TENNESSEE COMPREHENSIVE

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.

Tennessee Comprehensive Systemwide Planning Process

(TCSPP)

Assurances

with Signature of Director of Schools

I certify that ___the STEWART 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.

__________________________________________ __5/04/07____

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
Phillip Wallace	Director of Schools
Tracy Watson	Title I and Special Education Supervisor
Francis Carson	Vocational, Finance and Transportation Supervisor
Leta Joiner	Curriculum Supervisor
Judy Cherry	Positive Behavior Coach
William Austin	Technology Coordinator
Chris Guynn	Stewart County High School Principal
Debbie Grasty	North Stewart Elementary Principal
Eileen Smith	Dover Elementary School Principal
Jane Lancaster	Stewart County Middle School Principal
Jennifer Butterworth	LRE for Life
Kim Wallace	Parent
Betsy Perry	Parent
Gayla Grise	Guidance
Carol Mathis	School Resource Officer
Lora Black	Stewart County High School librarian
Kara Guynn	Dover Elementary teacher
Carla Wallace	Stewart County Middle School guidance
Beverly Lewis	North Stewart Elementary teacher
Connie Earhart	North Stewart Elementary paraprofessional
Gina Link	Dover Elementary paraprofessional
Sean Strohm	SCHS student council president

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
Phillip Wallace	Director of Schools
Tracy Watson	Title I and Special Education Supervisor
Leta Joiner	Curriculum Supervisor
William Austin	Technology Coordinator
Francis Carson	Vocational, Finance, Transportation Supervisor
Betsy Perry	Parent
Sean Strohm	SCHS student council president


Component 2 Member	Role

Phillip Wallace	Director of Schools
Francis Carson	Vocational Director
Betsy Perry	Parent
Gayla Grise	Guidance
Leta Joiner	Curriculum Supervisor
Judy Cherry	Positive Behavior Coach


Component 3 Member	Role
Leta Joiner	Curriculum Supervisor
Francis Carson	Vocational Director, Finance, Transportation Supervisor
Tracy Watson	Title I and Special Education Supervisor
Beverly Lewis	NSE teacher
Jennifer Butterworth	LRE for Life
Kim Wallace	Parent
Carol Mathis	School Resource Officer
Gina Link	DES paraprofessional

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
Leta Joiner	Curriculum Supervisor
Francis Carson	Vocational Director
Judy Cherry	Positive Behavior Support Coach
Tracy Watson	Title I and Special Education Supervisor
Jennifer Butterworth	LRE for Life
Carol Mathis	School Resource Officer
Kara Guynn	DES teacher
Connie Earhart	NSE paraprofessional
Component 5 Member	Role
Leta Joiner	Curriculum Supervisor
Tracy Watson	Title I and Special Education Supervisor
Eileen Smith	Dover Elementary Principal
Debbie Grasty	North Stewart Elementary Principal
Jane Lancaster	Stewart County Middle School Principal
Chris Guynn	Stewart County High School Principal


Component 6 Member	Role
Leta Joiner	Curriculum Supervisor
Tracy Watson	Title I and Special Education Supervisor
Chris Guynn	SCHS Principal
Jane Lancaster	SCMS Principal
Debbie Grasty	NSE Principal
Eileen Smith	DES Principal
Carla Wallace	SCMS guidance counselor
Lora Black	SCHS librarian
Kara Guynn	DES teacher
Beverly Lewis	NSE teacher
Francis Carson	Vocational Director, Finance, Transportation Supervisor

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?

All supervisors with the Stewart County School System were involved in the collection of both quantitative and qualitative data for the school system. Supervisors met throughout the school year to study the data provided by the system report card, district assessments and the effective schools survey which surveyed, teachers, support staff, students and parents. Data from the Effective Schools Survey was disaggregated by the three individual schools to identify strengths and weaknesses in the areas of curriculum, instruction, assessment and organization. The system report card and the disaggregated data from the district assessments also identified strengths and weaknesses in the area of academics. The US Census Bureau’s profile of general demographic characteristics for Stewart County provided community characteristics and parent/guardian demographics. All data, including our individual School Improvement Plans, were reviewed and studied in order to develop priorities for our school system.

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?

