenge
was determined when our schools responded to a system-wide survey, a segment of which
addressed their individual mentoring process.

5. Lastly, BCS is challenged with improving communication to our stakeholders in a more
timely manner.




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Organizational Summary Questions- Narrative Response Required
How will we address our challenges?

1. Reading (Diverse Learning Community):
   • Plans are to create a new position for the purpose of system-wide reading coordination.
   • A new “benchmarking program” (AIMS Web Benchmarking) is going to be purchased
      that will provide data for instructional planning in reading and mathematics.
   • New reading teachers and classes are planned for middle school and high school.

2. Math (Diverse Learning Community):
   • Aside from our initiative in reading, BCS is also considering creative scheduling and
      expanded tutoring for students who have not shown adequate progress in mathematics.
   • PLATO software is available for math remediation and credit recovery.

3. Attendance, Graduation Rates and Skill Proficiency:
    • Our individual high schools have task committees directed to develop steps that will
       encourage better student attendance and higher graduation rates. The Central Office has
       suggested that schools develop and initiate a rewards programs.
    • One of BCS’ high schools presently has a 9th grade academy, and the other high school
       should have its academy established for the 2007-2008 school year. It is anticipated that
       this effort to make the middle school/high school transition easier will improve
       attendance, grades, and ultimately the graduation rate.
    • Through a grant, each high school does have an extra School Resource Officer whose
       task, in part, will be to address students that are possible or definite truants.
    • Credit recovery opportunities through PLATO software will be broadened.
    • The number of courses available at REACH High School, our system’s adult high
       school, will be increased starting next year due to new online offerings. This will
       consequently make it easier for students to reach their graduation goal.
    • Continue to upgrade CTE programs to meet or exceed skills proficiency (1S2) of core
       indicators. Increase in skills proficiency of CTE concentrators will improve the systems
       target rate for graduation.

4. Mentoring:
   • It has been recommended as an outcome of our system survey that each school follow an
      established mentoring process that will include periodic meetings, expanded
      professional development, and a feedback procedure.

5. Communication:
   • BCS has purchased a new software program that will enable our system to contact all
      stakeholders by telephone in a matter of minutes.
   • Improvements in website content and function have been planned for the school system
      site.
   • Individual schools have been directed to make their websites user-friendly and to
      provide adequate information for visitors to their school’s site.


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                                       COMPONENT 5


    COMPREHENSIVE SYSTEMWIDE ACTION PLAN DEVELOPMENT




                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 Page 63 of 106
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                                                                                TCSPP TEMPLATE 5.1

                                                              GOAL 1 – Action Plan Development
                                                                                                                                                        Revised DATE: __________________________

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

                                                                            To decrease the number in all subgroups in reading / language arts/ writing that is not scoring at the proficient
                                                                   Goal     level by 5% during the 2007-2008 school year.

                       Which need(s) does this Goal address?                Reading/ Language Arts / Writing / Content Areas


  How is this Goal linked to the system’s Five-Year Plan?                   Continual improvement in the areas of Reading/ Language arts / Writing.

                         ACTION STEPS                                                                                    IMPLEMENTATION PLAN
 Section B – Descriptively list the action you plan to take to ensure you   Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
 will be able to progress toward your goal. Action steps are strategies          funding sources, and evaluation strategy. (For Evaluation Strategy, define how you will evaluate the action step.)
 and interventions which should be scientifically based where possible
and include professional development, technology, communication, and                                 Person(s)             Projected Cost(s) /                                          Evaluation
                                                                                Timeline                                                                 Funding Sources
       parent and community involvement initiatives as applicable.                                  Responsible           Required Resources                                             Strategy

                   1. Align reading instruction to curriculum map
                   based on revised state standards and TCAP to
                   meet the needs of all students Pre-K through                                   Terri Murray
                   12, including modifications for ELL, Students                                  Curriculum
                   with disabilities, immigrant, and homeless.                                    Mapping
                                                                                                                                                                                   TCAP scores
                   PD- Consultant will collaborate with curriculum                                Committee
                                                                                                                                                                                   Gateway scores
                   map committee using researched- based best               August 2007           Grades K-12
                                                                                                                                                        Title II                   Teacher input
Action Step        practices and Tennessee State Standards for              (if available from    (Teachers)             $6,000
                                                                                                                                                        Regular Budget             Surveys
                   reading / language arts/ writing to meet the             the state)            Joy Yates
                   need of NCLB.                                                                  Dan Glasscock
                   Tech.- New revised map will be posted on                                       Technology
                   Bradley County home page website for all                                       Coordinator
                   stakeholders to access.                                                        Vicki Beaty
                   Comm.-Publicize to stakeholders curriculum
                   map updates.

                                                                                                  Terri Murray                                                        TCAP
                   Secure 24 reading coaches for PreK -12 to                                      Dan Glasscock                                                       Gateway Scores
                   address reading needs.                                                         Elementary,                                                         End of Course Test
                   Comm.-Publicize positions to all stakeholders.           June 2007-            Middle, and                                   Title I, II, V        Scores
Action Step                                                                 August 2007           High School
                                                                                                                     $1,200,000
                                                                                                                                                Regular Budget        Increased
                                                                                                  Principals                                                          Graduation rate
                                                                                                  Angie Gill                                                          AYP success
                                                                                                  Joy Yates                                                           Benchmark testing
                                                                                                      Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 Page 64 of 106
ED-5191 November 2005                                                                                                                BRADLEY COUNTY SCHOOLS




                                                                                                                               Title I, II, V         TCAP scores
              3. PD - Provide on-going, research based
                                                                                                                               Special Education      Surveys
              professional development for all personnel to                       Terri Murray
                                                                                                                               Regular Budget         Gateway scores
              implement new textbook adoption.                                    Angie Gill
                                                                  June 2007-May                                                Grant funding          End of Course
Action Step   Onsite, ongoing professional development for
                                                                  2008
                                                                                  Dan Glasscock     $130,000
                                                                                                                               Cleveland / Bradley    Scores
              reading best practices for PreK-12 including                        Joy Yates
                                                                                                                               Education              TVAAS
              differentiated instruction.                                         Vicki Beaty
                                                                                                                               Foundation             System Report
              Literacy Centers for small group instruction
                                                                                                                               Personal Donations     Card
              implementation.

              4. Credit Recovery program / remediation for
                                                                                  Terri Murray
              at-risk, PreK-12 students.
                                                                                  Scott Humbard                                                       Increased
              PD- train all involved stakeholders in the use of                                                                Title I, II, V
                                                                                  Vicki Beaty                                                         Graduation Rate
              remediation and Credit Recovery resources                                                                        Extended Contracts
                                                                  August 2007-    Appropriate                                                         TVAAS
Action Step   Tech.- utilize Plato, Novanet, SuccessMaker,
                                                                  May 2008        PreK-12
                                                                                                    $6,000                     Grant Funding
                                                                                                                                                      TCAP Scores
              etc. software.                                                                                                   Special Education
                                                                                  Teachers                                                            Gateway Scores
              Comm.- Engage parents in supporting student                                                                      Regular Budget
                                                                                  Support                                                             AYP success
              literacy.
                                                                                  Personnel




              5. All Bradley County teachers and                     May 2007     Terri Murray,               $3,000           Title II A,           System Report
              Paraprofessionals of record in core academic                        Vicki Beaty,                                 Special Ed,           Card, Highly
              subjects will be highly qualified.                                  Joy Yates,                                   Regular Ed            Qualified, State
                                                                                  Dan Glasscock,                                                     Report
Action Step




                  6. Tech.- Access to Nettrekker,                 June 2007-May   Terri Murray               $241,580          Regular Ed,           Staff Development
                  SuccessMaker and website links for                   2008                                                                          Planning, Surveys,
                                                                                  Scott Humbard                                Title 1,
                  teacher resources and lesson plans. The
                                                                                  Joy Yates                                    Special Ed            Teacher Advisory
                  use of computer based instruction and
                                                                                  Dan Glasscock                                SSHS Grant            Committee,
Action Step       Benchmark assessment (AIMSWEB,
                                                                                  Vicki Beaty                                  Technology            Director’s Advisory
                  Thinklink, etc).
                                                                                                                                                     Committee,
                  To provide supplemental materials and
                                                                                                                                                     System      Report
                  technology for at-risk students needs
                                                                                                                                                     Card
                  (Sidewalks Kits, computers, software,
                  Jamestown Navigator, leveled readers,
                  etc.)


