STATE OF TENNESSEE

Department of Education

Local Consolidated District Plan 

FY 2004-05 

Cover Page 

To receive No Child Left Behind funds, Tennessee requires that districts complete a consolidated planning process that comprehensively reviews district level data and prioritizes needs.  This consolidated planning process requires input from key stakeholders including educators, parents, members of the public, and others.  All districts must complete the consolidated planning process and document that completion by one of the three options listed below.

Bradford Special School Dist. posted the following option to document the completion of their consolidated planning process.

  OPTION 1:

·         Local Consolidated District Plan Cover Page

·         Completion of the Process Checklist

·         Action Plan Templates (At least one action plan template for each goal)

·         Evaluation Plan Templates (Each evaluation plan must coordinate with each action plan)

  OPTION 2:

·         Local Consolidated District Plan Cover Page

·         Supplemental Narrative (Explanation of the alternative process implemented)

·         Partial Completion of the Process Checklist (Component 3 and Others as appropriate)

·         Action Plan Templates (At least one action plan template for each goal)

·         Evaluation Plan Templates (Each evaluation plan must coordinate with each action plan)

  OPTION 3:

·         Local Consolidated District Plan Cover Page

·         Supplemental Narrative (Explanation of the alternative process implemented)

·         Component 3:  Academic and Non-Academic Data – Conduct the Needs Assessment

·         Action Plan Templates (At least one action plan template for each goal)

·         Evaluation Plan Templates (Each evaluation plan must coordinate with each action plan)

 

Tennessee Consolidated Planning

& Needs Assessment Process

2003-04 

System Number 274  System Name Bradford Special School District         Date 6/21/04

Component 1

CONSOLIDATED PLANNING & COLLABORATIVE PROCESS

Please check the tasks accomplished to the Team’s satisfaction:

 1.1. Appropriate people representing important groups in our district were identified as members of the Core and Total Consolidated Planning Team. 

 1.2. Team Members were clear about the Goals of Consolidated Planning and the possible challenges to accomplishing it in a way that will make a difference for our students.

  1.3. All Team Members were clear about and committed to their roles, responsibilities, and agreements that ensured productive collaboration and decision making.

  1.4. A doable and detailed plan for accomplishing the Consolidated Planning and Needs Assessment Process complete with dates, tasks, responsibility, timelines was developed. [On File]

  1.5. An effective Communication Plan that promoted satisfactory distribution and inflow of important information was developed. 

Team Composition

Subcommittee Formation & Operation

 Identify Chairs and Team or Committee Members Responsible for the Consolidated Plan and Consolidated Funding Application.

 Consolidated Planning Chair 

Name:  Bobby J. McCartney                   Title or Position: Director of Schools

 Identify Core Consolidated Planning Team  (Identify by Name with Title, Position, and/or Representation)  *Chair of Consolidated Plan may also Chair Components 1, 2, 5, & 6

Component 1 Chair

            Name:  Regina Patterson             Title or Position: Elementary Library 

Component 2 Chair

            Name:            Larry McCartney                Title or Position: Principal 

Component 3 Chair

            Name:            Molly Durrance                  Title or Position: Attendance 

Component 4 Chair

            Name:            Andy Leach                        Title or Position: Principal 

Component 5 Chair

            Name:            Regina Patterson              Title or Position: Elementary Library 

Component 6 Chair

            Name:            Regina Patterson              Title or Position: Elementary Library 

Component 7 Chair

            Name:            Patty Ross              Title or Position: Title I 

Identify Total Consolidated Planning Team  (Identify by Name with Title, Position, and/or Representation)

Component 2 Members

            Name:                                                 Title or Position:                    Representation: 

Sue Matheson	3rd Grade Teacher	Faculty
Carolyn Porter	Language Arts Teacher	Faculty
Amy Dunn	Guidance Counselor	Faculty

 Component 3 Members

            Name:                                                 Title or Position:                    Representation: 

Becky Blankenship	5th grade teacher	Faculty
Jane Pybas	Office Manager	Central Office
Don Dyer	Advisory Memeber	Community
Milinda Adams	Data Entry	Staff
Waldeen Hinson	Special Education Teacher	Faculty