Perceptual data was studied in order to develop a mission, vision and establish beliefs for the Stewart County School System that would address both the academic and nonacademic needs of all students in order for them to be successful, productive citizens.

Collection of Student Performance Data - Narrative Response Required

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

Both qualitative and qualitative data will be used to develop the system’s profile. The system report card will identify academic strengths and weaknesses of the students as well as provide nonacademic data such as suspension and expulsion trends, attendance trends, and graduation rates. The Effective School Survey will provide perspectives from the staff, support staff, parents and students.

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?

All central office administrators share an equitable work load within the system. Each administrator makes themselves available as a resource to all schools. Central office administrators pool resource from local, state, and federal funds in order to provide both equitable and adequate resource to all schools. Board policy ensures equality in resources to all schools.

Delivery of Services - Narrative Response Required

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

Stewart County is a small, rural system comprised of two K-5 elementary schools, one middle school serving grades 6-8, and one high school serving grades 9-12. We have a student population of approximately 2200. All central office administrators are located in the same building and communicate on a daily basis. The majority of the central office administrators have advanced through the local system first as teachers, and then principals before coming to the central office which allows familiarity with all aspects of the individual schools. Principals are encouraged to call upon central office supervisors as a resource.

Evaluation of the Collaborative Process- Narrative Response Required

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

Administrators work hard to ensure that all aspects and programs within of the school system supplement one another and appear seamless. Our goal is to utilize all resources available to meet the needs of all the students. Being housed in the same office allows the central office supervisors to collaborate with one another daily which is a strength for our system; however, because we are a small system supervisors wear many hats which can lessen the expertise in each area they supervise. Collaboration and networking with other administrators beyond the local system provides additional perspectives and ideas to explore.

(Collaboration should be a major focus in the development of each component. Revisit after completing the work of all 6 components.)

COMPONENT 2

BELIEFS, MISSION, and SHARED VISION

TCSPP TEMPLATE 2.1

BELIEFS, MISSION, and SHARED VISION

BELIEFS:

Education is the most essential service a community can provide.
All children can learn.
Every child has the right to an equal education.
Children deserve good facilities.
Schools should employ the best teachers and staff possible.
Schools should provide for children of varying abilities.
Employee’s salaries should be competitive to surrounding counties.

MISSION STATEMENT:

To provide the highest quality of education for ALL students.

SHARED VISION STATEMENT:

The vision of the Stewart County School District is to inspire in all the desire to learn and succeed. Our schools will be safe learning communities that celebrate our achievements and encourage active partnerships with families and the entire community. We will empower students to embrace the challenges and opportunities of the future.

TCSPP TEMPLATE 3.1

Evaluation of Our Process for Developing Priorities for Improving Schools

The following summary questions address the use of various data in Component 3. They are designed as a culminating activity to help you assimilate the work of Component 3. This information comprises Component 3 of the TCSPP to be turned in to the Tennessee Department of Education.

Evaluation of Aggregated Data – Narrative Response Required

What are the strengths and needs of your system based on the aggregated data?

The Stewart County TCSPP Committee used a collaborative model to develop Component 3.

The system report card indicates that we are adequately meeting the needs of most of our students. All schools are in good standing with K-12 meeting AYP. Attendance rates, graduation rates, promotion rates, and discipline/expulsion rates as a whole are shown to be appropriate. The 2006 State Report Card for Stewart County indicates an A for all subject areas K-8 in TVAAS. The report card also indicates A’s and B’s in all subject areas in achievement. The school system has exceeded all NCLB proficiency levels at both the elementary and secondary levels. The Effective Schools Survey, given to all parents, students, support staff and staff, indicates areas of strength to be high expectations, clear school mission, and safe and orderly environment. Areas of weakness were instructional leadership, discipline, and home-school relations.

What evidence/sources support your response?

System report card
K-12 district assessment data
Graduation rates
Discipline data
Attendance trends
Effective Behavior Support (EBS) Survey
School-Wide Evaluation Tool (SET)
School Safety Surveys
Office Referral Data
School Resource Officer Reports

Evaluation of Disaggregated Data - Narrative Response Required

What are the strengths and needs of your system based on the disaggregated data?

