South Carroll  County
Special School District

Clarksburg
School

 

South Carroll County's District Plan has been approved. Read comments on the plan here. (Adobe Reader required) Get Adobe Reader here.

 

TENNESSEE COMPREHENSIVE

SYSTEMWIDE PLANNING PROCESS(TCSPP)

Components 1-5 Templates for

SCHOOL SYSTEM:

South Carroll County SSD

For Submission On or Before May 15, 2006

Tennessee Department of Education

Commissioner Lana C. Seivers

TDOE Mission:

Helping Teachers Teach and Children Learn

Document Version, November, 2005

TABLE OF CONTENTS

Assurances................................................................................................................................................3

COMPONENT 1.........................................................................................................................................4

SCHOOL SYSTEM PROFILE DEVELOPMENT and  COLLABORATIVE PROCESS

IDENTIFICATION.....................................................................................................................................4

COMPONENT 2........................................................................................................................................12

BELIEFS, MISSION, and SHARED VISION...........................................................................................2

COMPONENT 3........................................................................................................................................14

ACADEMIC and NON-ACADEMIC DATA ANALYSIS and SYNTHESIS:
DEVELOPING PRIORITIES FOR IMPROVING SCHOOLS................................................................ 14

COMPONENT 4.........................................................................................................................................20

CURRICULAR, INSTRUCTIONAL, ASSESSMENT, and ORGANIZATIONAL EFFECTIVENESS.......................................................................................................................................20

COMPONENT 5........................................................................................................................................50

COMPREHENSIVE SYSTEMWIDE ACTION PLAN DEVELOPMENT.......................................... 50

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Tennessee Comprehensive Systemwide Planning Process

(TCSPP)

Assurances

with Signature of Director of Schools

I certify that _____ South Carroll County Special School District_____________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

COMPONENT 1

CHOOL SYSTEM PROFILE DEVELOPMENT and   COLLABORATIVE PROCESS IDENTIFICATION

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

Diana Collins

Director

Linda Inman

Curriculum Supervisor

Steve Wilkinson

Principal

Angela Bartholomew

Assistant Principal

Deborah Barger

School Counselor

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

Linda Inman

Chair Person

Michael Limbaugh

Teacher

Jamie Lindsey

Teacher

Lisa Altom

Parent

Betty Hart

Teacher

Jaivel Snelling

Teacher

Vickie Todd

Teacher

Tera Webb

Teacher

Deborah Barger

General Education

Component 2 Member

Role

Linda Inman

Chair Person

Mary Katherine Stigall

Teacher

Shanna Furr

Teacher

Gena Maddox

Teacher

Jenny Miller

Teacher

Lauren Gardner

Student

Karen Murphy

Parent

Component 3 Member

Role

Deborah Barger

Chair Person

Angela Bartholomew

Administrator

Susan Partridge

Teacher

Joanna Azure

Title I Teacher

Holly Carden

Teacher

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

Angela Bartholomew

Chair Person

Diana Collins

Administrator

Barbara McClure

Teacher

Mary Walker

Teacher

Julie Montgomery

Teacher

Christine Jackson

Teacher

Tena Haler

Teacher

Linda Tebbe

Teacher

Component 5 Member

Role

Linda Inman

Chair Person

Dianna Becker

Special Education Teacher

Christie Smith

Special Education Teacher

Steve Stigall

CTE Teacher

Susan Partridge

Teacher

Sarah Orr

CTE Teacher

Jeannine Sokes

Teacher

Janice Lewis

Teacher

Component 6 Member

Role

Linda Inman

Chair Person

Deborah Barger

General Education

Porche McClerking

Student

Marty McKnight

Board Member/Parent

Tommie White

CTE Teacher

(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?

The Leadership team collected and shared data from the sources discussed below.

Some of the information was taken from our system’s five-year plan.  The system’s five-year plan is based on the Tennessee Master Plan.

South Carroll Special School District is a small rural district in west Tennessee.

The last school year’s data collected for Title I poverty calculations shows about 45%.

The system is a PreK-12 unit.  It is located on one campus.

Data is received through the State Report Card, ACT, TCAP, Perkins Report Card. End-of-Course, and Gateway Testing.  Local system testing is the Brigance, LightSpan, STAR and Early Star Testing. Nonacademic data such as educators, student, and community demographics are considered as reliable sources to form system profiles.  Surveys of community members and state monitoring findings from all federal projects including vocational programs, special education and extended contract and all Title programs. The data mining was done by the testing coordinator/principals.

Data is collected from the subcommittees-Title IV, extended contract, health and wellness, family involvement and parent/student surveys, Teacher qualifications, years of service and highly qualified status data are obtained from personnel information sent to state as Director reports on Personnel Information Reporting System (PIRS). Copies of these reports are located in the Director’s office.

 

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?

Although the system and school had a mission, vision and beliefs they no longer seemed to

be appropriate considering the accountability in NCLB.  The mission and beliefs in component 2 are new and will be displayed in classrooms, handbooks, stationary and other forms of communication.  The handbook is posted on the school and system website.

Data from interviews, workshops and surveys were used in recreating the mission, vision, and beliefs.  Upon the revisiting of our mission, we recognized that a change was needed in our vision and beliefs.  We have grown as a professional staff and learned about learning styles, effect of poverty on children and the accountability required in NCLB.  Our committee worked very hard on redefining our beliefs.  We believe we demonstrate what we believe by what we do.  All staff employees had an opportunity to add to, delete or agree not to sabotage any item in the perceptual data they could not support as related to the beliefs and mission statements.

The programs, inservice/professional development, time, and allocations of funds demonstrate our new missions and beliefs statements. Evidence will also be reflected in how our staff works with parents, teachers, students and the community.