FRAMEWORK for

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Tennessee Comprehensive Systemwide Planning Process

(TCSPP)

Assurances

with Signature of Director of Schools

I certify that ___________Hancock County_____________ 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.

__________________________________________ ___May 14, 2008_____

Signature of Director of Schools Date Signed

COMPONENT 1

SCHOOL 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
Mike Antrican	Director of Schools
David Jones	HC Board of Education, Chairman
Dennis Holt	HC Board of Education, Vice-Chairman/ Law Enforcement
Carl Reed	HC Board of Education, Member/ Tennessee State Trooper/ Parent
Denny Douglas	HC Board of Education, Member/ Parent
Hugh Kyle Livesay	HC Board of Education, Member/ Parent
Jeff Stapleton	HC Board of Education, Member/ Parent
Freddie Mullins	HC Board of Education, Member/ Parent
John Goodman	Supervisor of Curriculum and Instruction, Federal Programs Director
Dr. Mike Belcher	Special Education Director/Parent
Gary Seal	Career Technical Director
Tandy Mallicoat	Technology Coordinator/ Parent
Deborah S. Antrican	Curriculum Coordinator
Jennifer Fleenor	Preschool Coordinator/ Parent
Marta Stapleton	Elementary Principal/ Parent
Donnie Seal	High/Middle Principal
Dwight Snodgrass	Community Member
Sherry Walker	Parent
Jessica Dalton	Classroom Teacher/ Parent
Pam Greene	Classroom Teacher
Joyce Nichols	Paraprofessional
Margaret Helton	Paraprofessional, Parent
Janet Biddle	Guidance Counselor
Dr. Angela Kinsler	Curriculum and Instruction Analyst, Vice Principal
Taylor Mallicoat	Student

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
Mike Antrican	Director of Schools
John Goodman	Supervisor of Curriculum and Instruction, Federal Programs Director
David Jones	HC Board of Education, Chairman
Gary Seal	Career Technical Director
Janet Biddle	Guidance Counselor
Jeff Stapleton	HC Board of Education, Member
Deb Antrican	Curriculum Coordinator
Dwight Snodgrass	Community Member
Component 2 Member	Role
Taylor Mallicoat	Student
Carl Reed	HC Board of Education, Member
Joyce Nichols	Paraprofessional
Jennifer Fleenor	Preschool Coordinator
Deb Antrican	Curriculum Coordinator
John Goodman	Supervisor of Curriculum and Instruction, Federal Programs Director
Jessica Dalton	Classroom Teacher
Sherry Walker	Parent
Component 3 Member	Role
John Goodman	Supervisor of Curriculum and Instruction
Deb Antrican	Curriculum Coordinator
Jennifer Fleenor	Preschool Coordinator
Donnie Seal	Principal, High/Middle School
Marta Stapleton	Principal, Elementary School
Pam Greene	Classroom Teacher
Dr. Mike Belcher	Special Education Director
Dwight Snodgrass	Community Member

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
Mike Antrican	Director of Schools
John Goodman	Supervisor of Curriculum and Instruction Federal Programs Director
Dr. Mike Belcher	Special Education Director
Gary Seal	Career Technical Director
Deb Antrican	Curriculum Coordinator
Jennifer Fleenor	Preschool Coordinator
Margaret Helton	Paraprofessional, parent
Mike Antrican	Director of Schools
Component 5 Member	Role
Deb Antrican	Curriculum Coordinator
Jennifer Fleenor	Preschool Coordinator
Tandy Mallicoat	Technology Coordinator
Dwight Snodgrass	Executive Director, Clinch Powell
John Goodman	Supervisor of Curriculum and Instruction Federal Programs Director
Jeff Stapleton	HC Board of Education
Mike Antrican	Director of Schools
David Jones	HC Board of Education, Chairman
Component 6 Member	Role
Mike Antrican	Director of Schools
Jennifer Fleenor	Preschool Coordinator
Deb Antrican	Curriculum Coordinator
John Goodman	Supervisor of Curriculum and Instruction, Federal Programs Director
Donnie Seal	Principal, High/Middle School
Marta Stapleton	Principal, Elementary School
Gary Seal	Career Technical Director
Mike Antrican	Director of Schools

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?