                                                                                     Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 Page 65 of 106
ED-5191 November 2005                                                                                                                                          BRADLEY COUNTY SCHOOLS

                                                                                TCSPP TEMPLATE 5.1

                                                              GOAL 2 – Action Plan Development
                                                                                                                                                        Revised DATE: __________________________


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

                                                                   Goal     To decrease the number in all subgroups in math that are not scoring proficient level by 2%, by the end of
                                                                            2007-2008.

                       Which need(s) does this Goal address?                Algebra (Gateway) Math Foundations (End of Course) K-8 Math


  How is this Goal linked to the system’s Five-Year Plan?                   Continual improvement in the area of math


                         ACTION STEPS                                                                                    IMPLEMENTATION PLAN
 Section B – Descriptively list the action you plan to take to ensure you   Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
 will be able to progress toward your goal. Action steps are strategies          funding sources, and evaluation strategy. (For Evaluation Strategy, define how you will evaluate the action step.)
 and interventions which should be scientifically based where possible
and include professional development, technology, communication, and           Timeline              Person(s)             Projected Cost(s) /           Funding Sources                Evaluation
       parent and community involvement initiatives as applicable.                                  Responsible           Required Resources                                             Strategy
Action Step                                                                 July 2007             Terri Murray           $750,000.00                    Title I                    TCAP scores
                   15 Math Coaches                                                                Joy Yates                                             Special Education          Gateway scores
                   To address math needs in Pre-K-12                                              Dan Glasscock                                         Regular Budget             End of Course
                   *See attached description                                                      Vicki Beaty                                                                      scores
                                                                                                                                                                                   Increased
                                                                                                                                                                                   proficiency to meet
                                                                                                                                                                                   rising NCLB
                                                                                                                                                                                   requirements
                                                                                                                                                                                   Decrease dropout
                                                                                                                                                                                   rate
                                                                                                                                                                                   Increase graduation
                                                                                                                                                                                   rate


Action Step        Provide on-going research-based professional             July 2007-May         All PreK-12            $105,000.00                    Title I, II, V             Increased
                   development for all personnel in math                    2008                  Teachers                                              Extended Contracts         Graduation Rate
                   strategies                                                                     All Support                                           Grant Funding              TVAAS
                   (subs, consultants, conference fees, travel                                    Personnel                                             Special Education          TCAP Scores
                   expenses, supplies for presentations and                                       and                                                   Regular Budget             Gateway Scores
                   training) Provide teacher training in various                                  Administration                                                                   AYP success
                   methods of delivery in math instruction as well                                                                                                                 Surveys
                   as technology intervention. (CPS, Classworks,
                   Plato, Algebra readiness grant at Lee
                   University, etc.) to meet the needs of all
                   students.
                                                                                                       Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 Page 66 of 106
ED-5191 November 2005                                                                                                               BRADLEY COUNTY SCHOOLS
 Action Step Benchmark testing                                 July 2007-May   Teachers           $100,000.00                Title I, II, IID   TCAP scores
               To monitor progress for all students and to     2008            Terri Murray                                  Special Education  Gateway scores
               diagnose areas of need (AIMSWEB Math Pro,                       Dan Glasscock                                 Regular Budget     Teacher/Principal
               Thinklink, etc.)                                                Joy Yates                                                        input
                                                                               Vicki Beaty                                                      End of Course
                                                                                                                                                scores
                                                                                                                                                Graduation Rate
                                                                                                                                                Benchmark reports

 Action Step   4. Continue to provide before / after school    August 2007-    Terri Murray       $10,000.00                 Title I, II, V         TCAP scores
               tutoring and flexible scheduling to meet the    May 2008        Technology                                    Extended Contracts     Gateway scores
               needs of all students including ELL, students                   Coordinator                                   Grant Funding          Teacher input
               with disabilities, immigrants, and homeless.                    Vicki Beaty                                   Special Education      Surveys
               PD-Train all stakeholders in remediation and                    Appropriate                                   Regular Budget         End of Course
               enrichment best practices.                                      PreK-12                                                              scores
               Tech.- Utilize available computer software to                   Teachers                                                             Graduation Rate
               enhance differentiated instruction.                             All Support
               Comm.- Publicize opportunities to all                           Personnel
               stakeholders.

 Action Step   Computer workstations and Miscellaneous         July 2007       Scott Humberd      $250,000.00                Regular Budget         Benchmark reports
               Auxiliary Materials                                             Technology                                    Special Education      Test scores
                                                                               Coaches                                       Technology Budget      Surveys
               6 computer workstations for each schools to                                                                   Title I                Benchmark reports
               allow for small group instruction                                                                             Title II D             Test Scores
               15 color printers (one for each school)                                                                                              TCSPP
               Tables and wiring to set up workstations and                                                                                         TVAAS
               to connect to the schools’ main servers
               Jumpdrives ( one for each coach), paper
               supplies for reports, ink cartridges,
               presentation materials, manipulatives, etc.




               5. All Bradley County teachers and              May 2007        Terri Murray,      $30,000.00                 Title IIA & D         System Report
               Paraprofessionals of Record in core subjects                    Vicki Beaty,                                  Special Ed            Card,
 Action Step   will be Highly Qualified.                                       Joy Yates,                                    Regular Ed            State Report Card,
                                                                               Dan Glasscock                                                       Highly qualified




                                                                                   Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 Page 67 of 106
ED-5191 November 2005                                                                                                                                          BRADLEY COUNTY SCHOOLS


TCSPP TEMPLATE 5.1

                                                              GOAL 3 – Action Plan Development
                                                                                                                                                        Revised DATE: __________________________


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

                                                                   Goal     To meet or exceed the system target graduation rate of 80% needed to achieve the AYP for 2007-2008 and to
                                                                            meet or exceed the state negotiated performance level for skills proficiencies (1S2) on the core indicators of
                                                                            the Perkins Report Card.
                       Which need(s) does this Goal address?                Graduation Rate/ Drop out Rate / Attendance, System Deficiency on (1S2) Core Indicator Skills Proficiencies
                                                                            of the Perkins Report Card.

  How is this Goal linked to the system’s Five-Year Plan?                   Continual improvement in graduation rate, drop out, and attendance


                         ACTION STEPS                                                                                    IMPLEMENTATION PLAN
 Section B – Descriptively list the action you plan to take to ensure you   Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
 will be able to progress toward your goal. Action steps are strategies          funding sources, and evaluation strategy. (For Evaluation Strategy, define how you will evaluate the action step.)
 and interventions which should be scientifically based where possible
and include professional development, technology, communication, and           Timeline              Person(s)             Projected Cost(s) /           Funding Sources                Evaluation
       parent and community involvement initiatives as applicable.                                  Responsible           Required Resources                                             Strategy
Action Step
                   1. Continue to improve, enhance, and expand
                   Credit Recovery and remediation opportunities            June 2007-June        Dan Glasscock          $1,000.00                      Extended Contract          Surveys
                   for all students PreK-12 including modifications         2008                  Gary Jobe                                             Title II, IID, I           Graduation Rate
                   for ELL, students with disabilities, immigrant,                                Principals                                            Regular Budget             Attendance
                   and homeless.                                                                  Support Staff                                         Special Education          Drop Out Rate
                   PD-Providing training for appropriate staff in                                                                                       Grant Funding              Test scores
                   software and remediation activities.
                   Comm.-Publicize remediation and Credit
                   Recovery opportunities.
                   Tech.- Train all appropriate stakeholders in the
                   use of remediation software.