Disaggregated data provided specific data for various subgroups and grade levels. According to our 2006 System Report Card, 95% of all students tested K-8 performed at the proficient or advanced levels in math. Ninety-two percent of economically disadvantaged students performed at the proficient or advanced levels in Math while only 84% of students with disabilities performed at the proficient or advanced levels in Math. Math was an area of strength for most of our students; however a need was shown for continued focus on efforts to raise the percentage of students with disabilities testing proficient or advanced in Math. It should be noted that in categories Hispanic, African American, Native American, Asian/Pacific Islander, Limited English Proficient, Migrant, and Displaced, disaggregation was not possible due to the limited number of students in each category.

Disaggregated data provided specific data for various subgroups and grade levels. According to our 2006 System Report Card, 92% of all students tested K-8 performed at the proficient or advanced levels Reading/Language Plus Writing. Eighty-eight percent of economically disadvantaged students performed at the proficient or advanced levels in Reading/Language Plus Writing while only 71% of students with disabilities performed at the proficient or advanced levels in Reading/Language Plus Writing. Reading/Language Plus Writing was an area of strength for most of our students; however a need was shown for continued focus on efforts to raise the percentage of economically disadvantaged students and students with disabilities testing proficient or advanced in Reading/Language Plus Writing. It should be noted that in categories Hispanic, African American, Native American, Asian/Pacific Islander, Limited English Proficient, Migrant, and Displaced, disaggregation was not possible due to the limited number of students in each category.

TCAP Writing Assessment scores remained consistent or improved at each level from the previous year:

4^th/5th 3.9 to 3.9

7^th/8^th 4.4 to 4.5

11^th 3.7 to 3.9

Attention should be focused on elementary and secondary writing and an emphasis placed on preparing for the 5^th grade and 11^th grade TCAP Writing Assessments in an effort to raise the writing assessment scores to the State average or above.

Disaggregated data provided specific data for various subgroups at the secondary level as well. Ninety-seven percent of all students tested proficient or advanced on the Gateway Math exam in the 2005-2006. Ninety-five percent of economically disadvantaged students performed at the proficient or advanced level. Eight percent of students with disabilities performed at a level below proficiency on the Gateway Math exam. Ninety-five percent of all students tested performed at the proficient or advanced level on the Reading/Language Plus Writing (Gateway) in 2006. Ninety-three percent of economically disadvantaged student performed at the proficient or advanced level. Twenty-one percent of students with disabilities performed at a level below proficiency.

The examination of TVAAS data indicates that academic growth is being made in all subjects at an exemplary rate (A) in the K-8 elementary schools. However, upon closer examination of test data, areas of concern were noted. In the area of Reading/Language, overall gain (3-Yr- Avg. NCE) for students in 4^th grade was -0.7. In the area of Science, overall gains (3-Yr-Avg. NCE) for students in the 6^th and 8^th grade were -3.4 and -2.3 respectively and in Social Studies, overall gain (3-Yr-Avg. NCE) for students in 6^th grade was -1.4. These incidents of negative academic gain indicate a need for analysis of curriculum, instructional practices, and other key areas that impact student achievement.

The 2006 Diagnostic Report for Stewart County indicated a call to address more closely the needs of our higher achieving students. In Math the 4^th grade TCAP CRT 3-Yr-gain was -12.8 with students in the highest (5^th) quintile. Also in Math, the 5^th grade TCAP CRT 3-Yr-gain was -2.2 and -0.9 with 4^th and 5^th quintile students respectively. In Reading/Language students in the 3^rd, 4^th, and 5^th quintiles showed negative gains of -0.8, -4.2, and -1.7 respectively. Also in Reading/Language, in the 5^th grade students in the 5^th quintile showed a -0.9 gain while sixth grade students in the 5^th quintile showed a -1.3 gain.

The need to address more closely the needs of our higher achieving students includes both male and female students alike.

Value-added scores at the secondary level indicate that growth is above the predicated score in math foundations and English I. Growth is below the predicted score in Science and on the ACT in Math.

In the area of Technical Education the Perkins Report indicated “A” status in all areas.

Although our school system currently has only 7 LEP students, we have added a part-time ESL teacher/consultant to help meet their achievement needs. According the 2006 system report card, 75% of LEP student tested proficient or advanced in Math and 66% proficient or advanced in Reading/Language Plus Writing at the elementary level. At the secondary level, 68% tested proficient or advanced in Reading/Language Plus Writing and 71% proficient or advanced in Math.