Through the collaborative efforts of the Systemwide Leadership Team data was gathered, sorted, and analyzed from the following sources: Hancock County Report Card 2007, Census Data, Kids Count Data, TVAAS Data, Perceptual Data and Tennessee Advisory Commission on Intergovermental Relations Data. The Hancock County Systemwide Leadership Team then determined the plan of action, assigned tasks and responsibilities and monitored the effort during the 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?

The Hancock County Systemwide Leadership Team’s revisions of the mission, vision and beliefs were data driven according to the perceived areas of strength and need/weakness based on consensus of the team. These were established according to each team member’s perception of Hancock County School System data, thus providing a rationale for decisions that parents, teachers, taxpayers, and students can understand. The revisions of the mission, vision, and beliefs will use data to transform teaching, learning and administration.

Hancock County School System reviewed and revised the present mission statement by engaging in a comprehensive, consensus building process that involved all members of the Hancock County Systemwide Leadership Team.

A collaborative study began to examine the school's profile data. Focus was placed on the demographics of the school and community, the achievement levels of students, and the opinions of parents, teachers, and community members about the quality of our school. In examining this data, team members were able to identify key issues relevant to the needs of the students and community we serve.

Following the profile analysis, team members reviewed and summarized recent findings of educational research about the teaching and learning process, future trends, and the changing expectations of today's workplace. After discussing this review of literature, Hancock County Systemwide Leadership Team developed our beliefs and defined our mission based on the challenges and opportunities our students will likely face in the future.

Initial drafts of the beliefs and mission statement were distributed to all Systemwide Leadership Team Members for review and comments. Feedback was collected by the team and modifications made based on the suggestions received.

Collection of Student Performance Data - Narrative Response Required

What types of student performance data are included in your profile?

Hancock County Systemwide Leadership Team developed the system profile based on the following data: Hancock County Report Card 2007, TVAAS Data, and Perceptual Data. This data was then was analyzed promptly and results were shared among the leadership team. Analyses were then compiled, evaluated and adjusted throughout the year to align with successful completion of Hancock County School System’s goals and objectives.

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?

Hancock County School System personnel strive to Identifying systemic practices and policies that act as barriers to student achievement and equitable educational opportunities. This is accomplished through the use of statistical modeling that integrates national, state, and local assessment data with demographic and teacher efficacy variables, thus enabling Hancock County School System to make effective decisions that close significant gaps in student achievement and educational equity among diverse populations.

Delivery of Services - Narrative Response Required

What insights have we gained as to our delivery of services to schools?

Hancock County Systemwide Leadership Team gained profound insight from the design of the profile. Working in small groups facilitated the identification of problems, types of data needed, barriers encountered and challenges to successful implementation strategies. It was discovered that the design and implementation involves all aspects of the school system from curriculum and instruction, assessment, evaluation, and professional development with oversight by the Director of Schools. It was also discovered that the integration into classroom practice requires the buy-in of teachers, principals and site-based support staff. Information is the key to holding schools accountable for improved performance every year among every student group. Data is our best management tool. If the Hancock County Systemwide Leadership Team understands the contours of the problem, and who is affected, solutions will be put forward. Only then can teachers adjust lesson plans, administrators evaluate curricula and data inform decision-making.

Evaluation of the Collaborative Process- Narrative Response Required

What are the strengths and needs of the collaborative process used in the TCSPP?

Hancock County Systemwide Leadership Team identified the following as strengths of the collaborative process used in the TCSPP:

Assess the current and future needs of students
Decide what to change
Determine if goals are being met
Engage in continuous school improvement
Identify root causes of problems
Align instruction to standards
Provide personalized instruction
Track professional development
Meet accountability provisions of NCLB
Keep constituents informed about progress.

Hancock County Systemwide Leadership Team identified the following as needs of the collaborative process used in the TCSPP:

Lack of Training
Lack of understanding in what to do with the data
Absence of clear priorities on what data should be collected
Failure to collect data in a uniform manner

(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

Component 1

1.1 Collaboration/ Professional Learning Community Development

Hancock County School System is moving to a distinct plan and process approach for school system personnel that meets all federal, state, and local education agency (LEA) requirements for budgetary planning and requests, program area requirements, and which will assess central office effectiveness. The TCSPP will utilize The Annenberg Institute’s approach to system wide planning.

Hancock County School System (HCSS): Collaborative Planning Process Details

HCSS followed the collaborative process suggested by the State Department Education. Central Office Staff were selected and agreed upon by the Director of School to serve on component committees and review each component after it was reviewed by the Director of School. Each complete component served as the basis for the work for subsequent components. Copies of each component were distributed prior to the review meetings to give members adequate time to critique and make needed changes to the component draft. Committee members represented the following areas: students, parents, community leaders, administrators, teachers, board of education members, and paraprofessionals. (See Template 1.1 for member names and roles.)