Action Step
                   2. Utilize research based best practices for             June 2007-June        Principals             $5,000.00                      Title I, II                Surveys
                   designing transition program for smoother                2008                  Dan Glasscock                                         Regular Budget             Graduation Rate
                   movement from each transition Pre K-12.                                        Joy Yates                                             Special Education          Attendance
                   9tthGrade Academy at both high schools.                                        Teacher Support                                                                  Drop Out Rate
                   PD-Train all personnel in transitional                                         Personnel                                                                        Test scores
                   strategies.
                   Comm.- Build stakeholder awareness and
                   parents in support in transitional activities.
                   Tech.- Post System and School calendars of
                   events on System homepage.

                                                                                                       Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 Page 68 of 106
ED-5191 November 2005                                                                                                                  BRADLEY COUNTY SCHOOLS
 Action Step                                                      June 2007-June    Terri Murray       $70,000.00                 Extended Contracts Surveys
              3. Pursue additional Pre K intervention             2008              David Kelly                                   Grant Funding      Graduation Rate
              programs for at risk students as well as before                       Joy Yates                                     State Funds for    Attendance
              and after school programs for all Pre K -12                           BCU                                           PreK               Drop Out Rate
              students.                                                             Principals                                    General Budget     Test scores
              PD-Training all involved appropriate personnel                        Teachers                                      Federal Budget     State Report Card
              in the appropriate instructional practice to meet                     Parents
              the needs of at risk students.
              Comm.-Publicize programs to stakeholders.
              Tech.-Utilize computer-based instruction and
              formative assessment.

Action Step                                                       June 2007-June    All Stakeholders   $70,000.00                 Grant Fundings         Graduation Rate
                  4.    Relationship building among all           2008                                                            Title I, II            Surveys
                        stakeholders within school and                                                                            Regular Education      Attendance
                        community.                                                                                                Budget                 Drop Out rate
              (Advisory Committees, Capturing Kids Heart,                                                                         Special Education      State Report Card
              Edvantia training)                                                                                                                         Discipline referrals
              PD-Training all personnel in the importance of                                                                                             I
              relationship building.
              Comm.-Engage all stakeholders in relationship
              building.
              Tech.- Utilize System homepage to build
              stakeholder awareness.

                                                                                                       $141,385                   Perkins                Surveys,
              5. Continue to upgrade Career and Technical         June 2007- June   Gary Jobe                                                            Graduation Rate,
              Programs to meet or exceed skills proficiencies     2008                                                                                   State Report Card,
              (1S2) of core indicators. Increases in skills                                                                                              Perkins     Report
Action Step   proficiency of CTE concentrators will improve                                                                                              Card
              the system target rate for graduation.
              PD-Training for CTE teachers in instructional
              methods for achieving mastery in course
              competencies.        Training for guidance
              counselors in the skills needed for
              concentration in a program area.
              Tech. – Train CTE in electronic reporting of
              competencies, data, and appropriate software
              to enhance concentrator skills proficiency.




                                                                                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 Page 69 of 106
ED-5191 November 2005                                                                                                                                          BRADLEY COUNTY SCHOOLS


                                                                                TCSPP TEMPLATE 5.1

                                                              GOAL 4 – Action Plan Development
                                                                                                                                                        Revised DATE: __________________________

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

                                                                            To increase student achievement, including technology literacy, by 6% ;decrease the aging technology
                                                                   Goal     infrastructure by 20% and increase the level of support personnel for existing technology equipment by 100%.

                                                                            Computer refresh, computer literacy for students/teachers and staff and extra support personnel for coaching
                       Which need(s) does this Goal address?                and equipment maintenance.

                                                                            Continuing improvement and upgrades to the area of technology in the Bradley County School system over
  How is this Goal linked to the system’s Five-Year Plan?                   the next five years.
                         ACTION STEPS                                                                                    IMPLEMENTATION PLAN
 Section B – Descriptively list the action you plan to take to ensure you   Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
 will be able to progress toward your goal. Action steps are strategies          funding sources, and evaluation strategy. (For Evaluation Strategy, define how you will evaluate the action step.)
 and interventions which should be scientifically based where possible
and include professional development, technology, communication, and                                 Person(s)             Projected Cost(s) /                                          Evaluation
                                                                               Timeline                                                                  Funding Sources
       parent and community involvement initiatives as applicable.                                  Responsible           Required Resources                                             Strategy
                                                                                                                                                                                   Student Tech
                                                                                                                                                                                   Literacy Standards
                   Hiring of 16 technology coaches to establish a           July 2007-May                                                                                          (NETS for
Action Step        coach at each school in the district                     2012
                                                                                                  Joy Yates              $800,000.00                    Regular Budget
                                                                                                                                                                                   Students)
                                                                                                                                                                                   Teacher Surveys
                                                                                                                                                                                   TN Star Chart
                                                                                                                                                                                   Student Tech
                                                                                                                                                                                   Literacy Standards
                   16 Multimedia Work Stations for professional             July 2007-May         Joy Yates                                             Regular Budget             (NETS for
Action Step        development training sessions at each school             2012                  Scott Humberd
                                                                                                                         $150,000.00
                                                                                                                                                        Title IID                  Students)
                                                                                                                                                                                   Surveys
                                                                                                                                                                                   TN Star Chart
                                                                                                                                                                                   Student Tech
                                                                                                                                                                                   Literacy Standards
                                                                                                                                                                                   (NETS for
                   Technology integration professional                      July 2007- May                                                              Regular Budget
Action Step        development programs for staff and coaches               2012
                                                                                                  Tech Coaches           $82,000.00
                                                                                                                                                        Title IID
                                                                                                                                                                                   Students)
                                                                                                                                                                                   Surveys
                                                                                                                                                                                   Test Scores
                                                                                                                                                                                   TN Star Chart

                   Technology Refresh/upgrade by 20% over the                                                                                                                      Teacher Surveys
                   next five years. Increase technology                     July 2007-May                                                                                          TN Star Chart
Action Step        technicians from three to six over the next five         2012
                                                                                                  Scott Humberd          $160,000.00                    Regular Budget
                                                                                                                                                                                   Technolgy Work
                   years                                                                                                                                                           Order Reports

                                                                                                       Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 Page 70 of 106
ED-5191 November 2005                                                   BRADLEY COUNTY SCHOOLS




                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 Page 71 of 106
ED-5191 November 2005                                                                                                                                          BRADLEY COUNTY SCHOOLS


                                                                                TCSPP TEMPLATE 5.1

                                                              GOAL 5 – Action Plan Development
                                                                                                                                                        Revised DATE: __________________________

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

                                                                   Goal

                       Which need(s) does this Goal address?

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

                         ACTION STEPS                                                                                    IMPLEMENTATION PLAN
 Section B – Descriptively list the action you plan to take to ensure you   Section C – For each of the Action Steps you list, give timeline, person(s) responsible, projected cost(s)/required resources,
 will be able to progress toward your goal. Action steps are strategies          funding sources, and evaluation strategy. (For Evaluation Strategy, define how you will evaluate the action step.)
 and interventions which should be scientifically based where possible
and include professional development, technology, communication, and                                 Person(s)             Projected Cost(s) /                                          Evaluation
                                                                               Timeline                                                                  Funding Sources
       parent and community involvement initiatives as applicable.                                  Responsible           Required Resources                                             Strategy


Action Step




Action Step




Action Step




Action Step




                                                                                                       Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 5 Page 72 of 106
                                                                Federal     Special     Career-    Extended
                                                               Programs    Education   Technical   Contract   SACS

                                                                   (F)        (S)         (C)           (E)   (A)

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         Component 5 – Template 5.1
school year; and b) include an annual increase in the
percentage of teachers who are receiving high-quality
professional development?
                                                               +
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?            Component 5 – Template 5.1 (Tech Plan)
(Title II D, Sec 2414 & Erate)