 Component 4 Members

            Name:                                                 Title or Position:                    Representation: 

Marcy Pybas	Guidance Counselor	Faculty
Michelle Steele	1st Grade Teacher	Faculty
Amanda Jones	5th Grade Teacher	Faculty
Virginia Russell	Language Arts Teacher	Faculty
Ronnie Jones	Transportation Director	Central Office

 Component 5 Members

            Name:                                                 Title or Position:                    Representation: 

Tammy Adams	Advisory Member	Parent/School Nurse
Larry McCartney	Principal	Administrator
Andy Leach	Principal	Administrator
Patty Ross	Title I	Faculty
Molly Durrance	Attendance	Faculty

 Component 6 Members

            Name:                                                 Title or Position:                    Representation: 

Laura Pitts	Math Teacher	Faculty
Larry McCartney	Principal	Administrator
Andy Leach	Principal	Administrator
Patty Ross	Title I	Faculty
Molly Durrance	Attendance	Faculty

 Component 7 Members

            Name:                                                 Title or Position:                    Representation: 

Jane Pybas	Office Manager	Central Office
Larry McCartney	Principal	Administrator
Andy Leach	Principal	Administrator
Amy Dunn	Elementary Counselor	Faculty

 

 Component 2

BELIEFS & MISSION 

Please check the tasks accomplished to the Team’s satisfaction:

 2.1. Our understanding about the importance of planning from the Leadership Standards guided our approach.

 2.2. The Beliefs and Mission of the System and the Schools reflect current educators’ and stakeholders’ beliefs and serve to motivate and to energize us to high-performance.

 2.3. Our understanding of the attributes and conditions in high-performing districts and schools guided our thinking and planning.

 2.4. Creative thinking about the possibilities of meeting our students’ needs in different ways was incorporated in our approach to planning.

Our School System’s Beliefs are:

All students can learn, and they learn best when they when they are actively engaged in the learning process. A safe and physically comfortable environment promotes student learning. Student, parent, teacher, and community cooperation, including mutual respect, are essential to the success of the school and the school system.

 

Our School System’s Mission is:

 

To develop excellence in education by educating the "whole" child academically, socially, physically, emotionally, and creatively as we prepare our students for the present and the future.

 Component 3

NON-ACADEMIC & ACADEMIC DATA—

CONDUCT THE NEEDS ASSESSMENT

Please check the tasks accomplished to the Team’s satisfaction:

 3.1 We identified data sources used in our current LEA or Consolidated Plan and in any other current system-level plans (e.g., 5-Year Plans).

 3.2 We identified data sources used in our current SIP Plans and in any other current school-level plans.

 3.3 We are confident that we had adequate and accurate data in all data categories to determine our needs.  [Data are on File]

 3.4 Any additional data needs were identified and were/will be collected now or for a future cycle.

 3.5 Our data were disaggregated in ways consistent with regulations of NCLB and Federal Programs. [Data are on File]

 3.6 Our approach to data analysis was effective in identifying our most evident and well-documented student needs. Current LEA and Current TSIP Plans were examined to determine goals and/or needs.

 3.7 Student demographic data were analyzed to determine student subgroups for accountability.  [Data are on File]

 3.8 Educator demographic data were analyzed to determine educator needs related to NCLB. [Data are on File]

 3.9 Student academic data were analyzed to determine subjects and grade levels in the most need of priority improvement and to determine important needs evident for several student groups (i.e., more than one group, more that two student groups). [Data are on File]

 3.10 Our listings of the most evident and specific Non-Academic Needs and Academic Needs are well supported by adequate and accurate data. [Listings are presented.]

 3.11 Each need was stated appropriately as a need and not as an action or activity.

 3.12 Our analysis and discussion of needs helped us gain insight into the extent of our needs when compared to AYP.

 3.13 The process of setting priorities was effective in determining our high priority Non-Academic and Academic Needs.  [Description of process used is provided.]

 3.14 All team members provided appropriate representation and had an equal voice in determining high priority needs. [Description of process used is provided.]