1.2 Data Collection and Data Organization

Student Characteristics:

Due to the excessive isolation and limited resources of the county, our students do not have the exposure, or advantages that children in joining counties receive. Among the following are some characteristics that represent the student body of Hancock County School System:

Student Body Demographics 2006-2007

	# of Students	% of Students
African American	9	.9
Asian / Pacific Islander	1	.1
Hispanic	1	.1
Native American / Alaskan	-	-
White	1,011	98.9
Limited English Proficient	0	.0
Number Exempt from Reading Assessment	-
Students with Disabilities	205	20.6
Economically Disadvantaged	887	84.2
Title 1	1,031	100.9
Female	499	48.8
Male	523	51.2

Grades K-8 Non-Academic Indicators 2006-2007

	2005	2006	2007	State Goal
Attendance Rate (%)	94.6	94.2	94.3	93.0
Promotion Rate (%)	98.2	97.8	99.1	97.0

Grades 9-12 Non-Academic Indicators 2006-2007

	2005	2006	2007	State Goal
Attendance Rate (%)	91.1	94.9	92.2	93.0
Cohort Dropout (%)	9.0	2.0	.0	10.0
Graduation Rate (NCLB) (%)	77.1	85.4	95.3	90.0
Event Dropout (%)	1.2	-	.0	5.0
Completion Rate (%)	-	-	***	90.0
*** Under Revision

Staff Characteristics:

Hancock County School System employs 106 professional staff members. These staff members range from first year teachers to our most experienced teacher with 42 years service. Professional staff include degreed personnel with Doctoral Degree (3), EDS (5), Master’s + 45 (12), Master’s (42), Bachelor’s (41), Three vocational staff members have the required vocational licensure. The average salary for licensed educators in Hancock County is $38,500.00. Teacher assistants (30), cooks (12), bus drivers (23), janitors (9) and other support staff (31) complete the staff of Hancock County School System.

School Characteristics:

Hancock County School System is comprised of two schools including: Hancock County Elementary and Hancock County High/Middle School.

Hancock County Elementary School Profile

General Information
Grades Served:	KG-5	Safe School Status	Safe School
Students (ADM)	451

Student Body Demographics

	# of Students	% of Students
African American	6	1.3
Asian / Pacific Islander	0	.0
Hispanic	0	.0
Native American / Alaskan	0	.0
White	457	98.7

Economically Disadvantaged	450	84.6

Female	215	46.4
Male	248	53.6

Hancock County Middle/High School Profile

General Information
Grades Served:	6-12	Safe School Status	Safe School
Students (ADM)	542

Student Body Demographics

	# of Students	% of Students
African American	3	.5
Asian / Pacific Islander	1	.2
Hispanic	1	.2
Native American / Alaskan	0	.0
White	554	99.1

Economically Disadvantaged	437	83.7

Female	284	50.8
Male	275	49.2

Community/Parent/Guardian Demographics:

Hancock County, population 6,786 by the US 2000 Census, is located in Southern Appalachia of which the primary town is Sneedville. According to KIDS COUNT, within the State of Tennessee, Hancock County has the lowest median family income of $24,423/year, the per capita personal income is $15,526 compared to $30,969 for the state. Free and Reduced lunch program recipients are 71.7% compared to Tennessee’s 27.1%. The percentage of children receiving food stamps for Hancock County is 45.9% in contrast to 27.1% for the state. The percent of youth on TennCare is 63.7% comparably Tennessee has 37.7%. Hancock County has 37.7% of the population under 18 living below poverty (Overall state average is 18%). Hancock County has more children ages 5-15 with disabilities (7.5%) than the state average (6.5%). The percentage of young children on WIC is 64.2% over double the state’s average. Twenty one point five percent of the children live in single parent households and all children live in high poverty neighborhoods. Of children under age 6 years, 13.3% live in households where neither parent works. In the population, ages 18-24, 28% of residents have not graduated from high school and only 44.9% of individuals have a high school diploma or GED. The rate of youth committal to state custody is 11.2 compared to 5.0 for the state. In summary, Hancock is an impoverished county and only about half of the population has completed high school.

