Tennessee Consolidated Planning & Needs Assessment Process
2003-04

System Number: 130 System Name: Claiborne County
Date: April 27, 2004

Component 1: CONSOLIDATED PLANNING & COLLABORATIVE PROCESS

Tasks that were accomplished to the Team’s satisfaction are:

__Yes__ 1.1. Appropriate people representing important groups in our district were identified as members of the Core and Total Consolidated Planning Team.

__Yes__ 1.2. Team Members were clear about the Goals of Consolidated Planning and the possible challenges to accomplishing it in a way that will make a difference for our students.

__Yes__ 1.3. All Team Members were clear about and committed to their roles, responsibilities, and agreements that ensured productive collaboration and decision-making.

__Yes__ 1.4. A doable and detailed plan for accomplishing the Consolidated Planning and Needs Assessment Process complete with dates, tasks, responsibility, timelines was developed. [On File]

__Yes__ 1.5. An effective Communication Plan that promoted satisfactory distribution and inflow of important information was developed.

 Team Composition Subcommittee Formation & Operation:

Consolidated Planning Chair:
Mrs. Eula Bundren, Director Title II, V and VI, Claiborne County Board of Education

Consolidated Planning & Collaborative Process:
Component 1 Chair
Don Dobbs, Director of Claiborne County Schools

Beliefs & Mission:
Component 2 Chair
Mata J. Banks, Consolidated School Improvement Plan Recorder,
Secondary School Instructor, SACS Claiborne High

Non-Academic & Academic Data-
Component 3 Chair
Linda Gibson, Consolidated School Improvement Plan Data Collector

Special Projects Coordinator Claiborne County Board of Education

Curriculum, Instruction, Assessment, and Organizational Analysis:
Component 4 Chair
Linda Gibson, Consolidated School Improvement Plan Data Collector

Special Projects Coordinator Claiborne County Board of Education

Action Plan Development:
Component 5 Chair
Don Dobbs, Director of Claiborne County Schools,

Evaluation:
Component 6 Chair
Don Dobbs, Director of Claiborne County Schools,

Connect Consolidated Planning and Needs Assessment to the Funding Application:
Component 7 Chair
Sam McCollough, Consolidated School Improvement Plan Financial/Funding Expert

Federal Projects Director Claiborne County Schools



Total Consolidated Planning Team

Core Consolidate Planning Team Roles:

Accountability Monitor Trent Williams
Chair / Director Eula Bundren
Communicator / Reports Mary “Cissy” Stanifer
Data Collection / Analysis Linda Gibson
Data Transcription / Recorder Mata Banks
Educational Research Specialist Dr. Janet Barnard
Financial Expert / Funding Sam McCollough
Meeting Mediator Roger Hansard
Student Representative Natalie Upton

Beliefs & Mission
Component 2 Members
Mata J. Banks Ed.S CHS Instruction /SACS Chair/Grants/Secondary Schools/ Parent

Don Dobbs Interim Director of Schools Administration/Operations/School Board

Roger Hansard Adult and Community Supervision Meeting Mediator/Supervision/Grants

Bobby Williams Vice President First Claiborne Bank School Board Chairman / Community Business’

Natalie Upton CHS Senior Class President Students

Non-Academic & Academic Data

Component 3 Members

Linda Gibson Special Projects Coordinator Chair/Data Analysis/Test Coordinator

Dr. Janet Barnard Special Ed. Supervisor Special Populations

Wayne Mills Supervisor of Attendance School Administration/Student

Steve Minton Claiborne High Principal Secondary Education/Administration

Rebecca Reece Parent Coordinator Community liaison

Ann Shipley Vocational Director Vocational Education/Grants

Mary Stanifer Technology Coordinator Technologies

Curriculum, Instruction, Assessment and Organizational Analysis

Component 4 Members

Linda Gibson, CP Data Collector Chair/Special Projects Populations

Lynn Barnard, SMMS Principal Middle School 5-8

Marty Cosby FRES Principal K-8 Elementary / Parent/Grants

Norma Cox EMS Principal K-4 Elementary

Judy Hansard Guidance HY Livesay Middle School 5-8

Troy Poore CGHS Principal Secondary / Parent

Action Plan Development
Component 5 Members

Includes all CP named team members and chairs as incorporated herein and:

Don Dobbs Interim Director of Schools Chair/Operations/School Board

Karen Bundren State Consultant NCLB/ Special Populations/ Consult

Joy Collingsworth SES Principal K-6 Elementary

Kathy Keck TNT Principal K-4 Elementary/Grants

Jacquelyn Minton Instruction Midway School K-8 Elementary

Dan Redmond Midway Principal K-8 Elementary

Jim Shipley R.Center Principal K-12 Alternative

Kenneth West PVES Principal K-8 Elementary/Grants Evaluation
Component 6 Members

Don Dobbs Interim Director of Schools Chair/Operations/School Board

Cathy Chumley Instruction FRES K-8 Elementary/Parent

Sherrie Downing Instruction SMMS TEA State Evaluator/Grade 5-8

Roger Hansard Adult and Community Supervision Community/Special Populations

Linda Keck CES Principal K-8 Elementary

Ron Vannoy Instruction CGHS Secondary / CCEA School Rep

Trent Williams Assistant Director Operations/ Administration  Connection of Consolidated Planning and Needs Assessment to the Funding Application

Component 7 Members

Sam McCollough Federal Projects Director Chair/Financial/Funding Expert

Dr. Janet Barnard Supervisor Sp. Education Educational Research Specialist

Sherrie Claiborne Adult Education Coordinator Leadership/ Grants

Sheila Cosby Instructor FRES Grants / K-8 Elementary

Bridget Day Guidance Midway K-8 Elementary/ Special Populations

Elizabeth Fugate Alpha School Principal Pre-K / County Commission

Roger Hansard Adult and Community Supervision Community/Special Populations

Jim McCune LMU Vice President Four Year Institutions/ Commerce

Rebecca Reece Parent Coordinator Community liaison

Kim Seals Instruction PVES Grants/ School Reform Populations

Ann Shipley Vocational Director Vocational Education/Grants

Mary Stanifer Technology Coordinator Technologies

Joann Wells Title III Director ELS & 504 Special Populations

Our names indicate that each of these committees has met and minutes are on file.

See archived meeting minutes dated: 11/07/2003, 11/21/2003, 01/08/2004, 03/12/2004, 04/27/2004


_____Yes ____ CP Chair: Eula Bundren ____ Yes ____ Component 1 Chair: Don Dobbs
____ Yes ____ Component 2 Chair: Mata J. Banks
____ Yes ____ Component 3 Chair: Linda Gibson
____ Yes ____ Component 4 Chair: Linda Gibson
____ Yes ____ Component 5 Chair: Don Dobbs
____ Yes ____ Component 6 Chair: Don Dobbs
____ Yes ____ Component 7 Chair: Sam McCollough

Component 2: BELIEFS & MISSION

Tasks that were accomplished to the Team’s satisfaction are:
__YES__ 2.1. Our understanding about the importance of planning from the Leadership Standards guided our approach.
__YES__ 2.2. The Beliefs and Mission of the System and the Schools reflect current educators’ and stakeholders’ beliefs and serve to motivate and to energize us to high-performance.
__YES__ 2.3. Our understanding of the attributes and conditions in high-performing districts and schools guided our thinking and planning.
__YES__ 2.4. Creative thinking about the possibilities of meeting our students’ needs in different ways was incorporated in our approach to planning.

Our School System’s Mission is:

 Our School System’s Beliefs are:

The following names indicate completion of this component of our Consolidated Planning Process:

Component 2 Chair: Mata J. Banks
CP Chair: Eula Bundren

 Component 3: NON-ACADEMIC & ACADEMIC DATA - CONDUCT THE NEEDS ASSESSMENT

Tasks that were accomplished to the Team’s satisfaction are:
__YES__ 3.1 We identified data sources used in our current LEA or Consolidated Plan and in any other current system-level plans (e.g., 5-Year Plans).
__YES__ 3.2 We identified data sources used in our current SIP Plans and in any other current school-level plans.
__YES__ 3.3 We are confident that we had adequate and accurate data in all data categories to determine our needs. [Data are on File]
__YES__ 3.4 Any additional data needs were identified and were/will be collected now or for a future cycle.
__YES__ 3.5 Our data were disaggregated in ways consistent with regulations of NCLB and Federal Programs. [Data are on File]
__YES__ 3.6 Our approach to data analysis was effective in identifying our most evident and well-documented student needs. Current LEA and Current TSIP Plans were examined to determine goals and/or needs.
__YES__3.7 Student demographic data were analyzed to determine student subgroups for accountability. [Data are on File]
__YES_ 3.8 Educator demographic data were analyzed to determine educator needs related to NCLB. [Data are on File]
__YES__ 3.9 Student academic data were analyzed to determine subjects and grade levels in the most need of priority improvement and to determine important needs evident for several student groups (i.e., more than one group, more that two student groups). [Data are on File]
__YES__ 3.10 Our listings of the most evident and specific Non-Academic Needs and Academic Needs are well supported by adequate and accurate data. [Listings are presented in component 4 analysis]
__ YES _ 3.11 Each need was stated appropriately as a need and not as an action or activity.
__ YES _3.12 Our analysis and discussion of needs helped us gain insight into the extent of our needs when compared to AYP.
__ YES _ 3.13 The process of setting priorities was effective in determining our high priority Non-Academic and Academic Needs. [Description of process in minutes dated: January 8, 2004]
 __ YES _3.14 All team members provided appropriate representation and had an equal voice in determining high priority needs. Description of dissemination process used in minutes dated:

11/07/2003
11/21/2003
01/08/2004
03/12/2004
04/27/2004

Check Data Sources Used:
Non-Academic Data --Student Demographics
__v__ Enrollment
__v___ Attendance
__v___ Graduation Rate
__v___ Mobility
__v___ Socioeconomic Statue (SES)
__v___ LEP (Limited English Proficiency)
__v___ Student Behavior
Discipline Referrals or Incidents-by Offense
Suspensions and Expulsions
__v___ Student Attitudes (Perception Data)
__v___ Preschool Experience
__v___ Extracurricular Participation
__v___ AP, Honors, or Advanced Course Participation
__v___ Post Graduate Employment or Education or Next Education Level Achievement

Non-Academic Data --Educator Demographics
__v___ Teacher Qualifications
__v___ Numbers teaching Core Academic areas who are Highly-Qualified
__v___ Degree Attainment (by Student Groups Taught)
__v___ Experience
__v___ Certification (alternative certification, wavers, permits)
__v___ Gender
__v___ Ethnicity
__v___ Attendance Rate
__v___ Mobility or Longevity
__v___ Trained and Qualified as Mentors
__v___ Pre-service Teachers (Field Experience Students, Student Teachers, Interns)
__v___ Trained Substitute Teachers
__v___ Involved in School or District Leadership, Extracurricular, or Committee Work
__v___ Projected to Retire in 1-3 years
_v____ Paraprofessionals
__v__ Highly-Qualified
__v__ Experience
__v__ Gender
__v__ Race or Ethnicity
__v__ Projected to Retire in 1-3 years
_v___ Building Administrators
__v__ Credentialed
__v__ Degree Attainment
__v__ Experience
__v__ Gender
__v__ Race or Ethnicity
__v__ Number of years in the same school
__v__ Projected to Retire in 1-3 years
Non-Academic Data --School Demographics
_v___ Historical Background
_v___ Facilities
_v___ Environmental & Safety Conditions
_v___ Grade Distributions
_v___ Length of School Day
_v___ Operating Budget
_v___ Per Pupil Expenditures
_v___ Grant Awards
_v___ Special Recognition
_v___ Special Programs & Initiatives
_v__ Other- Teachers Surveys
_v___ Other- “Open door” discussions with stakeholders by the Interim Director of Schools

Non-Academic Data --Community Demographics
__v__ Size of Community
__v__ Demographics of the Community
__v__ Projections of Growth
__v__ Major Employers
__v__ Level of Community Involvement
__v__ Support Agencies
__v__ Other- Chamber of Commerce Director

Academic Data -Student Achievement
_v___ TCAP grades 3-8
_v___ TCAP-Alternative;
_v___ TVAAS
_v___ Writing Assessments
_v___ End of Course Assessments
_v___ Gateway Tests
_v___ SAT/ACT scores
_v___ Local District PreK-2 Assessments-Deal R
_v___ District-required Assessments - Orleans Hannah Algebra Predictor Test
_v___ Additional assessments-Teacher recommendations
_v__ Promotion/Retention rates
_v___ Teacher Grades
_v___ Other- Community College and Four-year Universities satellite enrollment

Identify Non-Academic Needs in Priority Order

Identify Academic Needs in Priority Order

Description of Prioritizing Process Used

The following names indicate completion of this component of our Consolidated Planning Process:

Component 3 Chair: Linda Gibson
CP Chair: Eula Bundren

 Component 4: CURRICULUM, INSTRUCTION, ASSESSMENT, and ORGANIZATIONAL ANALYSIS

Tasks that were accomplished to the Team’s satisfaction are:

__YES__ 4.1 Our analysis of School System Curriculum, Instruction, Assessment, and Organization lead to valid conclusions about our strengths and challenges supported by evidence about each major condition.

