FRAMEWORK for

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Tennessee Comprehensive Systemwide Planning Process

(TCSPP)

Assurances

with Signature of Director of Schools

I certify that _______________________________________________________ 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.

__________________________________________ ______________________

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
John Pipkin	Director of Schools
Cherrie Pipkin	Instructional Supervisor
Dr. Jane Rowlett	SPED Director
Linda Patterson	Federal Programs Contact
Barbara Johnson	Counselor/Title IV Director
Christie Pugh	Career/Technical Director
Fred Brown	Technology Coordinator
Sarah McEarl	Parent
Ronald Johnson	School Board 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 1 Member	Role
Linda Patterson	Federal Programs Contact
John Pipkin	Director of Schools
Fred Brown	Technology Coordinator
Cherrie Pipkin	Instructional Supervisor
Dr. Jane Rowlett	SPED Director, Title III Director, Ell Coordinator
Barbara Johnson	Counselor/Title IV Director
Christie Pugh	Career/Technical Director
Sarah McEarl	Parent
Ronald Johnson	School Board Member
Component 2 Member	Role
Dr. Jane Rowlett	Central Office (SPED Director)
Vivian Kelley	Parent, Community Representative
Amy Eaton	Teacher, Parent
Troy Kilzer	Principal, CCHS
Fred Brown	Technology Coordinator
Emma Hopper	Adult Education
Farah Manjiyani	Student

Component 3 Member	Role
Barbara Johnson	Counselor/Title IV Director
Connie Beecham	School Nurse
Mike Tignor	Attendance Supervisor
Christie Pugh	Teacher; Career/Technical Director
Cherrie Pipkin	Instructional Supervisor
Britt Eads	Assistant Principal, CCHS
Casey Jordan	Student
Ethel Wade	Family Resource Center, Director
Jill Cabrerra	Parent

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
Cherrie Pipkin	Instructional Supervisor
Linda Patterson	Federal Programs Contact
Christy Swope	Teacher, CCMS
Melinda Parker	Principal, East Chester
Lesa McIntyre	Teacher, CCMS
Renee Croom, Sandra Goodwin	Teachers, CCJHS
Ginger McPherson	Teacher, CCHS
Lisa Melton	Parent
Jimmy Dyer	Principal, West Chester
Component 5 Member	Role
Linda Patterson	Federal Programs Contact
Harvette Croom	Teacher, CCHS
Lisa Whaley	Teacher, CCJHS
Barbara Johnson	Counselor, CCMS/CCJHS
Jennie Fletcher	Teacher, Jacks Creek
Frank Holiday Cherise Gaydon	Teacher Assistant, CCHS Teacher Assistant, CCMS
Randle Fenimore	Principal, CCMS
Brian Signaigo	Community Representative
Component 6 Member	Role
Christie Pugh	Teacher, CCHS, Career Technical Director
Dr. Jane Rowlett	SPED Director
LaTasha Phillips	Principal, Jacks Creek
Rhonda Jones	Parent
Ken West	Principal, CCJHS
Ashley Pugh	Student, CCHS
Ginger McPherson	Teacher, CCHS
Lance Beshires	Community Representative

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 Require

How were data collected and organized for school system profile?

In the 2005-06 planning process, Central Office supervisors, program managers, and other members of the Leadership Team worked together to compile the quantitative and qualitative data for Chester County Schools. We used Parts I, II, III, and IV of the system’s Report Card as the basis for discussing the questions in the Reflective Matrix and for the development of our Mission, Vision, and Beliefs. The discussion focused specifically on Title I / Federal Programs, Special Education, and Career Technical Education for all subgroups of students. The System-wide Profile provided by the Tennessee Department of Education was thoroughly examined and used for the study of longitudinal data. The data are organized and kept on file in the central office. In the 2007 planning process, our leadership team was revised to reflect the addition of new parents and students. It was also discovered that we had not addressed the needs of our ELL students. This added information is found in Components 3, 4, and 5.