                                                               +
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            Component 4 – Template 4.2a
poverty, high need, or high priority schools?                  Component 5 – Template 5.1
(Title II D, Sec 2414)

                                                               +
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               Component 4 – Template 4.2a
measured by challenging State academic content and
student academic achievement standards?
(Title II D, Sec 2414)

                                                               +
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       Component 4 – Template 4.4a
further the effective use of technology in the classroom or    Component 5 – Template 5.1 (Tech plan)
library media center? (Title II D, Sec 2414 & Erate)

                                                               +
Include a description of how the applicant will integrate
technology (including software and other electronically
delivered learning material) into curricula and instruction,   Component 5 – Template 5.1
and a timeline for such integration? (Title II D)

                                                               +
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract     SACS

                                                                     (F)         (S)           (C)           (E)       (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
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         Component 5 – Template 5.1 (Tech plan)
areas that would not otherwise have access to such
courses and curricula due to geographical isolation or
insufficient resources? (Title II D)

                                                               +
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             Component 4 – Template 4.1a
technology being applied in their child’s education so that    Component 5 – Template 5.1
the parents are able to reinforce at home the instruction
their child receives at school? (Title II D)

                                                               +
Describe how programs will be developed, where
applicable, in collaboration with adult literacy service       Component 4 – Template 4.4a
providers, to maximize the use of technology? (Title II D)     Component 5 – Template 5.1

                                                               +
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               Component 4 – Template 4.2a, 4.3a, 4.4a
challenging State academic content and student
academic achievement standards? (Title II D)

                                                               N/A           N/A                                     N/A
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                  Component 5.1 (Professional Development)
improvement.

                                                               +




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 74 of 106
ED-5191 May/2007                                                                         Bradley County Schools


                                                                Federal       Special       Career-     Extended
                                                               Programs      Education     Technical    Contract    SACS

                                                                  (F)           (S)           (C)           (E)     (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
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
                                                              Component 5 – Template 5.1
  objectives; and making AYP for LEP students. (Title
  III, Sec 3116)
Title III Accountability LEA Requirement—The LEA
will develop Title III “improvement” strategies to address
the Title III benchmark(s) not met.

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      Component 4 – Template 4.1a
served under Title VII, Homeless, and Immigrant children      Component 5 – Template 5.1
in order to increase program effectiveness, eliminate
duplication, and reduce fragmentation of services?
(Title I, Sec 1112)
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,                Component 4 – Template 4.4a
administrators, parents and other staff, including LEA        Component 5 – Template 5.1
level staff in accordance with sections 1118 and 1119?
(Title I, Sec 1112)
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    Component 4 – Template 4.4a
limited English proficiency, children with disabilities,      Component 5 – Template 5.1
migratory children, neglected or delinquent youth,
homeless children, and immigrant children?
(Title I, Sec 1112)
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)                                           Component 5 – Template 5.1
Title IIA Accountability LEA Requirement—The LEA              Career & Tech. – Industry Certification List
has developed Title IIA “improvement” strategies to           List of Career & Tech. Programs
increase the percentage of core academic courses
taught by highly qualified teachers.
                                                              +
Describe the services the LEA will provide homeless
children? (Title I, Sec 1112)                                 Component 5 – Template 5.1




                         Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 75 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract    SACS

                                                                   (F)           (S)           (C)           (E)     (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
                                                               +
Describe the strategy the LEA will use to implement
effective parental and community involvement, including
parents of LEP students? (Title I, Sec 1112)                   Component 4 – Template 4.4a (Family Engagement Policy)
High Priority LEA Requirement—The LEA’s revised                Component 5 – Template 5.1
TCSPP includes strategies to promote effective parental
involvement in the schools.
                                                               +
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          Component 5 – Template 5.1
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.)
                                                               +
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                Component 4 – Template 4.1a, 4.2a
TCSPP incorporates strategies grounded in scientifically       Component 5 – Template 5.1
based research (SBR) that will strengthen instruction in
core academic subjects.

                                                               +
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         Component 4 – Template 4.1a, 4.2a, 4.3a, 4.4a
that separates low-income and minority students from           Component 5 – Template 5.1
other students? (NCLB)

                                                               +
Describe how the LEA will coordinate professional
development activities provided through Federal, State,
and local programs? (NCLB)                                     Component 5 – Template 5.1



                                                               +




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 76 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract    SACS

                                                                   (F)           (S)           (C)           (E)     (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
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)
                                                               Component 5 – Template 5.1
Title IIA Accountability LEA Requirement—The LEA
has developed Title IIA “improvement” strategies to
increase the percentage of teachers reporting high
quality professional development.

                                                               +
Describe how the LEA will train teachers to integrate
technology into curricula and instruction to improve
teaching, learning, and technology literacy? (Title II A,      Component 4 – Template 4.4a
Sec 2122 & Title II D, Sec 2414)                               Component 5 – Template 5.1


                                                               +
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          Component 5 – Template 5.1
students with limited English proficiency? (Title II A, Sec
2122)

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       Component 4 – Template 4.4a
students? (Title II A, Sec 2122)                               Component 5 – Template 5.1

                                                               +
Describe how the LEA will provide training to enable
teachers to involve parents in their child’s education?
(Title II A, Sec 2122)                                         Component 5 – Template 5.1 (Family Engagement Policy)

Describe how the LEA will provide training to enable           +
teachers to understand and use data and assessments
to improve classroom practice and student learning?            Component 4 – Template 4.2a, 4.3a
(Title II A, Sec 2122)                                         Component 5 – Template 5.1

                                                               +




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 77 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract    SACS

                                                                   (F)           (S)           (C)           (E)     (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
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
                                                               Component 1 – Template 1.1
means, including subject matter knowledge and teaching
                                                               Component 3
skills, and to give principals the instructional leadership
                                                               Component 4 – Template 4.1d
skills to help teachers, to provide students the
opportunity to meet challenging State and local student
academic achievement standards? (Title II A, Sec 2122)

                                                               +
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)?                    Component 1 – Template 1.1
(Title IV A, Sec 4114)

                                                               +
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      Component 1 – Template 1.1
behaviors? (Title IV A, Sec 4114)

                                                               +
Collect relevant objective data which also reflects
protective factors, assets, or buffers that promote positive
youth development? (Title IV A, Sec 4114)                      Component 1 – Template 1.1


                                                               +
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?                          Component 5 – Template 5.1 (Safe and Drug Free Plan)
(Title IV A, Sec 4114)

                                                               +
Include measurable indicators for risk and protective
factors that the system will address and target services to
schools and students with the greatest need?                   Component 5 – Template 5.1 (Safe and Drug Free Plan)
(Title IV A, Sec 4114)

                                                               +
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     Component 5 – Template 5.1 (Safe and Drug Free Plan)
other related strategies, program, and activities being
conducted in the community? (Title IV A)




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 78 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract    SACS

                                                                   (F)           (S)           (C)           (E)     (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
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        Component 5 – Template 5.1 (Safe and Drug Free Plan)
and violence prevention activities (such as medical,
mental health, and law enforcement professionals)?
(Title IV A)
                                                               +
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           Component 5 – Template 5.1 (Safe and Drug Free Plan)
activities being conducted in the community? (Title IV A)

Include an assessment of the telecommunication                 +
services, hardware, software, and other services that will
be needed to improve education or library services?            Component 3
(Title II D & Erate)                                           Tech Plan / Local Technology 5 year Plan
Provide for a sufficient budget to acquire and support the     +
non-discounted elements of the plan: the hardware,
software, professional development, and other services         Tech Plan - Tech. Budget
that will be needed to implement the strategy?                 Component 5
(Title II D & Erate)
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                 Tech Plan
developments and opportunities as they arise? (Erate)

                                                                                                         +
Provide a complete description of the extended learning
program content, grade level, subject area, and                Component 4 – Template 4.1a, 4.4a
timeframe (summer and school year)?                            Component 5
                                                               EC/Extended Learning Program Proposal 2005-06 pp.5-12 & L
Include at least one concrete, quantifiable measure                                                      +
related to the SBE Master Plan and any other
appropriate measures related to how well the objective         Extended Learning Programs Proposal/ Evaluation Results pp
has been met?