Student Performance:

Hancock County School System is increasingly expected to ensure that students meet federal, state and local standards for high academic performance. Therefore, it is particularly critical to analyze the relationship of student achievement over a three year period. Furthermore, educators are also expected to possess a deeper understanding and awareness of the quality and types of empirical studies and science-based research (SBR)as they make decisions about new instructional strategies, curriculum reforms, and school restructuring.

Hancock County Academic Achievement Grades

Grades 3-8: TCAP Criterion Referenced Academic Achievement
(3 year average)	2005			2006			2007
CRT	Score	Grade	Trend	Score	Grade	Trend	Score	Grade	Trend
Math	47	C	NC	49	C	NC	51	B	+
Reading/Language	43	D	NC	44	D	NC	46	C	+
Social Studies	44	D	NC	44	D	NC	47	D	NC
Science	45	D	NC	46	D	NC	47	D	NC
(Note: 3-yr average of state CRT NCE's, basis 1998.)

Grades 5 & 8: TCAP Writing
(3 year average)	2005			2006			2007
Writing	Score	Grade	Trend	Score	Grade	Trend	Score	Grade	Trend
Writing 5th	3.7	B	-	3.7	B	NC	3.7	B	NC
Writing 8th	4.1	A	-	4.4	A	NC	4.3	A	NC
(Note: Based on 3-year averages.)

Grades 11: TCAP Writing
(3 year average)	2005			2006					2007
Writing	Score	Grade	Trend		Score	Grade	Trend	Score		Grade	Trend
Writing 11th	3.7	B	-		3.8	B	NC	3.8		B	NC
(Note: Based on 3-year averages.)

Hancock County Academic ACT Achievement

Grades 9-12: ACT - 3 - Year Averages
(3 year average)	2005	2006	2007
Composite	19.0	18.6	18.3
English	19.3	18.6	18.1
Math	18.0	17.6	17.3
Reading	19.8	19.5	18.7
Science/Reasoning	18.6	18.5	18.5
(Note: Based on 3-year averages.)

Grades 9-12: ACT - Individual Years
(Individual Years)	2005	2006	2007
Composite	18.0	18.8	18.0
English	18.2	18.1	18.0
Math	16.7	18.0	17.6
Reading	18.5	19.9	17.5
Science/Reasoning	18.5	18.9	18.2
(Note: Based on individual years as reported.)

Financial Data:

The following finance data is based on revenues and expenditures of Hancock County School System.

Financial Information 2006-2007

		System	State
Per Pupil Expenditures per ADA		$8,595	$7,794

	Local Funding %	11.2	43.1
	Federal Funding %	16.6	11.1
	State Funding %	72.2	45.9

Equity and Adequacy in Resources, Support and Personnel to Our Schools:

Hancock County Schools strives to provide equity and adequacy to all schools. The school district has established guidelines for staffing, curricular opportunities for students, and special services provided to students.

The system follows the following guidelines:

BEP guidelines for classroom size and teacher student ratio.
Highly qualified NCLB guidelines for teachers.
A curriculum aligned with the state framework establishes instructional guidelines for all schools.
Instructional resources are equitably distributed based upon student population.
Hancock County Elementary and High School Based Health Clinics are housed in each school to meet students’ needs.
All schools have guidance counselors to serve their populations.
Title I services are based on federal and state guidelines. Funds are distributed based on need of population and number of students.
Special education services are equitably distributed based upon guidelines set by the Special Education Department.
ESL services will be provided in an equitable manner based on population need.
School resource officers are provided at all schools to help ensure safety.
Professional development opportunities are offered to all teachers.
All schools are supported by central office instructional supervisors and specialists.

1.3 Narrative Synthesis of Qualitative Data

Hancock County School System in comparison to the NCLB benchmarks reveals that Hancock County School System has exceeded the benchmarks for NCLB in the following Non-Academic Areas:

· Good Standing Status

· Highly Qualified Teachers

· K-8 attendance/Promotion

· Per-Pupil Expenditure- Average Daily Attendance/Average

Non-Academic Needs/Weaknesses show our greatest needs to be:

· 9-12 Attendance

In Elementary and Middle School our students have exceeded the benchmarks or state levels for NCLB in the following Academic Areas:

· 8^th Grade Writing Assessment

Disaggregated:

· Social Studies: Non-Economically Disadvantaged

· Writing Assessment: Non-Economically Disadvantaged, Students with Disabilities

We however fall short of the NCLB benchmarks or state levels for K-8 in the Academic areas of:

· 5^th Grade Writing Assessment

· K-8 TCAP Achievement: Math, Reading/Language Arts, Science, Social Studies and Writing in the category of all students.