Check Data Sources Used:

Non-Academic Data --Student Demographics

 Enrollment

 Attendance

 Graduation Rate

 Mobility                                                         

 Socioeconomic Statue (SES)

 LEP (Limited English Proficiency)

 Student Behavior

Discipline Referrals or Incidents—by Offense

Suspensions and Expulsions                                              

 Student Attitudes  (Perception Data)

 Preschool Experience          

 Extracurricular Participation 

 AP, Honors, or Advanced Course Participation

 Post Graduate Employment or Education or                                      

Next Education Level Achievement

 Other—identify      

 Other—identify      

 Other—identify      

 Non-Academic Data --Educator Demographics

 Teacher Qualifications

 Numbers teaching Core Academic areas who are Highly-Qualified

 Degree Attainment (by Student Groups Taught)

 Experience

 Certification (alternative certification, wavers, permits)

 Gender

 Ethnicity

 Attendance Rate

 Mobility or Longevity

 Trained and Qualified as Mentors

 Pre-service Teachers (Field Experience Students, Student Teachers, Interns)

 Trained Substitute Teachers

 Involved in School or District Leadership, Extracurricular, or Committee Work

 Projected to Retire in 1-3 years

 Other—identify      

 Other—identify      

 

 Paraprofessionals

 Highly-Qualified

 Experience

 Gender

 Race or Ethnicity

 Projected to Retire in 1-3 years

 Other—identify      

 Other—identify      

 Building Administrators

 Credentialed 

 Degree Attainment

 Experience

 Gender

 Race or Ethnicity

 Number of years in the same school

 Projected to Retire in 1-3 years

 Other—identify      

 Other—identify      

 Non-Academic Data --School Demographics

 Historical Background

 Facilities

 Environmental & Safety Conditions

 Grade Distributions

 Length of School Day

 Operating Budget

 Per Pupil Expenditures

 Grant Awards

 Special Recognition

 Special Programs & Initiatives

 Other—identify      

 Other—identify      

 Non-Academic Data --Community Demographics

 Size of Community

 Demographics of the Community     

 Projections of Growth

 Major Employers

 Level of Community Involvement

 Support Agencies

 Other—identify      

 Other—identify       

Academic Data –Student Achievement

TCAP grades 3-8	Promotion/Retention
TCAP-Alternative	Teacher Grades
TVAAS	Other—identify
Writing Assessments	Other—identify

 End of Course Assessments

 Gateway Tests

 SAT/ACT

 Local District PreK-2 Assessments—identify TCAP & Brigance

 District-required Assessments –identify P.A.S.S. (2^nd - 8^th grades)

 Additional assessments—identify S.T.A.R. (Kindergarten - 6^th grade)

 Identify Non-Academic Needs in Priority Order 

1.  Recruit and retain Highly Qualified teachers.

 Identify Academic Needs in Priority Order 

 Describe the Prioritizing Process Used 

 

Component 4 

CURRICULUM, INSTRUCTION, ASSESSMENT, and

ORGANIZATIONAL ANALYSIS 

Please check the tasks accomplished to the Team’s satisfaction: 

 4.1 Our analysis of School System Curriculum, Instruction, Assessment, and Organization lead to valid conclusions about our strengths and challenges supported by evidence about each major condition.

 Description of instrument used: 

NSSE survey of Indicators of Quality Instructional Systems:  Curriculum, Design, and Assessment & NSSE's Indicators of Quality Organizational Systems

 Description of process used: (e.g., how distributed, how administered, numbers of respondents, representation of respondents, how analyzed) 

The survey was administered to each member of the faculty.

 CURRICULUM

Strengths: 

1.  Faculty develops a quality curriculum.

 Needs/Challenges: 

1.  The faculty needs to evaluate and renew the curriculum. 2.  The faculty needs to ensure that the curriculum is articulated and implemented.

    INSTRUCTION

Strengths:

1.  The faculty aligns instruction with goals and expectations for student learning. 2.  The faculty actively engages students in their learning.