                                                                                                         +
Describe the process for evaluating the work you have
done?                                                          Component 4.1
                                                               EC/Performance Measures pp. 5-12

                                                                                                         +
Include an extended contracts employment summary?
                                                                Extended Learning Programs Proposal/ Evaluation Results p.




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 79 of 106
ED-5191 May/2007                                                                           Bradley County Schools


                                                                  Federal       Special       Career-     Extended
                                                                 Programs      Education     Technical    Contract        SACS

                                                                    (F)           (S)           (C)           (E)         (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
                                                                +             +             +                         +
Define your leadership team?                                    Component 1 – Template 1.1
                                                                CTE Evaluation Form/ Compliance Form/ Program Improveme
                                                                Programs
Include on your leadership team – teachers, principals,         +             +             +                         +
administrators, other appropriate school personnel,
parents (including a parent with a child with disabilities),    Component 1 – Template 1.1
and students?                                                   C/T – List Leadership Team / Compliance /Local C/T Plan & P

                                                                +             +             +             +           +
Define your subcommittees?                                      Component 1 – Template 1.1
                                                                EC Extended Learning Programs Proposal
                                                                CTE List of Leadership Team Members / CTE Local Plan
                                                                              +                                       +
Define significant system and common factors?
                                                                Component 3

                                                                +             +                           +           +
Profile your system and community?                              Component 1
                                                                Component 3

                                                                +             +             +             +           +
                                                                Component 1 – Template- 1.1
Use a collaborative process to develop your program             Component 2 – Template – 2.1
goals/objectives?                                               Component 3
                                                                Component 4
                                                                EC Extended Learning Programs Proposal p. 2

                                                                +             +             +                         +
Define your beliefs?
                                                                Component 2 – Template 2.1

                                                                +             +             +             +           +
Define your mission?                                            Component 2 – Template 2.1
                                                                EC Extended Learning Programs Proposal pp. 1-4

                                                                +             +             +             +           +
                                                                Component 2 – Template 2.1
Define your vision?                                             CTE Vision
                                                                EC Extended Learning Programs Proposal p.p. 1-4

Identify academic and non-academic assessment                   +             +             +             +           +




                           Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 80 of 106
ED-5191 May/2007                                                                         Bradley County Schools


                                                                Federal       Special       Career-     Extended
                                                               Programs      Education     Technical    Contract        SACS

                                                                  (F)           (S)           (C)           (E)         (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
measures?                                                     Component 3
                                                              Component 4 – Template 4.3A
                                                              Carl Perkins Report Card
                                                              EC/ Extended Learning Programs Proposal p. 4
                                                              +             +             +             +           +
                                                              Component 1 – Template 1.1
Define data collection and analysis processes?                Component 3
                                                              System Report Card / Carl Perkins Report Card / Composite R
                                                              Component 5 Template 5.1
                                                              EC/ Extended Learning Programs Proposal pp. 5-12 & Evaluat
                                                              +             +             +             +           +
                                                              Component 3
Include report card results?                                  Component 4
                                                              Carl Perkins Report Card
                                                              TN Report Card
                                                              +             +             +                         +
Explain what you learned from all of the data?                Component 3 – Template 3.1
                                                              Component 5 – Template 5.1
                                                              Carl Perkins Report Card
                                                              +             +             +             +           +
                                                              Component 3 – Template 3.1
Prioritize your goals?                                        System Report Card
                                                              CTE Annual Improvement Report
                                                              EC/ Extended Learning Programs Proposal p. 4
                                                              +             +             +
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.)                                                    See Monitoring Documents
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.
                                                              +             +             +                         +
Indicate that system procedures and practices ensure          Component 1
collection and reporting of accurate and timely data?         Component 3
SPED State Measurement: Refer to TN. Part B State             System Annual Report Card
Performance Plan (2005-2010) SPP/APR Indicator # 20.          Additional Special Education Documentation
                                                              CTE MIS Report / Carl Perkins Report Card / Timetable / Follo
                                                              +             +             +                         +
Identify strengths and weaknesses based on the data?
                                                              Component 3 – Template 3.1
                                                              Carl Perkins Report Card

                                                                                          +



                         Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 81 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract        SACS

                                                                   (F)           (S)           (C)           (E)         (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
Compare the graduation rate for 12th grade career-
technical concentrators to the graduation rate of 12th
                                                               Carl Perkins Report Card
grade academic graduates?
                                                               Component 3 & 5


                                                                                           +
Compare the performance results for special population,
12th grade career-technical concentrators with non-
special population, 12th grade career-technical                Carl Perkins Report Card
concentrators?                                                 Component 3 & 5

                                                                                           +
Determine the percentage of 12th grade career-technical
concentrators achieving academic attainment for
graduation?                                                    Carl Perkins Report Card / Follow Up Report

                                                                                           +
Determine the percentage of 12th grade career-technical
concentrators attaining 75% of career-technical                See Carl Perkins Report Card
competencies?

Determine the percentage of 12th grade concentrators                                       +
graduated from the previous year, employed in the
program area or related field; enrolled in a post-             See Carl Perkins Report Card
secondary institution; or a member of the military?            Component 3 & 5

                                                                                           +
Determine the percentage of non-traditional students
enrolled in a career-technical program?                        Carl Perkins Report Card
                                                               Component 3 & 5

                                                                                           +
Determine the percentage of non-traditional students
classified as concentrators in a career-technical              Carl Perkins Report Card
program?                                                       Component 3 & 5

                                                               +             +             +                         +
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            Component 1
and targets for each of the student subgroups whose            Component 3
disaggregated results are included in the AYP                  Component 4
determination.

                                                               +             +                           +           +
Identify and describe additional types of academic
assessments, beyond the state assessment, used by the          Component 4
system?                                                        Extended Learning Programs Analysis Report




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 82 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract        SACS

                                                                   (F)           (S)           (C)           (E)         (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
                                                               +             +             +                         +
Analyze disaggregated high school graduation rates and         Component 3
define what was determined?                                    System Report Card
                                                               Carl Perkins Report Card
                                                               +             +                                       +
Analyze disaggregated elementary/middle attendance
rates and define what was determined?                          Component 3
                                                               System Report Card

                                                               +             +             +
Indicate that Parent Notification of assessment data has
been disseminated to parents in a uniform format and           Family Engagement Plan
provided in a language understood by all parents?              Component 5 – Template 5.1
                                                               System Report / Carl Perkins Report Card
                                                                                                         +           +
Define the current reality of student learning?
                                                               Component 3 (Surveys)

                                                                             +                           +           +
Analyze faculty perception of your system?
                                                               Component 3 (Surveys)

                                                                             +                           +           +
Analyze parent perception of your system?
                                                               Component 3 (Surveys)

                                                                             +                           +           +
Analyze community perception of your system?
                                                               Component 3 (Surveys)

                                                                             +                           +           +
Analyze student perception of your system? (if
applicable)                                                    Component 3 (Surveys)

                                                               +             +             +                         +
Identify your Component 3 priorities of need?
                                                               Component 3 – Template 3.1

                                                                             +             +             +
Identify the strengths and weaknesses of your decision-
making process?                                                Component 3 – Template 3.1
                                                               Extended Learning Programs Analysis Report




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 83 of 106
ED-5191 May/2007                                                                           Bradley County Schools


                                                                  Federal       Special       Career-     Extended
                                                                 Programs      Education     Technical    Contract        SACS

                                                                     (F)          (S)           (C)           (E)         (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
                                                                 +            +             +             +           +
Define how material, human services, and funding                 Component 4
sources are used to ensure school improvement?                   CTE Narrative Form / Budget Summary
                                                                 EC/Extended Contract Expenditures /Analysis Form,/Individua

                                                                 +            +             +             +           +
Identify what programs and processes are in place for
curriculum analysis and support?                                 Component 4
                                                                 CTE Narrative Summary / Competency Profiles
                                                                 EC/Extended Learning Programs Proposal
                                                                 +            +             +             +           +
Identify what programs and processes are in place for
analyzing and supporting the instructional process?              Component 4
                                                                 CTE Narrative Summary / Competency Profiles
                                                                 EC/Extended Learning Programs Proposal
                                                                              +             +
Indicate that the system reviews data to determine if
significant disproportionality in identification, eligibility
category or placement is occurring, and if significant           Comparability Report
disproportionality is identified, does the LEA review and        Monitoring Documents
as appropriate revise policies, procedures and practices?        CTE Narrative Summary

                                                                              +                           +
Determine the needs of children with disabilities based          CIMP Checklist
on information from an appropriate evaluation?                   Component 3
                                                                 Narrative Summary
                                                                 EC/Extended Learning Programs Proposal Activity 1-Remedia
                                                                              +
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,            Newsletters, Brochures, and Surveys
surveys, number of parents reached/trained, etc.)?