Disaggregated:

· Math: All students, white, Economically Disadvantaged, Non-economically Disadvantaged, Students with a Disability, Students without a Disability, Not LEP, Non Migrant, Male and Female

· Reading/Language Arts: All students, white, Economically Disadvantaged, Non-economically Disadvantaged, Disadvantaged, Students with a Disability, Students without a Disability, Not LEP, Non Migrant, Male and Female

· Science: All students, white, Economically Disadvantaged, Non-economically Disadvantaged, Disadvantaged, Students with a Disability, Students without a Disability, Not LEP, Non Migrant, Male and Female

· Social Studies: All students, white, Economically Disadvantaged, Students with a Disability, Students without a Disability, Not LEP, Non Migrant, Male and Female

· Writing Assessment: All students, white, Economically Disadvantaged, Students without a Disability, Not LEP, Non Migrant, Male and Female

Students in grades 9-12 academic progress reveals that NCLB benchmarks were exceeded in the following areas:

· Gateway: Algebra I exceeds state in proficient and advanced in the category of All Students.

· Gateway: Biology I exceeds state in proficient and advanced in the category of All Students.

· End of Course: Physical Science exceeds state in proficient and advanced in the category of All Students.

· End of Course: US History exceeds state in proficient and advanced in the category of All Students.

· End of Course: Math Foundations exceeds state in proficient and advanced in the category of All Students.

· High School Writing Assessment exceeds state in proficient and advanced in the category of All Students.

· Gateway Disaggregated: Algebra- All Students

Disaggregated

· End of course: Math Foundations exceeds state in proficient and advanced in the categories of All Students, white, economically disadvantaged, not economically disadvantaged, students with disabilities, students without disabilities, not LEP, non migrant, male and female.

· End of Course: Physical Science exceeds state in proficient and advanced in the categories of All Students, economically disadvantaged, students with disabilities, students without disabilities, not LEP, non migrant and male.

· End of Course: US History exceeds state in proficient and advanced in the categories of All Students, white, economically disadvantaged, not economically disadvantaged, students with disabilities, students without disabilities, not LEP, non migrant, male and female.

· Writing Assessment: exceeds state in proficient and advanced in the categories of All Students, white, economically disadvantaged, not economically disadvantaged, students with disabilities, students without disabilities, not LEP, non migrant, male and female.

The areas of Academic Need/Weaknesses grades 9-12 as reflected through comparisons with NCLB for high school are as follows:

· End of Course: English I fell below state in proficient and advanced in the category of All Students.

· Gateway: English II fell below state in proficient and advanced in the category of All Students.

· 11^th Grade Writing Assessment fall slightly below state averages.

· In 2007 9-12 ACT Composite Score, we fell well below state averages with a composite of 18. (Aggregated: English score 18, Math 17.6, Reading 17.5, Science/Reasoning 18.2)

Disaggregated:

· Gateway: Algebra I fell below state in proficient and advanced in the categories of White and Students with disabilities.

· Gateway: Biology I fell below state in proficient and advanced in the categories of white and Students with disabilities.

· End of Course: English I fell below state in proficient and advanced in the categories of all students, white, economically disadvantaged, students without disabilities, not LEP, non migrant, male and female.

· Gateway: English II fell below state in proficient and advanced in the categories of all students, white, economically disadvantaged, students without disabilities, not LEP, non migrant, male and female.

· End of course: Physical Science fell below state in proficient and advanced in the categories of white and female.

In comparison K-8 Value Added shows strengths as indicated by gains by year and by grade in the following areas:

· Reading/Language Arts: 5^th & 8^th

· Math: 5^th, 6^th & 7^th

· Science: 4^th & 7^th

· Social Studies: 4^th, 5^th, 7^th & 8^th

Areas of Need/Weakness in K-8 Value Added included:

· Reading/Language Arts: 4^th, 6^th & 7^th

· Math: 8^th

· Science: 5^th, 6^th and 8^th

· Social Studies: 6^th

High School Value Added strengths include:

· Gateway: Algebra I

· End of Course: US History

Areas of Need/Weakness:

· Gateway: Biology I

· Gateway: English II

· End of Course: Math Foundations

· End of Course: English I

· TVAAS ACT: Math, Reading, Science Reasoning, English, Composite

In regards to family’s perception of school and classroom environments as interpreted from a survey conducted in spring of 2007 K-5 parents indicated the following as areas of strengths:

· School atmosphere is welcoming.

