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South Carroll County |
Clarksburg
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District Profile
District Staff District Mission District Plan Technology Plan Title 1 Plan District Board Directory District Emails
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Clarksburg School Title 1 Plan Includes: Needs Assessment Schoolwide reform strategies Instruction by “highly qualified” teachers Professional Development Strategies to attract high quality teachers Parental Involvement Transition from pre-school Teachers in Assessment Decisions Timely additional Assistance Coordination and Integration School wide Title I Plan (10 Steps) 1. One year planning period: The South Carroll SSD and community are planning to go school wide with Title I services in the year 2006-07. We met with the state department, central office staff and a parent from the parent advisory council in the fall of 2005. The consultant explained the advantages of being school wide as compared to targeted assisted. The school, a unit school has been serving first grades through sixth grade for some years with good success. After the meeting with the state consultant, the Title I director brought the information before the teaching staff and the community. The decision was to go school wide to expand services to more students in our school. The school year 2005-06 was a good year to meet the 10 steps in the Title I School Wide Plan due to the state requirement of the development of The Consolidated System Planning Process. Much of the process can serve as school wide planning. 2. Needs assessment A needs assessment was run within the school and community. The school news letter was used to gather information as well as the family friendly survey, the Safe and Drug Free survey and the IDEA survey. Needs assessments indicated a need for staff development in increasing the performance of student achievement. Toward that goal we purchased each teacher a book entitled “The Differentiated Classroom”. The staff did a book study and did group presentation before the faculty. R.I.S.E. was contacted. Clarksburg was awarded a grant working with the special education population. Mentoring was provided monthly for all teachers serving special education students. All report card data was reviewed extensively to determine subgroups of the student population performing in the below proficient range. Data is reported in the TCSPP. 3. Schoolwide reform strategies: (a.) Increase the amount and quality of learning time: Clarksburg Elementary School offered extended learning time – summer school to (b).students of low economic qualifiers and low achievement as determined by classroom teacher and previous TCAP scores. Elementary classrooms started “4 block” which means uninterrupted learning time for reading and math for grades k-5. At the high school level the school is working toward improving graduation rate and reducing the dropouts for regular and special education students. The school is has in place a Career technical education program promoting articulation allowing high school students to attain college credit in these vocational programs. The school is making a effort to extend this program and add dual enrollment and perhaps honors programs. 4. Instruction by “highly qualified” teachers All teachers hired 2004-05, 05-06 are highly qualified. The matrix, Praxis, and highly content framework for evaluation was used to qualify teachers working before 2004. South Carroll has used Title I staff development money to assist teachers in taking PRAXIS and some coursework to insure highly qualified status. Instructional assistances (all) are required to take the parapro test. Schedules often must be adjusted therefore all must take the test. 5. Professional Development South Carroll has a professional development plan for teachers and staff members working with students. The main goal of the staff development is student achievement. The path to assist in this goal includes research based topics supported by the state department of education. Opportunities for individual and group study are offered with Title IIA, local funds, and other federal funds. South Carroll has been able to show an increase in the effectiveness of staff development/in-service using the University of Memphis web site. Professional development is ongoing and sustainable as required by the federal law under No Child Left Behind. (Professional development plan attached) Title I funds are used and will continue to be used to assure the highly qualified status of are teaching and paraprofessional staff. 6. Parental Involvement The South Carroll County Special School District has passed a board policy on parental involvement. A plan has been written. Teachers, principals and central office staff have been involved in staff development to ways to encourage parental involvement. The school website is used as an avenue for parents. The website is user friendly and contains information parents will find helpful. Surveys were completed by parents and the issues have been addressed. Issues included signs for office for child pick up, sharing information with parents on who the interrupters are for ESL students and how to get services for homeless students. A compact for parent/teacher/student responsibility is in the school handbook. Sign in sheets are required for school activities that involve parents such as back to school night, parent teacher conferences. The assistant principal has copies of notes sent home to parents, these include teacher-grade level notes. A newsletter is sent home periodically to inform parents of activities and it usually contains “parent tips” for working with students to increase achievement. 7. Transition from pre-school IDEA and Title I require transition. The preschool will offer at the parent night information on the requirements for kindergarten and the framework skills. The kindergarten teacher will invite the preschool to share an afternoon with them. The class interactively sharing will help the preschool children feel a success before they become a kindergarten student. All special education IEP information is shared with the appropriate personnel at the kindergarten level. Transition for high school is an area that is being targeted by the special education department. Efforts are being made to assure a seamless transition to a post secondary placement. Career planning information and evaluation (Kuder, Plan, ASVAB etc.) are used in helping plan successful careers for all students. This process involves parents and student input. 8. Assessment Decisions Clarksburg Elementary school is using testing information from the Reading First Grant. Dibbles has been purchased for the lower elementary grades. Early Star and Star are also used to determine skill achievement. Results are recorded by the classroom teacher. Results are to be used in the placement for interventions services. Clarksburg School is using the intervention also to meet the needs of the new IDEA requirements of Response to Intervention. The reading/math coach will provide a part of the required intervention documentation to relieve the regular teacher from some of the responsibilities required of the RTI. 2005-06 it was noted through the study of TCAP scores one grade was continually scoring low in all areas. Think Link was a research strategy that was introduced in that grade. Another grade or two may be added next school year depending on results at end of the school year. 9. Additional Assistance Additional assistance for the K12 School will be provided in the form of technology, staff development and to ensure all faculty members are highly qualified. The technology will be provided for the increasing of teaching strategies involving the use of technology. The NCLB northwest consultant is available to assist with any services required. As a system receiving Title I funds the system is aware of its responsibility to offer support for students identified as homeless. This assistance may be in the form of extended school time (summer program) clothing or food. 10. Coordination and Integration The fact that our district is small and one person does all federal projects has been very valuable. The federal projects is aware of the money spend in all federal programs. Coordination and integration is a natural in this situation. Example: the requirements of IDEA and Title I programs overlap in several areas such as parent involvement, and some transition services. The federal projects director knows where money has been spent and which students are being served. This knowledge prevents some of the overlapping that goes on in larger districts. Title I funds in a school wide program may be used where ever the need. Often special education and economically disadvantaged children can take advantage of Carl Perkins funds and the other way around. |
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145 Clarksburg Road Clarksburg TN 38324-0219 |