                                                                                            +
Define how you will assist career-technical students in
meeting or exceeding academic graduation                         Component 3
requirements?                                                    Perkins Report Card / Narrative Summary

                                                                                            +
Define how you will assist career-technical students in
mastering occupational skill competencies?                       Component 3
                                                                 Narrative Summary

                                                                              +             +




                           Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 84 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract        SACS

                                                                     (F)         (S)           (C)           (E)         (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
Determine how to ensure programs are of sufficient size,
scope, sequence to improve career-technical education
students’ performance in a coherent sequence of                School to Work Staff Development Sheets
subjects (both academic and career-technical) leading to       Narrative Summary
higher learning and/or placement in a high skill, high
wage occupation?
                                                                             +             +
Define how you will meet the needs of special population
students preventing discrimination and assisting in their      School to Work Programs/Staff Development
attainment of academic and career-technical skills?            4 Year Plans
                                                               CTE Special Populations Addendum / Narrative Summary
                                                                                           +
Determine how you will promote non-traditional
enrollment in career-technical programs?                       Narrative Summary / List of non-traditional classes /Budget Su

                                                                             +             +
Determine how you will ensure the annual developing
and updating of 4 & 6 year plans as required by the high       Annually updated through IEP meetings and incorporate into tr
school policy? (Initial 8th grade student and parent           Component 5
meetings to develop 4 & 6 year plans and process for           Budget Summary
making revisions to 9-12th grade plans.)
                                                               +             +             +             +           +
Determine how the system will provide additional
educational assistance to low-achieving students?
High Priority LEA Requirement—The LEA’s revised                Component 4
TCSPP addresses the fundamental teaching and                   Component 5
learning needs of schools in the district, especially the      EC/Extended Learning Programs Proposal Activities 1,2,3,5
needs of low-achieving students.

                                                               N/A           N/A                         N/A         N/A
Describe the actions the system will take to assist low-
achieving schools identified as in need of improvement?


                                                               N/A           N/A
Provide the system plan of action to offer school choice
and supplemental services for those schools that qualify?


                                                               N/A           N/A
If applicable, in Targeted Assisted Schools identify
eligible children most in need of services?

Describe how the system will coordinate and integrate          +             +
services to include:
- transition from Head Start, or other similar program, to     Component 5 – Template 5.1
elementary school?                                             CIMP – Continuous Improvement Monitoring Progress




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 85 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract        SACS

                                                                     (F)         (S)           (C)           (E)         (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
                                                               N/A           +                           N/A
If applicable, describe the activities funded by the system
which support preschool programs?                              End of Year Report

                                                               +                                         +
Describe the system strategy to implement the Parent           Component 4 & 5
Involvement Policy found in NCLB 1118?                         Family Engagement Plan
                                                               EC/ Extended Learning Programs Proposal/ Extended Contrac
                                                               Activity 5
                                                               +             +                           +
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               Component 4
activities before school, after school, during the summer,
and during any extensions of the school year.

                                                               +             +             +                         +
Determine the effectiveness of your curriculum,
instruction, assessment, and organizational structure?         Component 4
                                                               CTE Narrative Summary / Program List / Teacher List

                                                                                                                     +
Determine to what degree you meet SACS standards?
                                                               Entire TSCPP Document

                                                                             +                                       +
Determine to what degree the stakeholder perception
matches your current reality?                                  Survey Results
                                                               Narrative Summary

                                                               +             +             +                         +
Identify your Component 4 priority of needs?                   Component 4
                                                               Narrative Summary

Define your goals? (including professional development                       +             +             +           +
needs, responsibility assignment, resources needed,            Component 5
estimated timeline, community involvement, means of            Narrative Summary
evaluation)                                                    EC/Extended Learning Programs Proposal pp. 5-12
Define your action steps? (including professional                            +             +                         +
development needs, responsibility assignment, resources
needed, estimated timeline, community involvement,             Component 5
means of evaluation)                                           Narrative Summary

Define your implementation plans?                                            +             +             +           +



                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 86 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract        SACS

                                                                   (F)           (S)           (C)           (E)         (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
                                                               Component 5
                                                               Narrative Summary
                                                               EC/Extended Learning Programs Proposal pp. 5-12

                                                                                           +
Address in your action plan the required clusters for your
program area?                                                  Component 5 – Goal 3
                                                               Narrative Summary

                                                                                           +
Based on data, determine how the system goals include
and address continuous career-technical program                Component 5 – Goal 3
improvement?                                                   Narrative Summary

                                                                             +             +
Determine how the system addresses plans for meeting
performance levels on the core indicators of                   STAR testing, Pilot AIMS Web
performance? (must address each deficient core)                CTE Narrative Summary Budget Summary

                                                                                           +
Define what staff development your system will provide
for career-technical teachers to assist them in exceeding      Component 5 – Goal 3
the core indicators of performance?                            CTE Narrative Summary Prof. Dev. List

                                                                             +                                       +
Define what summative assessment will be used?                 Component 3
                                                               TCAP test, GATEWAY, System Report Card

                                                                             +                                       +
Describe how you will evaluate the SIP process?
                                                               Collaboration from information gathered from Components 1 -

Determine how you will address monitoring                                    +             +
recommendation found in the systems’ most recent               Monitoring Reports
career-technical and special education program                 No PIP’s noted for Special Ed. (due to annual self-assessment
evaluations?                                                   strengths/weaknesses)
                                                                             +             +
Address in the action plan the evaluation process
required for each question within each cluster area?           Component 5
                                                               CTE Carl Perkins Report Card

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

                                                               +             +




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 87 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract        SACS

                                                                   (F)           (S)           (C)           (E)         (A)

In the TCSPP did you: (Indicate where in the plan, or other system documentation, this information can be found.)
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
                                                               Leadership Team will review and revise continuously as neede
improvement. The LEA’s revised TCSPP includes a
determination of why the district’s previous plan did not
bring about increased student academic achievement.