· They were treated courteously when visiting school.

· The school is a safe place.

· Teachers are approachable and helpful.

· Good school staff/ parent relationships.

· Scheduling of Non-School hours used for family conferences with teachers.

· They felt welcomed at school with an appointment or advanced notice.

· There was good communication between parents/teachers.

· They felt comfortable in asking teachers questions about their child’s learning.

· They were presented with all school regulations and policies.

Areas of need/weakness identified by parents in K-5 were:

· Ability to schedule meetings in other places other than school.

· Having access to telephone numbers and e-mails for all teachers and staff.

· Grades and assignments being made were available to parents daily.

Family’s perception of school and classroom environments from the same survey conducted in spring 2007 at the High/Middle School indicated the following areas of strength:

· The school atmosphere was welcoming to parents.

· They were treated courteously when visiting the school.

· They believed the school to be a safe place for their child/children.

· Teachers were approachable and helpful.

· Non-academic hours were used for family conferences with teachers.

· School regulations and policies are easy to find and read.

Areas of need/weakness included:

· Few opportunities for school meetings available in places other than the school.

· Having access to telephone numbers and e-mails for all teachers and staff.

· Grades and assignments being made available daily.

· The school encourages them to attend a yearly conference about their child.

Hancock County School System meets the System Adequate Yearly Progress in elementary, middle and high schools.