Description of instrument used:

Description of process used (e.g., how distributed, how administered, numbers of respondents,

CURRICULUM
Strengths

CURRICULUM
Needs/Challenges

INSTRUCTION
Strengths

Instruction
Needs/Challenges

 ASSESSMENT
Strengths

Assessment:
Needs/Challenges

 ORGANIZATIONAL PROCESSES, STRUCTURE, POLICIES, PRACTICES

Strengths
ORGANIZATIONAL PROCESSES, STRUCTURE, POLICIES, PRACTICES

Needs/Challenges

Supporting data and documentation are on File.
The following names indicate completion of this component of our Consolidated Planning Process:

Component 4 Chair: Linda Gibson
CP Chair: Eula Bundren

Component 4a: CAUSE-EFFECT ANALYSIS to IDENTIFY POSSIBLE ACTIONS

Tasks that were accomplished to the Team’s satisfaction are:

__YES__ 4a.1 We adequately analyzed our needs and developed a full understanding of them in terms of the main or root, and/or contributing causes.
__YES__ 4a.2 Our analysis and discussion provided insight into important barriers we must overcome to help our students succeed.
__YES__ 4a. 3 Our analysis provided insight into important opportunities and current strengths we must capitalize on to help our students succeed.

Supporting data and documentation are on File.

The following names indicate completion of this component of our Consolidated Planning Process:

Component 4a Chair: Linda Gibson
CP Chair: Eula Bundren

Component 4b: IDENTIFICATION OF CURRENT EFFECTIVE ACTIONS TO CONTINUE
Tasks that were accomplished to the Team’s satisfaction are:
_YES___ 4b.1 We identified all actions, programs, strategies we currently provide to address our high-priority needs.
_YES___ 4b.2 We examined adequate and accurate evaluation data to determine current actions that are working as effectively as possible.
_YES___ 4b.3 If evaluation data showed needed changes, we identified modifications determined to improve the effectiveness of current actions.
_YES___ 4b.4 We made decisions about the most useful ways to continue the effective programs.

Supporting data and documentation are on File.

The following names indicate completion of this component of our Consolidated Planning Process:

Component 4b Chair: Linda Gibson
CP Chair: Eula Bundren

 Component 4c: IDENTIFICATION OF POSSIBLE NEW RESEARCH-BASED ACTIONS TO INITIATE

Tasks that were accomplished to the Team’s satisfaction are:

_YES__ 4c.1 We identified a range of research-based strategies linked to specific root causes and current strengths that have the potential to effectively address our high priority needs.
_YES__ 4c.2 We identified a range of research-based strategies connected to curriculum, instruction, assessment, and organizational processes including professional development, and parent/community member involvement.
_YES__ 4c.3 We identified strategies that provide opportunities for all children to meet TN’s proficient and advanced levels of student performance especially those students who are in the most danger of not meeting state standards.
_YES__ 4c.4 We identified strategies that are based on research and proven to be effective in improving achievement.
_YES__ 4c.5 We identified strategies determined to be effective in meeting the needs of all children in underserved populations and targeted student groups.
_YES__ 4c.6 We identified strategies that are allowed under the requirements of the various Federal programs included in the Consolidated Plan.

Supporting data and documentation are on File.

The following names indicate completion of this component of our Consolidated Planning Process:

Component 4c Chair: Linda Gibson
CP Chair: Eula Bundren

 Component 5: ACTION PLAN DEVELOPMENT

Tasks that were accomplished to the Team’s satisfaction are:
_YES___5.1 We developed action plans to address our high-priority needs.
_YES___5.2 Our action plans are detailed specifying all required components.
_ YES___5.3 We identified a range of research-based strategies connected to curriculum, instruction, assessment, and organizational processes including professional development, and parent/community member involvement.
_YES___5.4 We identified strategies that provide opportunities for all children, especially those most at-risk, to meet TN’s proficient and advanced levels of student performance.
_ YES___5.5 We identified strategies that are based on research and proven to be effective in improving achievement.
_YES__5.6 We identified strategies determined to be effective in meeting the needs of all children in underserved populations and targeted student groups.
_YES__5.7 We identified strategies that are allowed under the requirements of the various Federal programs included in the Consolidated Plan.

Incorporated herein is the Claiborne County Consolidated School Improvement Action Plan evidenced by the techniques, strategies, and timelines applicable:

 GOALS:
Those responsible for verification of meeting Goals: All instructional staff and administration (It was suggested by Mrs. Bundren that this be incorporated into the Principal’s performance contract.)