What evidence/sources support your response?

System report card
K-12 district assessment data
Graduation rates
Discipline data
Attendance trends
Effective Schools Survey Results
EBS Survey
SET Survey
LEAP Grant After-school Program Results

TCSPP TEMPLATE 3.1

(Continued)

Evaluation of Our Process for Developing Priorities for Improving Schools

Evaluation of Non-Academic Data- Narrative Response Required

What are the strengths and needs of your system based on the non-academic data?

The Effective Schools Survey, conducted in the winter, surveyed all staff, both certified and non-certified, students and parents. The results provided both district and individual school summaries detailing perspectives from all four stakeholder groups. Parents, staff and support staff found “Frequent Monitoring,” “High Expectations,” “Opportunity to Learn/Time on Task,” and “Clear School Mission” to be areas of strength. The areas of “Home-School Relations,” and “Instructional Leadership” were found to be areas of need based on the survey results of the same stakeholders. The system report card found the attendance rates of 94.6% (K-8) and 93.6% (9-12) to be above the state goals. The suspension rate of 3.9% and expulsion rate of 0.0% were in line with the district’s goals. The promotion rate of 99.7% far exceeded the state goal of 97% as did the graduation rate of 97.9%. These strengths are attributed to a continuous focus on teaching and learning. A comprehensive Career and Technical program offers a variety of CTE classes in order to fulfill the requirements of a technical or dual path for graduation. The Perkins Report of 2006 Career – Technical portion of the report card indicated “A” status in all areas.

Transition meetings are held to ensure the successful transition of students from PK to Kindergarten, 5^th grade to 6^th grade, 8^th grade to 9^th grade, and from graduation to post-graduation. The Extended Learning Program provides extended contracts to target students identified as “at-risk” to increase academic achievement. This includes those students identified with disabilities, ELL students, economically disadvantaged students, and migrant and homeless students as well. A Professional Development Needs Assessment Survey was administered to all certified personnel and the results indicated training in instructional methods/effective teaching practices, differentiated instruction, and classroom management/discipline.

What evidence/sources support your response?

System report card
Part V: Career – Technical Education Portion of 2006 report card
Discipline data
Attendance trends
Effective School Survey
Vocational Plan
Special Education End of the Year Report
Extended Learning Program
Professional Development Needs Assessment Survey
LEAP Grant After-School Program Report

COMPONENT 4

CURRICULAR, INSTRUCTIONAL, ASSESSMENT, and
ORGANIZATIONAL EFFECTIVENESS

TCSPP TEMPLATE 4.1a

CURRICULAR PRACTICES

Current Curricular Practices	Use of Tennessee Department of Education State Standards and Training (identify practice)	Curriculum is prioritized and mapped (identify practice)	System has implemented a K-12 Cohesive Model for literacy (identify practice)	A system is in place for enhancing the quality of curriculum and instruction (identify practice)	Teaching and Learning Materials are correlated to the state standards and distributed to instructional staff (identify practice)	System communicates a shared vision of what students should know and be able to do at each grade level to stakeholders through a variety of media formats (identify practice)	__________ (identify practice)
Evidence of Practice	Lesson Plans formal and informal observations vocational check sheet blueprint for learning for all teachers curriculum maps content specific PD Use of TN State Standards	Map availability on server Teacher observations Lesson Plans Weekly Grade Level Mtgs. (k-5) Cluster Mtgs. Subject Level Mtgs.	4 Block reading implemented Teacher observations Lesson plans Framework for Evaluation (forms) Weekly Grade Level Mtgs. (k-5) Cluster Mtgs.	Distribution of Blueprint books/curriculum standards Scheduled Grade Level/subject meeting State Consultants Formal Evaluations Informal Observations Analysis of Lesson Plans	Teacher observations- Formal and Informal Purchase orders Inventory Analysis of Lesson Plans Faculty Mtgs. System Mtgs. ACM Mtgs.	Website Meetings Weekly (Family eng.) ACM Faculty PTCO Newsletters PBS Mtgs. SIP Mtgs. TCSPP Mtgs.
Is the current practice research-based?	Yes	Yes	Yes	Yes	Yes	Yes
Is it a principle & practice of high-performing school systems?	Yes	Yes	Yes	Yes	Yes	Yes
Has the current practice been effective or ineffective?	Effective	Effective	Effective	Effective	Effective	Effective
What data source(s) do you have that support your answer? (identify all applicable sources)	Lesson Plans Formal and Informal observation forms Vocational check sheet Core Indicators TCAP, TCAP Writing Assessment, TVAAS Data	Maps on server Department and Grade Level Scheduled Integrated and minutes	Teacher observation (formal and informal) STAR reader scores Test Scores	Minutes and agendas of meetings Memo/letters to teachers Lesson Plans	Report Card Test Scores Effective Schools Surveys Inventory	Meeting Logs/Agendas Minutes Effective Schools Survey
Evidence of effectiveness or ineffectiveness	Standardized Test Scores Promotion Rate Graduation Rate	Standardized Test Scores Promotion Rate Graduation Rate	Test Scores System-wide report card	Report Card Test Scores Effective Schools Survey Results	Test Scores Inventory Report Card	Report Card Reduction in dropout rate Promotion Rate Effective schools survey results
Evidence of equitable system support for this practice	System-wide System-wide	Professional Development	Staff Development	Leadership Training Professional Development for Teachers Funding	Funding System-wide staff development Effective Schools Survey Results	Funding Staff Development
Next Step (changes or continuations)	Continue	Continue	Continue	Continue	Continue	Continue

