SYSTEMWIDE PLANNING PROCESS
(TCSPP)
Components 1-6
Submission Templates for
SCHOOL SYSTEM:
Hancock County Schools
Submit On or Before
High Priority Systems: Submit On or Before

Tennessee Department of
Education
Commissioner Lana C. Seivers
TDOE
Helping Teachers Teach and Children Learn
Document Version, August, 2007
SCHOOL SYSTEM PROFILE DEVELOPMENT
and COLLABORATIVE PROCESS IDENTIFICATION
BELIEFS, MISSION, and SHARED
VISION
ACADEMIC and NON-ACADEMIC DATA
ANALYSIS and SYNTHESIS: DEVELOPING PRIORITIES FOR IMPROVING SCHOOLS
CURRICULAR, INSTRUCTIONAL,
ASSESSMENT, and ORGANIZATIONAL EFFECTIVENESS
COMPREHENSIVE SYSTEMWIDE ACTION
PLAN DEVELOPMENT
PROCESS EVALUATION, IMPLEMENTATION,
and MONITORING/ADJUSTING PLAN FOR ACHIEVING RESULTS
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.
(TCSPP)
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
SCHOOL SYSTEM
PROFILE DEVELOPMENT and
COLLABORATIVE PROCESS IDENTIFICATION
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/ |
|
Denny |
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 |
|
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 School System reviewed and revised the present mission statement by
engaging in a comprehensive, consensus building process that involved all
members of the 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 |
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? |
|
Delivery of Services - Narrative Response
Required |
|
What insights have we gained as to our delivery of services to
schools? |
|
Evaluation of the Collaborative Process-
Narrative Response Required |
|
What are the strengths and needs of the collaborative process used in the TCSPP?
(Collaboration should be a major focus in the development of
each component. Revisit after completing the work of all 6
components.) |
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:
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:
·
8th 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:
·
5th 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.
·
11th 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.
·
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: 5th
& 8th
·
Math: 5th, 6th
& 7th
·
Science: 4th & 7th
·
Social Studies: 4th,
5th, 7th & 8th
Areas of Need/Weakness
in K-8 Value Added included:
·
Reading/Language Arts: 4th,
6th & 7th
·
Math: 8th
·
Science: 5th, 6th
and 8th
·
Social Studies: 6th
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 12th grade career-technical concentrators
to the graduation rate of 12th grade academic graduates? |
NA |
NA |
+ |
NA |
NA |
NA |
|
|
Compare
the performance results for special population, 12th grade
career-technical concentrators with non-special population, 12th
grade career-technical concentrators? |
NA |
NA |
+ |
NA |
NA |
NA |
|
|
Determine
the percentage of 12th grade career-technical concentrators
achieving academic attainment for graduation? |
NA |
NA |
+ |
NA |
NA |
NA |
|
|
Determine
the percentage of 12th grade career-technical concentrators
attaining 75% of career-technical competencies? |
NA |
NA |
+ |
NA |
NA |
NA |
|
|
Determine
the percentage of 12th 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 8th grade student and parent meetings to develop 4
& 6 year plans and process for making revisions to 9-12th
grade plans.) | |||||||