Time frame for Goals: Annual (Fall state reports)

Claiborne County School District seeks to:

GOAL: topic-Language arts / Vocabulary:
1. Meet or exceed AYP (Adequate Yearly Progress) in reading and language arts as mandated by federal accountability guidelines.
Timeline: Annual revisiting with first analysis of test results at end of school year 2003-2004 Global Evaluation: AYP was met or exceeded.

Strategies:
A: Provide staff development consisting of test analysis, instructional strategies, research based intervention programs
Funding Source: by federal programs, grants, and local and state funds Evaluation: Review of completed sign-in sheets evidencing staff development participation
B: Daily integration of reading and language arts across the curriculum Funding Source: No additional funding sources required Evaluation: Review of lesson plans as collected by principal or designee.
C: Increase community involvement within reading and language arts programs Funding Source: No additional funding sources required to incorporate community contact Evaluation: individual school documents reviewed for level of community involvement.

GOAL: topic-increasing graduation and attendance rates

2. Improve attendance and graduation rates.

Time line: Annual revisiting with first analysis of results at end of school year 2003-2004
Global Evaluation: There will be a reduction of 5 percent in at risk behaviors and an increase in graduation rates.

Strategies:
A: Provide career awareness exploration in grades K-12. Funding Sources: No additional funding necessary. Evaluation: Exploration program occurred.
B: Provide parent involvement opportunity and training to communicate the value of education. Funding: Federal programs, social programs. Evaluation: Review of documentation of parent involvement.
C: Provide relevant, meaningful programs to connect learning to real life. Funding Sources: No additional funding sources required. Evaluation: Review of ASFAB, Talent Search and testing results from transitional measures.

GOAL: topic-mathematics scores

3. Reduce the below proficient in math, (grades 3-8 math, Gateway math courses and math foundations) by ten percent and raise ACT scores in math to 19.1

Time line: Annual revisiting with first analysis of results at end of school year 2003-2004. Global Evaluation: Reduction of below proficient in math (grades 3-8 math, Gateway math courses and math foundations) by ten percent and ACT scores in math were raised to 19.1. Strategies:
A: Provide staff development consisting of test analysis, instructional strategies, research based intervention programs. Funding Source: by federal programs, grants, and local and state trends) Evaluation: Review of completed sign-in sheets evidencing staff development participation
B: Daily integration of mathematics across the curriculum. Funding Sources: No additional funding sources required. Evaluation: Review of lesson plans as collected by principal or designee. 

GOAL: topic-student poverty

4. Improve understanding of the impact of socio-economic, gender, and special-education of student performance

Time line: Annual revisiting of programs instituted with first analysis at end of school year 2003-2004 Global Evaluation: Review of staff development program completed sign in sheets evidencing staff participation

Strategies:
A: Provide staff development consisting of test analysis, instructional strategies, research-based intervention programs
Funding Sources: by federal programs, grants, and local and state trends)
Evaluation: Review of completed sign-in sheets evidencing staff development participation

B: Implement instructional strategies to better address the listed sub-groups needs
Evaluation: Review of lesson plans as collected by principal or designee and applicable test results as provided through No Child Left Behind sub-group analysis.

The following names indicate completion of this component of our Consolidated Planning Process:

Component 5 Chair: Don Dobbs
CP Chair: Eula Bundren

Component 6: EVALUATION
Tasks that were accomplished to the Team’s satisfaction are:
_YES___6.1 We developed evaluation plans aligned with our action plans.
_YES___6.2 Our evaluation plans are detailed specifying all required components.
_YES___6.3 We identified a range of appropriate formative and summative evaluation activities that will help ensure effective implementation and will provide information about overall impact.

Evaluation Plans Incorporated within GOALS under ACTION PLAN See Component 5 for copy

The following names indicate completion of this component of our Consolidated Planning Process:

Component 6 Chair: Don Dobbs
CP Chair: Eula Bundren

Component 7: CONNECT CONSOLIDATED PLANNING AND NEEDS ASSESSMENT TO THE FUNDING APPLICATION

Tasks that were accomplished to the Team’s satisfaction are:
__YES__ Completed Consolidated Funding Application [Application submitted]
The following names indicate completion of this component of our Consolidated Planning Process:
Component 7 Chair: Sam McCollough
CP Chair: Eula Bundren

Component 8: ACT, EVALUATE, & ADJUST [Not until Spring of 2004-to begin Cycle 2004-05]

Evaluation Summary [Post in Spring of 2004-to begin Planning Cycle 2004-05]