                                                               +             +             +                         +
Define your plans for implementation and evaluation of
your action plan?                                              Component 5 – Template 5.1
                                                               CTE Narrative Summary / Budget Summary




                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract        SACS

                                                                   (F)           (S)           (C)           (E)         (A)

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             See Disaggregated Data System Report Card
graduating with a regular diploma?                             Graduate Report
                                                               Annual Drop Out Report
SPED State Measurement: Measurement for youth with             Component 3
IEPs should be the same measurement as for all youth.          Carl Perkins Report Card
Explain calculation. SPP/APR Indicator # 1/CPR # 1
(20 U.S.C. 1416 (a)(3)(A))

                                                                                  +

The percent of youth with IEPs dropping out of high            Annual Drop Out Report
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))

                                                                                  +




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 88 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract    SACS

                                                                   (F)           (S)           (C)           (E)     (A)

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



                                                                                  +
Rates of suspension and expulsion:
    A. Percent of schools identified by the LEA as             End of Year Report
        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))

                                                                                  +




                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 89 of 106
ED-5191 May/2007                                                                          Bradley County Schools


                                                                 Federal       Special       Career-     Extended
                                                                Programs      Education     Technical    Contract    SACS

                                                                   (F)           (S)           (C)           (E)     (A)

Do your Most Current Data used in the CURRENT Year’s TCSPP indicate that:
The number and percent of children with IEPs ages 6            December 1 Count – Table 3 pg. 10-13
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))


                                                                                  +
The number and percentage of preschool children with
IEPs who receive special education and related services        December 1 count – Table 3 pg. 10-13
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))
                                                                                 N/A
The percentage of preschool children with IEPs who
demonstrate improved:                                          P. 43-44 SPP for 2005-2010
    A. Positive social-emotional skills (including social      States systems being monitored 05-06
       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))
                                                                                  +
Percent of parents with a child receiving special
education services who report that schools facilitated         Parent Surveys
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.

The percentage of schools identified by the LEA as                               N/A



                          Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 90 of 106
ED-5191 May/2007                                                                           Bradley County Schools


                                                                  Federal       Special       Career-     Extended
                                                                 Programs      Education     Technical    Contract    SACS

                                                                    (F)           (S)           (C)           (E)     (A)

Do your Most Current Data used in the CURRENT Year’s TCSPP indicate that:
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))
                                                                                  N/A
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))
                                                                                   +
Percent of children with parental consent to evaluate,
who where evaluated and eligibility determined within 60         Comprehensive Evaluation Log Sheet
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))
                                                                                   +
The number of children referred by Part C prior to age 3
who are found eligible for Part B services and who have          State End of Year Report, Table 8 Section B Number 3
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))
                                                                                   +
The number and percentage of youth with disabilities age
16 and above with an IEP that includes coordinated,              December 1 Count from Special Education
measurable, annual IEP goals and transition services             Census shows number of students
that will reasonably enable the student to meet the post-        We did not participate in the Transition Outcomes Project
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))

                                                                                   +




                           Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 91 of 106
ED-5191 May/2007                                                                         Bradley County Schools


                                                                Federal       Special       Career-     Extended
                                                               Programs      Education     Technical    Contract    SACS

                                                                  (F)           (S)           (C)           (E)     (A)

Do your Most Current Data used in the CURRENT Year’s TCSPP indicate that:
The number and percentage of youth with disabilities          Baseline data found in 2005 Post-School Follow-Up Survey Su
who had IEPs, are no longer in secondary school and           * We are unaware of comparable data regarding non-disabled
who are competitively employed, enrolled in some type of      addressed in the SPP.
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


As you implement your TCSPP, it is imperative that you monitor and review your
Compliance Matrix regularly to ensure that all 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.




                         Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 92 of 106
ED-5191 May/2007                                                                     Bradley County Schools




                   TENNESSEE COMPREHENSIVE
           SYSTEMWIDE PLANNING PROCESS
                                          (TCSPP)




                   Component 6 Templates for
                           SCHOOL SYSTEM:
                           MY SYSTEM NAME
                     For Submission After May 15, 2007




                          Tennessee Department of Education
                            Commissioner Lana C. Seivers


                                TDOE MISSION:
                   HELPING TEACHERS TEACH AND CHILDREN LEARN



                                 Document Version, May, 2007


                      Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 93 of 106
ED-5191 May/2007                                                                  Bradley County Schools




                                  COMPONENT 6


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




                   Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 94 of 106
ED-5191 May/2007                                                                     Bradley County Schools



                                 TCSPP TEMPLATE 6.1

                         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 Collaborative Process - Narrative Response Required
What evidence do we have that shows that a collaborative process was used throughout the
entire planning process?
The composition of the Component Leadership Teams included a cross section of
stakeholders across all committees that includes all central office supervisory personnel,
parents, students, school-based administrators and teachers, representatives from higher
education, and community based leaders. The collaboration that took place in each
planning phase of the committees resulted in collection of quantitative and qualitative
data, streamlining of services and the development of a district mission and vision that
incorporated input from all stakeholders.
The committees that were formed for each component are currently continuing to refine
data and are functioning to provide system input for continued improvements. This
continued planning and collaboration between committees has resulted in Bradley County
Schools implementing even more research-based practices for instructional remediation,
credit recovery and classroom reading instruction with all instructional departments
working more closely together.

The evidence that shows the collaboration includes:
   • Sign in sheets from meeting
   • Invitations through paper and email to meetings
   • Agendas and minutes of meetings
   • All action steps included in the Action Plan Development have been targeted and
      are in the final stages of completion as indicated in committee records, staff
      development records, extended contract records, data analysis and in instructional
      improvements and student progress aligning with the systems beliefs, mission and
      shared vision.




Evidence of Alignment of Data and Goals - Narrative Response Required
What evidence do we have that proves alignment between our data and our goals?

The Textbook Adoption Committee reviewed Bradley County Schools’ data and goal for
reading and adopted a reading curriculum along with supplemental materials for
struggling readers to support the attainment of that goal. The criteria for adoption were


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ED-5191 May/2007                                                                     Bradley County Schools


that the series be scientifically, research based. This curriculum, along with professional
development, will aid teachers in instruction utilizing best practices. Professional
development will be organized and provided to core subject teachers as well as reading
teachers. Benchmark testing will also be utilized for assessment to tie in with our system’s
reading and math goals. These areas are included in Component 4 as well. Utilizing the
summarized results from our needs assessment, the leadership team will make
recommendations for any needed changes. The leadership team will update the TCSPP
and post it, as well as all professional development opportunities, on the web for all
stakeholders to have access.




Evidence of Communication with All Stakeholders- Narrative Response Required
What evidence do we have of our communication of the TCSPP to all stakeholders?

Bradley County Schools’ plan for communication with all stakeholders has proven to be
extensive and effective. The TCSPP is available to all stakeholders on the system website
which provides the availability of document review on the internet to all. Additionally the
TCSPP was presented at the January 2007 school board meeting as evidenced by the
meeting agenda and minutes. The Director of Schools shared the TCSPP planning process
and results with school faculties and community members as evidenced by schedules kept
by the Executive Assistant and sign-in sheets. Communication of the TCSPP is also
shared through administrative staff meetings, leadership team meetings, parent advisory
committees, and media coverage of school board meetings.




Suggestions for the Process- Narrative Response Required
What suggestions do we have for improving our planning process?

   •   TCSPP committee members need to continue to review annual needs assessment to
       update planning and actions steps as needed.
   •   Committee Chairpersons each should present annually to the Central Office
       Supervisor’s meeting and principal meetings.
   •   Results of benchmark testing shared with administrative staff.




                      Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 96 of 106
ED-5191 May/2007                                                                       Bradley County Schools




                                   TCSPP TEMPLATE 6.2

                     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 Implementation - Narrative Response Required
What is our plan to begin implementation of the action steps?

The May 2006 TCSPP is being implemented in a collaborative manner under the direction
of the Director of Schools. The process began with state’s approval of all components of
the plan on May 18, 2006, and the action steps began to be implemented immediately. All
stakeholders were given copies of the state’s TCSPP component rating rubric. The
system’s leadership team met in May 2006, to review and discuss the TCSPP rating
document and the implementation and documentation of the action steps. The TCSPP
document was placed on-line for all stakeholders to review as needed. Review of action
steps and documentation will be an on-going process by the system leadership team at
monthly and called staff meetings. The team will also review the results of state tests,
formative assessments, and overall progress toward meeting the TCSPP goals.
Supervisors will have the role to assure the implementation and monitoring of this
progress




Evidence of the Use of Data - Narrative Response Required
What is the plan for the use of data?
The data will continue to be collected and will provide information to all stakeholders with
information to guide instruction on an on-going basis. Knowledge of and use of the data
will guide the focus for on-going student achievement in the Bradley County Schools
system.


