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

TABLE OF CONTENTS

TCSPP TEMPLATE 1.1