TCSPP TEMPLATE 4.1b

CURRICULUM GAP ANALYSIS

The following are related to Curriculum. The process will identify the discrepancy, or the gap, between the current state – “What Is” – and the desired future state – “What Ought To Be.” The information for “What Is” should be in Component 1 and will be reviewed at this time.

Curriculum TIME Gap Analysis - Narrative Response Required

“What is” The Current Use of: TIME

(How are we currently allocating our time as central office employees in providing assistance to schools and building capacity around understanding and implementing high quality curricular practices?)

The current organizational structure at central office is four supervisors reporting directly to the Director of Schools, as do all four principals. Each central office supervisor has a number of designated programs for which he or she is responsible. Scheduling of meetings, activities, and program implementation are carefully accomplished through effective communication with each supervisor, the Director of Schools, and the schools’ administration. Central office supervisors frequently visit the schools (almost daily) to provide support and observe curricular practices. Stewart County has a small school system composed of two elementary schools, one middle school and one high school. All four of our schools are SACS Accredited. All schools hold the “safe school” status. Additionally all schools in our system are in “Good Standing” according to the NCLB status.

There is an overall understanding of the curricular needs of the system as a whole and at the individual schools. All supervisors stress the use of the Tennessee Department of Education State standards and have provided training in their use. The curriculum is prioritized and mapped with emphasis placed on the use of the Blueprint for Learning.

The district has established and supports clearly defined curriculum and academic goals. The district also defines clear and specific academic objectives by grade and subject. The schools center plans on explicit improvement of specific academic objectives and teachers ensure the content taught is based on these specified academic objectives.

Our district has expanded its PreK program at both elementary schools to target “at-risk” students. There is a heavy emphasis on literacy within all kindergarten classroom courses. The district is currently working on a transition plan for students from early childhood programs to kindergarten.

Our district has implemented a literature-based language arts program that emphasizes:

· word analysis

· phonics

· phonemic awareness

· comprehension strategies

· daily writing

· systematic spelling program

· use of ongoing assessment of reading skills

· early identification of children with reading problems and the use of a variety of intervention strategies

· reading and writing in all content areas

Our district has implemented an integrated mathematics program based on:

· problem-solving

· skill proficiency

· conceptual understanding

· logical reasoning

Our district has added a computer lab at each elementary school with each connected to the local area network.

In all content areas and at all grade levels, the district curriculum goes beyond basic skills and reflects higher order thinking. Central office supervisors and school administrators stress the skills of interpreting data, problem solving, communication, analysis, synthesis, and application. Central office supervisors ensure that the written district curriculum is rigorous and challenging. School administrators ensure that appropriate levels of challenge are being given to students and look for all students to be engaged in work that is challenging and has appropriate depth. The curriculum is relevant to the lives of students at each level as evidenced by students actively engaged in learning. Students are encouraged to make connections to other disciplines and to real life.

