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Welcome To Bradford Special School District |
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STATE OF TENNESSEE Department of EducationLocal Consolidated District PlanFY 2004-05 Cover Page To receive No Child Left Behind funds, Tennessee requires that districts complete a consolidated planning process that comprehensively reviews district level data and prioritizes needs. This consolidated planning process requires input from key stakeholders including educators, parents, members of the public, and others. All districts must complete the consolidated planning process and document that completion by one of the three options listed below. Bradford Special School Dist. posted the following option to document the completion of their consolidated planning process. OPTION 1: · Local Consolidated District Plan Cover Page · Completion of the Process Checklist · Action Plan Templates (At least one action plan template for each goal) · Evaluation Plan Templates (Each evaluation plan must coordinate with each action plan) OPTION 2: · Local Consolidated District Plan Cover Page · Supplemental Narrative (Explanation of the alternative process implemented) · Partial Completion of the Process Checklist (Component 3 and Others as appropriate) · Action Plan Templates (At least one action plan template for each goal) · Evaluation Plan Templates (Each evaluation plan must coordinate with each action plan) OPTION 3: · Local Consolidated District Plan Cover Page · Supplemental Narrative (Explanation of the alternative process implemented) · Component 3: Academic and Non-Academic Data – Conduct the Needs Assessment · Action Plan Templates (At least one action plan template for each goal) · Evaluation Plan Templates (Each evaluation plan must coordinate with each action plan)
Tennessee Consolidated Planning & Needs Assessment Process 2003-04 System Number 274 System Name Bradford Special School District Date 6/21/04 Component 1 CONSOLIDATED PLANNING & COLLABORATIVE PROCESS Please check the tasks accomplished to the Team’s satisfaction: 1.1. Appropriate people representing important groups in our district were identified as members of the Core and Total Consolidated Planning Team. 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. 1.3. All Team Members were clear about and committed to their roles, responsibilities, and agreements that ensured productive collaboration and decision making. 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] 1.5. An effective Communication Plan that promoted satisfactory distribution and inflow of important information was developed. Team Composition Subcommittee Formation & Operation Identify Chairs and Team or Committee Members Responsible for the Consolidated Plan and Consolidated Funding Application. Consolidated Planning Chair Name: Bobby J. McCartney Title or Position: Director of Schools Identify Core Consolidated Planning Team (Identify by Name with Title, Position, and/or Representation) *Chair of Consolidated Plan may also Chair Components 1, 2, 5, & 6 Component 1 Chair Name: Regina Patterson Title or Position: Elementary Library Component 2 Chair Name: Larry McCartney Title or Position: Principal Component 3 Chair Name: Molly Durrance Title or Position: Attendance Component 4 Chair Name: Andy Leach Title or Position: Principal Component 5 Chair Name: Regina Patterson Title or Position: Elementary Library Component 6 Chair Name: Regina Patterson Title or Position: Elementary Library Component 7 Chair Name: Patty Ross Title or Position: Title I Identify Total Consolidated Planning Team (Identify by Name with Title, Position, and/or Representation) Component 2 Members Name: Title or Position: Representation:
Component 3 Members Name: Title or Position: Representation:
Component 4 Members Name: Title or Position: Representation:
Component 5 Members Name: Title or Position: Representation:
Component 6 Members Name: Title or Position: Representation:
Component 7 Members Name: Title or Position: Representation:
Our names indicate that each of these committees have met and minutes are on file.
Component 1 Chair: Regina Patterson
CP Chair: Bobby J. McCartney
Component 2 BELIEFS & MISSION Please check the tasks accomplished to the Team’s satisfaction: 2.1. Our understanding about the importance of planning from the Leadership Standards guided our approach. 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. 2.3. Our understanding of the attributes and conditions in high-performing districts and schools guided our thinking and planning. 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 Beliefs are:
Our School System’s Mission is:
Names indicate completion of this component of our Consolidated Planning Process: Component 2 Chair: Larry McCartney CP Chair: Bobby Joe McCartney Component 3 NON-ACADEMIC & ACADEMIC DATA— CONDUCT THE NEEDS ASSESSMENT Please check the tasks accomplished to the Team’s satisfaction: 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). 3.2 We identified data sources used in our current SIP Plans and in any other current school-level plans. 3.3 We are confident that we had adequate and accurate data in all data categories to determine our needs. [Data are on File]3.4 Any additional data needs were identified and were/will be collected now or for a future cycle. 3.5 Our data were disaggregated in ways consistent with regulations of NCLB and Federal Programs. [Data are on File] 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. 3.7 Student demographic data were analyzed to determine student subgroups for accountability. [Data are on File] 3.8 Educator demographic data were analyzed to determine educator needs related to NCLB. [Data are on File] 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] 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.] 3.11 Each need was stated appropriately as a need and not as an action or activity. 3.12 Our analysis and discussion of needs helped us gain insight into the extent of our needs when compared to AYP. 3.13 The process of setting priorities was effective in determining our high priority Non-Academic and Academic Needs. [Description of process used is provided.]3.14 All team members provided appropriate representation and had an equal voice in determining high priority needs. [Description of process used is provided.] Check Data Sources Used: Non-Academic Data --Student Demographics Enrollment Attendance Graduation Rate Mobility Socioeconomic Statue (SES) LEP (Limited English Proficiency) Student Behavior Discipline Referrals or Incidents—by Offense Suspensions and Expulsions Student Attitudes (Perception Data) Preschool Experience Extracurricular Participation AP, Honors, or Advanced Course Participation Post Graduate Employment or Education or Next Education Level Achievement Other—identify Other—identify Other—identify Non-Academic Data --Educator Demographics Teacher Qualifications Numbers teaching Core Academic areas who are Highly-Qualified Degree Attainment (by Student Groups Taught) Experience Certification (alternative certification, wavers, permits) GenderEthnicityAttendance RateMobility or LongevityTrained and Qualified as MentorsPre-service Teachers (Field Experience Students, Student Teachers, Interns) Trained Substitute Teachers Involved in School or District Leadership, Extracurricular, or Committee Work Projected to Retire in 1-3 years Other—identify Other—identify ParaprofessionalsHighly-QualifiedExperience Gender Race or Ethnicity Projected to Retire in 1-3 years Other—identify Other—identify Building AdministratorsCredentialedDegree AttainmentExperience Gender Race or Ethnicity Number of years in the same school Projected to Retire in 1-3 years Other—identify Other—identify Non-Academic Data --School Demographics Grade Distributions Length of School Day Operating Budget Per Pupil Expenditures Grant Awards Special Recognition Special Programs & Initiatives Other—identify Other—identify Non-Academic Data --Community Demographics Demographics of the Community Projections of Growth Major Employers Level of Community Involvement Support Agencies Other—identify Other—identify Academic Data –Student Achievement
End of Course Assessments Gateway Tests SAT/ACT Local District PreK-2 Assessments—identify TCAP & Brigance District-required Assessments –identify P.A.S.S. (2nd - 8th grades) Additional assessments—identify S.T.A.R. (Kindergarten - 6th grade) Identify Non-Academic Needs in Priority Order |