	Federal Programs	Special Education	Career-Technical	Extended Contract	SACS	Technology	Systemwide
In the Program Area’s Previous Year’s Plan did you:
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? (Title II D)	+	+	NA	NA	NA	NA
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? (Title II D)	+	+	+	+	NA	+
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 measured by challenging State academic content and student academic achievement standards? (Title II D)	+	+	+	NA	NA	+
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 further the effective use of technology in the classroom or library media center? (Title II D)	+	+	NA	NA	NA	+
Include a description of how the applicant will integrate technology (including software and other electronically delivered learning material) into curricula and instruction, and a timeline for such integration? (Title II D)	+	+	+	NA	NA	+
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 areas that would not otherwise have access to such courses and curricula due to geographical isolation or insufficient resources? (Title II D)	+	NA	NA	NA	NA	+
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 technology being applied in their child’s education so that the parents are able to reinforce at home the instruction their child receives at school? (Title II D)	+	+	+	NA	NA	+
Describe how programs will be developed, where applicable, in collaboration with adult literacy service providers, to maximize the use of technology? (Title II D)	NA	NA	NA	NA	NA	+
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 challenging State academic content and student academic achievement standards? (Title II D)	+	+	NA	NA	NA	+
Describe how the eligible entity will hold elementary schools and secondary schools receiving funds accountable for meeting the Title II annual measurable achievement objectives? (Title III ?)	+	NA	NA	NA	NA	NA
Describe how the eligible entity will hold elementary schools and secondary schools receiving funds accountable for annually measuring the English proficiency of limited English proficient children, with the Comprehensive English Language Learning Assessment (CELLA), so that such children served by the programs develop proficiency in English while meeting State academic content and student academic achievement standards? (Title III ?)	NA	NA	NA	NA	NA	NA
Describe how the eligible entity will promote parental and community participation in programs for limited English proficient children? (Title II ?)	NA	NA	NA	NA	NA	NA
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? (Title I)	+	+	NA	NA	NA	NA
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, administrators, parents and other staff, including LEA level staff in accordance with sections 1118 and 1119? (Title I)	+	+	NA	NA	NA	NA
Describe how the LEA will coordinate and integrate services provided under this part 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 limited English proficiency, children with disabilities, migratory children, neglected or delinquent youth, migratory children, neglected or delinquent youth, homeless children, and immigrant children? (Title I)	+	+	NA	NA	NA	NA
Describe the actions the LEA will take to assist high priority schools? (Title I)	NA	NA	NA	NA	NA	NA
Describe how the LEA will ensure that all teachers of core academic courses are highly qualified by the end of 2005-06? (Title I)	+	+	+	NA	NA	NA
Describe the services the LEA will provide homeless children? (Title I)	NA	NA	NA	NA	NA	NA
Describe the strategy the LEA will use to implement effective parental involvement? (Title I)	+	+	NA	NA	NA	NA
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? (Title I)	+	+	NA	NA	NA	NA
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? (Title II A)	+	NA	NA	NA	NA	NA
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 that separates low-income and minority students from other students? (Title II A)	X	NA	NA	NA	NA	NA
Describe how the LEA will coordinate professional development activities provided through Federal, State, and local programs? (Title II A)	+	+	NA	NA	NA	NA
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)	+	+	NA	NA	NA	NA
Describe how the LEA will train teachers to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy? (Title II A)	+	+	NA	NA	NA	NA
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 students with limited English proficiency? (Title II A)	+	+	NA	NA	NA	NA
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 students? (Title II A)	+	+	NA	NA	NA	NA
Describe how the LEA will provide training to enable teachers to involve parents in their child’s education? (Title II A)	+	+	+	+	NA	NA
Describe how the LEA will provide training to enable teachers to understand and use data and assessments to improve classroom practice and student learning? (Title II A)	+	+	NA	NA	NA	NA
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 means, including subject matter knowledge and teaching skills, and to give principals the instructional leadership skills to help teachers, to provide students the opportunity to meet challenging State and local student academic achievement standards? (Title II A)	+	+	NA	NA	NA	NA
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)? (Title IV A)	+	NA	NA	NA	NA	NA
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 behaviors? (Title IV A)	+	NA	NA	NA	NA	NA
Collect relevant objective data which also reflects protective factors, assets, or buffers that promote positive youth development? (Title IV A)	+	NA	NA	NA	NA	NA
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? (Title IV A)	+	NA	NA	NA	NA	NA
Include measurable indicators for risk and protective factors that you will address? (Title IV A)	+	NA	NA	NA	NA	NA
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 other related strategies, program, and activities being conducted in the community? (Title IV A)	+	NA	NA	NA	NA	NA
Target services to schools and students with the greatest needs? (Title IV A)	+	NA	NA	NA	NA	NA
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 and violence prevention activities (such as medical, mental health, and law enforcement professionals)? (Title IV A)	+	NA	NA	NA	NA	NA
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 activities being conducted in the community? (Title IV A)	+	NA	NA	NA	NA	NA
Include in your application, an assurance that the activities or programs to be funded comply with the principles of effectiveness described in section 4115(a) and foster a safe and drug-free learning that supports academic achievement? (Title IV A)	+	NA	NA	NA	NA	NA