Teachers are given the standards for each subject area to direct daily instruction. In addition, they collaborate with one another and create instructional guides and programs that meet or exceed the standards set by the state. The amount of common planning time for collaborative purposes has been increased at the K-8 levels due to the addition of a middle school. This has facilitated a 20% increase in the number of grade/subject levels with common planning time. Survey questions from The Effective Schools Survey (staff) indicate an increase in the percentage of positive responses in certain curricular areas. An increase from 91% to 93.25% by staff to the question “The school prioritizes the content to be learned by all students at each grade level.” A similar increase occurred on the question “Analysis and discussion of test content are part of periodic curricular reviews.” Staff members’ positive responses increased from 85% to 89%.

All central office supervisors are trained evaluators and conduct formal observations using the Framework for Evaluation and Professional Growth. Central office supervisors, while performing assigned duties, are on call to provide support to school administration, teachers, and support staff at almost any time. There is a shared vision of meeting the needs of all students and central office staff reinforces this vision on a daily basis with faculty and staff. Central office supervisors frequently conduct informal observations at all schools.

Our school system has a comprehensive career and technical program at the high school level that offers health science, business technology, family and consumer science, cosmetology, agriculture, construction technology, and automotive technology. Our high school also offers principles of technology, technical algebra, technical math and applied communications. Technical geometry will be offered beginning in the 2007-2008 school year to better meet the needs of all students. The diversity of our vocational program allows students a variety of ways to fulfill the requirements of the technical path as well allowing students on the university path to experience with vocational courses. This program also enables many students to graduate with dual path diplomas. Despite only a 1.1% increase in the student population at the high school there was a 31.4% increase in CTE course enrollment. This increase is indicative of the growing student interest in CTE.

Curricular changes are focused on providing a rigorous, yet relevant, high-level core curriculum required for all students. Continuous curricular improvement is a way of life with all central office supervisors, school administrators and staff members seeking ways to improve in the area of curriculum.

Professional Development impacting the curriculum has been provided on the following topics for certified personnel:

· SMART Training – multi-sensory approach to learning

· Classroom Management – Secondary Level

· Special Education and the Law

· Non-violent Crisis Intervention Training

· The Effective Teacher

· Teacher Legal Rights and Responsibilities

· Using Parks as Classrooms: Opportunities for Blending Classroom Studies with Your National Park

· The Five Most Critical Components of Reading – Phonological and Phonemic Awareness

· Phonics and Fluency

· Effective Grading Practices

· The Student Assistance Team

· Battling Bad Behavior – Dealing with Behavior Problems

· Creating Effective Instructional Aids

· A+ Software Training

· Effective Teaching Strategies

· Classroom Management – Elementary Level

· Strategies for More Effective Classroom Instruction on the Block Schedule

· The Referral Process

· Modifications Made Easy - Effective Modifications for Struggling Students

· Web Site Design

· TEA – I Can Do It Training

· Effective Strategies for English Language Learners

· Effective Ways to Address Bullying

· Positive Behavior Support

· Inclusion Models That Work

· The Benefits of Family Engagement in Our Schools

· SPARK Curriculum and Team Teaching

· Classroom Organization and Management

· The Effective Use of Time – Block Scheduling – Teaching Strategies

· Differentiated Instruction

· Science Content 6-12

· PreK Curriculum

· Using PreK Resources

· Effective Physical Education Strategies

· PreK and K Teaching Strategies

· Career and Technical Training

“What Ought to Be” – How Should we be Using Our: TIME

Central office employees should make extra efforts to combine similar activities and programs to save valuable time and to avoid repetition. While providing assistance to schools is a priority, more time could be made available through the alignment of “like” programs, activities, and meetings. Currently central office supervisors spend approximately 50% of their day dealing with curricular and instructional issues. Central office supervisors should strive to devote more time to the provision of curricular support at all schools and all levels. Realignment of duties among central office staff should occur to better utilize talent.

TABLE OF CONTENTS

TCSPP TEMPLATE 1.1

TCSPP TEMPLATE 2.1

TCSPP TEMPLATE 3.1

TCSPP TEMPLATE 4.1a

TCSPP TEMPLATE 4.1b