Needs/Challenges:

1.  Teachers believe the instructional support for student learning needs to be expanded.

   ASSESSMENT

Strengths:

1.  Faculty clearly defines the expectations for student learning to be assessed. 2.  Faculty develops for assessment and avoids bias and distortion.

Needs/Challenges:

1.  The faculty expresses a need for collecting comprehensive and representive samples of student achievement.

   ORGANIZATIONAL PROCESSES, STRUCTURE, POLICIES, PRACTICES

Strengths:

1.  The faculty has a shared vision, belief, and mission. 2.  The faculty promotes quality instruction and an academic learning climate. 3.  The faculty has a commitment to Professional Development and capacity building.

Needs/Challenges:

1.  To ensure all current teachers and new teachers meet requirements to be highly qualified. 2.  Fosters community building conditions within the school.

  

Component 4a

CAUSE-EFFECT ANALYSIS to IDENTIFY POSSIBLE ACTIONS 

Please check the tasks accomplished to the Team’s satisfaction: 

 4a.1 We  adequately analyzed our needs and developed a full understanding of them in terms of the main or root, and/or contributing causes. 

 4a.2 Our analysis and discussion provided insight into important barriers we must overcome to help our students succeed. 

 4a. 3 Our analysis provided insight into important opportunities and current strengths we must capitalize on to help our students succeed.

 

Component 4b 

IDENTIFICATION OF CURRENT EFFECTIVE ACTIONS TO CONTINUE

Please check the tasks accomplished to the Team’s satisfaction: 

 4b.1 We identified all actions, programs, strategies we currently provide to address our high-priority needs.

 4b.2 We examined adequate and accurate evaluation data to determine current actions that are working as effectively as possible.

 4b.3 If evaluation data showed needed changes, we identified modifications determined to improve the effectiveness of current actions.

 4b.4 We made decisions about the most useful ways to continue the effective programs. 

Component 4c 

IDENTIFICATION OF POSSIBLE NEW RESEARCH-BASED ACTIONS TO INITIATE

Please check the tasks accomplished to the Team’s satisfaction:

4c.1 We identified a range of research-based strategies linked to specific root causes and current strengths that have the potential to effectively address our high priority needs.

4c.2 We identified a range of research-based strategies connected to curriculum, instruction, assessment, and organizational processes including professional development, and parent/community member involvement.

4c.3 We identified strategies that provide opportunities for all children to meet TN’s proficient and advanced levels of student performance especially those students who are in the most danger of not meeting state standards.

4c.4 We identified strategies that are based on research and proven to be effective in improving achievement.

4c.5 We identified strategies determined to be effective in meeting the needs of all children in underserved populations and targeted student groups.

4c.6 We identified strategies that are allowed under the requirements of the various Federal programs included in the Consolidated Plan.

Component 5

ACTION PLAN DEVELOPMENT

 Please check the tasks accomplished to the Team’s satisfaction:

5.1 We developed action plans to address our high-priority needs.

5.2 Our action plans are detailed specifying all required components.

5.3 We identified a range of research-based strategies connected to curriculum, instruction, assessment, and organizational processes including professional development, and parent/community member involvement.

5.4 We identified strategies that provide opportunities for all children, especially those most at-risk, to meet TN’s proficient and advanced levels of student performance.

5.5 We identified strategies that are based on research and proven to be effective in improving achievement.

5.6 We identified strategies determined to be effective in meeting the needs of all children in underserved populations and targeted student groups.

5.7 We identified strategies that are allowed under the requirements of the various Federal programs included in the Consolidated Plan.

Action Plans

Component 6

EVALUATION 

Please check the tasks accomplished to the Team’s satisfaction:

6.1 We developed evaluation plans aligned with our action plans.

6.2 Our evaluation plans are detailed specifying all required components.

6.3 We identified a range of appropriate formative and summative evaluation activities that will help ensure effective implementation and will provide information about overall impact.

Evaluation Plans 

 Component 7

CONNECT CONSOLIDATED PLANNING AND NEEDS ASSESSMENT

TO THE FUNDING APPLICATION

 

Please check the tasks accomplished to the Team’s satisfaction: 

 Completed Consolidated Funding Application

            [Application submitted]