Include in your application, a detailed explanation of the LEA’s comprehensive plan for drug and violence prevention, including a description of the drug and violence prevention activity or program to be funded, including how the activity or program will meet the principles of effectiveness described in section 4115(a), and the means of evaluating such activity or program and how services will be targeted to schools and students with the greatest need? (Title IV A)	+	NA	NA	NA	NA	NA
Include in your application, a description for how the results of the evaluations of the effectiveness of the program will be used to refine, improve, and strengthen the program? (Title IV A)	+	NA	NA	NA	NA	NA
Include an assessment of the telecommunication services, hardware, software, and other services that will be needed to improve education or library services?	+	+	NA	NA	NA	+
Provide for a sufficient budget to acquire and support the non-discounted elements of the plan: the hardware, software, professional development, and other services that will be needed to implement the strategy?	+	NA	NA	NA	NA	+
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 developments and opportunities as they arise?	NA	NA	NA	NA	NA	+
Provide a complete description of the extended learning program content, grade level, subject area, and timeframe (summer and school year)?	NA	+	NA	+	NA	NA
Include at least one concrete, quantifiable measure related to the SBE Master Plan and any other appropriate measures related to how well the objective has been met?	+	NA	NA	+	NA	NA
Describe the process for evaluating the work you have done?	+	NA	NA	+	NA	NA
Include an extended contracts employment summary?	NA	NA	NA	+	NA	NA
Define your leadership team?	+	+	+	NA	NA	+
Include on your leadership team – teachers, principals, administrators, other appropriate school personnel, parents (including a parent with a child with disabilities), and students?	+	+	+	NA	NA	NA
Define your subcommittees?	+	+	+	+	NA	NA
Define significant system and common factors?	NA	+	NA	NA	NA	NA
Profile your system and community?	+	+	NA	+	NA	NA
Use a collaborative process to develop your program goals/objectives?	+	+	+	+	NA	+
Define your beliefs?	+	+	+	NA	NA	NA
Define your mission?	+	+	+	+	NA	NA
Define your vision?	+	+	+	+	NA	NA
Identify academic and non-academic assessment measures?	+	+	+	+	NA	NA
Define data collection and analysis processes?	+	+	+	+	NA	NA
Include report card results?	+	+	+	+	NA	NA
Explain what you learned from all of the data?	+	+	+	NA	NA	NA
Prioritize your goals?	+	+	+	+	NA	+
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.)	+	+	+	NA	NA	NA
Indicate that system procedures and practices ensure collection and reporting of accurate and timely data?	+	+	+	NA	NA	NA
Identify strengths and weaknesses based on the data?	+	+	+	NA	NA	NA
Compare the graduation rate for 12^th grade career-technical concentrators to the graduation rate of 12^th grade academic graduates?	NA	NA	+	NA	NA	NA
Compare the performance results for special population, 12^th grade career-technical concentrators with non-special population, 12^th grade career-technical concentrators?	NA	NA	+	NA	NA	NA
Determine the percentage of 12^th grade career-technical concentrators achieving academic attainment for graduation?	NA	NA	+	NA	NA	NA
Determine the percentage of 12^th grade career-technical concentrators attaining 75% of career-technical competencies?	NA	NA	+	NA	NA	NA
Determine the percentage of 12^th grade concentrators graduated from the previous year, employed in the program area or related field; enrolled in a post-secondary institution; or a member of the military?	NA	NA	+	NA	NA	NA
Determine the percentage of non-traditional students enrolled in a career-technical program?	NA	NA	+	NA	NA	NA
Determine the percentage of non-traditional students classified as concentrators in a career-technical program?	NA	NA	+	NA	NA	NA
Describe the results derived from analyzing the state assessment by student subgroup?	+	+	+	NA	NA	NA
Identify and describe additional types of academic assessments, beyond the state assessment, used by the system?	+	+	NA	+	NA	NA
Analyze disaggregated high school graduation rates and define what was determined?	+	+	+	NA	NA	NA
Analyze disaggregated elementary/middle attendance rates and define what was determined?	+	+	NA	NA	NA	NA
Indicate that Parent Notification of assessment data has been disseminated to parents in a uniform format and provided in a language understood by all parents?	+	+	+	NA	NA	NA
Define the current reality of student learning?	NA	NA	NA	+	NA	NA
Analyze faculty perception of your system?	NA	+	NA	+	NA	NA
Analyze parent perception of your system?	NA	+	NA	+	NA	NA
Analyze community perception of your system?	NA	+	NA	+	NA	NA
Analyze student perception of your system? (if applicable)	NA	+	NA	+	NA	NA
Identify your Component 3 priorities of need?	+	+	+	NA	NA	NA
Identify the strengths and weaknesses of your decision-making process?	NA	+	+	+	NA	NA
Define how material, human services, and funding sources are used to ensure school improvement?	+	+	+	+	NA	NA
Identify what programs and processes are in place for curriculum analysis and support?	+	+	+	+	NA	NA
Identify what programs and processes are in place for analyzing and supporting the instructional process?	+	+	+	+	NA	NA
Indicate that the system reviews data to determine if significant disproportionality in identification, eligibility category or placement is occurring, and if significant disproportionality is identified, does the LEA review and as appropriate revise policies, procedures and practices?	NA	+	+	NA	NA	NA
Determine the needs of children with disabilities based on information from an appropriate evaluation?	NA	+	+	+	NA	NA
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, surveys, number of parents reached/trained, etc.)?	NA	+	NA	NA	NA	NA
Define how you will assist career-technical students in meeting or exceeding academic graduation requirements?	NA	+	+	NA	NA	NA
Define how you will assist career-technical students in mastering occupational skill competencies?	NA	+	+	NA	NA	NA
Determine how to ensure programs are of sufficient size, scope, sequence to improve career-technical education students’ performance in a coherent sequence of subjects (both academic and career-technical) leading to higher learning and/or placement in a high skill, high wage occupation?	NA	+	+	NA	NA	NA
Define how you will meet the needs of special population students preventing discrimination and assisting in their attainment of academic and career-technical skills?	NA	+	+	NA	NA	NA
Determine how you will promote non-traditional enrollment in career-technical programs?	NA	NA	+	NA	NA	NA
Determine how you will ensure the annual developing and updating of 4 & 6 year plans as required by the high school policy? (Initial 8^th grade student and parent meetings to develop 4 & 6 year plans and process for making revisions to 9-12^th grade plans.)

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