Formative assessment will be given on the following projected dates:
   • Aims/Web Reading Fall
   • Star Math & Reading Fall-Spring
   • CTE Skills Proficiencies—on going
   • TCSPP Spring
   • TVAAS Spring


                        Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 97 of 106
ED-5191 May/2007                                                                      Bradley County Schools


    •   Gateways –December/ May
    •   End of Course - End of each semester
    •   ACT- Fall/Spring
    •   Writing - February
    •   Online Assessments-as needed all year
    •   Running records – at least one per six weeks

Process for gathering data and analyzing:
   • Data is reported to the schools instructional leadership team from the state. The team
      analyzes the data and adjustments are made to the instructional process and bench mark
      testing.
   • The Central Office Supervisor team analyzes the systems data sharing this data with all
      stakeholders.
   • Site based personnel analyze the data for their school

Plan adjustment:
   • Adjustments to plan are on going as the leadership team reviews data, instructional, non
       instructional, and surveys.
   • Site based adjustments are on going as needed.


Annual review of summative:
  • System wide Leadership Team will review all the summative data as it is provided.
  • System wide Leadership Team will meet bi-annually to review all summative data and
     make recommendations adjustments as needed.
  • Site based reviews by each school

Celebrating successes:
   • District Director of schools gives good news reports to the School Board monthly.
   • District successes are published in the local newspapers and on the system’s web site.
   • System wide Leadership team gives presentations to community and government
      organizations.

Communication plan:
   • Publicize to all stakeholders curriculum mapping
   • Publicize all new positions related to system goals
   • Engage parents in supporting student literacy
   • Engage parents in supporting student math achievement
   • Publicize remediation, credit recovery, and all transitional activities
   • Plan is communicated by system web page, mass e-mail, local media, mass phone calls,
     and community meetings




                       Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 98 of 106
ED-5191 May/2007                                                                  Bradley County Schools




                   Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 99 of 106
ED-5191 May/2007                                                                      Bradley County Schools




                                  TCSPP TEMPLATE 6.3

            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.

                       Calendar dates – Systemwide Leadership Team
 Date                    Description                          Attending
 8-16-07           Review TCAP/Gateway        Central Office Supervisors and Committee
                   Data and Develop Needs                       Chairs
                         Assessment
 10-25-07           Review 2007 Report        Central Office Supervisors and Committee
                       Card and Needs                           Chairs
                     Assessment Results
 03-05-08          Administrative Meeting     Central Office Supervisors and Committee
                                                                Chairs
 03-20-08          Component 6 Committee           Component 6 Committee Chairs
                           Meeting
 03-30-08            Staff Development         Administrators, Principals, and Teachers

                             Persons Responsible for Monitoring
 Name                           Position                              Role
 Terri Murray          Federal Projects Director     Federal Projects, SACS, System wide
 Vicki Beaty         Director of Special Education            Special Education
 Gary Jobe            Career/Technical Director                Career/Technical
 Dan Glasscock           Secondary Supervisor                 Extended Contract
 Scott Humberd           Technology Director                      Technology




                      Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 100 of 106
ED-5191 May/2007                                                                     Bradley County Schools




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?

Component 3 committee will review, analyze, and summarize the data from assessments.
Upon analysis and summarization of data by Component 3 committee, the Systemwide
Leadership Team will review results and determine what adjustments are needed. For
example, upon review of data received in October 2007, revisions to the TCSPP meeting
schedule will be adjusted as warranted to address identified issues.




                                 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?

During the TCSPP planning process meetings, the Systemwide Leadership Team will
make adjustments to the action plan as indicated by the results of the data analysis. In
order to confirm that action steps are being led by district office staff, any changes in
personnel will be reviewed by Systemwide Leadership Team chair.


The process for plan adjustments will include:

   •   Conduct a needs assessment and summarize results. – 9/29/07
   •   Leadership team will review the summarized needs assessment and make
       recommendations for action and funding sources. – 10/25/07
   •   Leadership team recommendations will be submitted for each TCSPP committee
       for review and revision. – 11/01/07
   •   Adjustments made to the TCSPP Plan will be submitted to the School Board for
       approval. – 4/10/08
   •   Final revised TCSPP Plan will be posted to the Bradley County Schools web site. –
       6/01/08.



                     Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 101 of 106
ED-5191 May/2007                                                                     Bradley County Schools




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?

Continuous updating of results, celebration of successes, and needed adjustments to the
plan will be communicated to stakeholders as follows:
   • Systemwide Calendar
   • Web Page
   • Media
   • Parent and Advisory Groups
   • County Commission Meetings
   • Civic and Community Groups
   • Board Meetings
   • Staff Meetings




                     Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 102 of 106
ED-5191 May/2007                                                                       Bradley County Schools



                                   TCSPP TEMPLATE 6.4

                         TCSPP EXECUTIVE SUMMARY (ES)

All systems will submit the following Executive Summary to the Tennessee Department of
Education. (Note: High priority systems will submit the entire TCSPP.)



             What’s working?                                                Evidence

Proficient in reading, language, and writing         System met AYP for 2005-06
improved by at least 5% in 2006-07.

Improvement in the area of CTE
participation of non-traditional (4S1) on the        2005 Perkins Report Card
Perkins Report Card

Graduation rate improvement                          System Report Card

Attendance rate improvement                          System Report Card

Drop out rate decrease                               System Report Card




  What deficiencies do we have?                                             Evidence
Why did we receive the deficiencies?


Skills proficiencies (1S2) received a B on the       2006 Perkins Report Card
Perkins Report Card. The negotiated
performance was 100% on this core
indicator.

Funding for per pupil for the system.                System ranked 130th out of 135 systems by the
                                                     state’s reports.

Meeting AYP in Middle School sub groups              System Report Card

High School Reading                                  System Report Card

Economically Disadvantaged                           System Report Card




                       Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 103 of 106
ED-5191 May/2007                                                                     Bradley County Schools




     How are we addressing the                                            Evidence
           deficiencies?
    What changes are we making?

Staff Development for Career and Technical         Perkins Report Card
Education

Educating public on local funding                  Additional funding from County Commission



Reading Teachers and supplementary                 AYP
programs and materials




                     Tennessee Comprehensive Systemwide Planning Process (TCSPP) – Component 6 Page 104 of 106
ED-5191 November 2005                                                                                                     BRADLEY COUNTY SCHOOLS


                                                 TCSPP Compliance Matrix 5.1
                                                      TCSPP TEMPLATE 6.5
                                        EVALUATION OF IMPLEMENTATION RESULTS


                       FULLY       PARTIALLY        GOAL
                     Implemented   Implemented       MET              If met, how do we know?                If not met, what are next steps?
                      Yes or No     Yes or No      Yes or No
Goal 1                   No            Yes            No                                               Realign curriculum, update
                                                                                                       curriculum map, hire additional
                                                                                                       reading coaches, provide
                                                                                                       additional professional
                                                                                                       development, benchmark testing
Goal 2                   No            Yes             No                                              Provide on-going, research based
                                                                                                       professional development on math
                                                                                                       strategies to all personnel,
                                                                                                       benchmark testing, hiring math
                                                                                                       coaches
Goal 3                   No            Yes             No                                              Implement 9th grade academies,
                                                                                                       Continue to improve remediation
                                                                                                       opportunities, continue to work on
                                                                                                       transition programs for a smoother
                                                                                                       transition, add additional Pre-K
                                                                                                       classes, improve relationship
                                                                                                       building among all, continue to
                                                                                                       upgrade career and technical.
Goal 4                   No            No              No                                              This goal is to enhance technology
                                                                                                       from all aspects. Computer
                                                                                                       refresh, computer literacy for
                                                                                                       students/teachers & staff and extra
                                                                                                       support personnel for coaching
                                                                                                       and equipment maintenance.
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 105 of 106
ED-5191 November 2005                                                                                    BRADLEY 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 106 of 106