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 will be used to align the Mission, Vision, and Beliefs with the needs of the community and parents, No Child Left Behind, student subgroups and the overall improvement of Chester County Schools. We want our Vision to reflect a conjoined view of the future as we move toward building capacity for success for all students in Chester County Schools.

Collection of Student Performance Data - Narrative Response Required

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

Our collection of data includes the following: Achievement test results (TCAP, Gateway, and EOC), ACT, Value Added, attendance and promotion patterns, special education percentages, graduation and dropout patterns, and Perkins’ core indicators of performance. All data have been disaggregated and studied by subgroups. Non-academic data includes the following: free and reduced lunch information, demographics of system and community, staff qualifications/demographics, community and staff survey results, and fiscal expenditure patterns. The results of the data study have identified some obvious areas of need in our system. Our findings will direct us toward congruency with the fiscal expenditures and the needs of targeted subgroups and the system overall.

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?

The system administration works together to provide schools with the resources, support, and personnel on an equal and adequate basis. This process, however, will allow us to delve further into what we have done in the past to determine if we truly have provided the necessities equitably and adequately to our schools, students, and staff. We will continue to communicate as a team to provide for adequate timely, cost effective, and non-redundant services on a fair and equal basis.

Delivery of Services - Narrative Response Required

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

This process has made us keenly aware that even though we have different individual duties and responsibilities, we are serving the same group of people. We must continue to communicate and interlace our efforts as we seek to provide appropriate services to our schools. We cannot allow ourselves to be consumed by the uniqueness of our position that might cause us to overlook a school or subgroup of students that has a need for services that we are not providing. We must acquaint ourselves with the common characteristics of each program area and then network to provide the best possible support to the clientele we serve in the most efficient manner.

Evaluation of the Collaborative Process- Narrative Response Required

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

Strengths: The collaboration process has compelled us to move from program area ownership to collective ownership of system-wide planning. Reflection on past plans has revealed redundancy in data collection. We also discovered that some of the methods and programs being used are disjointed, creating skewed services. We realized that we could provide more coherent services through collaboration and teamwork to better meet the needs of our constituents.

Needs: There is a need for more time to collaborate. We are finding ourselves overwhelmed with deadlines, guidelines, procedures, and requirements. Our well-intentioned, well-written plans for providing services to schools get thwarted by the aforementioned obstacles.

(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:

All Students can learn
All students are entitled to reach their full potential
All students are entitled to quality instruction
Quality instruction requires high academic standards
Quality instruction requires a variety of instructional approaches
Quality instruction prepares students to compete in a changing and complex national and global society
Quality instruction equips students with skills to compete in the technological world
Quality instruction includes the fine arts
Quality instruction promotes creative thinking, problem solving and life-long learning
Quality instruction fosters positive self-concepts and self-discipline
Quality instruction promotes good citizenship and positive relationships with others
Quality instruction fosters concepts, attitudes, and behaviors that promote good health habits
Quality instruction requires fair, equitable, and consistent discipline
Quality instruction requires a positive, safe, clean, well-maintained environment
Quality instruction requires opportunities to participate in extracurricular activities
Teaching is dedication to quality instruction
Teachers are entitled to a job filled with excitement
Regular attendance is required for maximum benefits from the educational process
The educational process is a cooperative effort of administrators, faculty, staff, students, parents, and community
It is essential to have continuous improvement in planning, delivery, and evaluation of all services
Our ultimate goal is to graduate every student

MISSION STATEMENT:

The mission of Chester County Schools is to provide a positive educational environment that promotes high academic standards, acquisition of skills to compete in national and global society, positive self-concepts, good citizenship, and life-long learning.

SHARED VISION STATEMENT:

Our vision is to insure Chester County Schools are among the best in the state and nation. ‘Soaring to Excellence’

COMPONENT 3

ACADEMIC and NON-ACADEMIC DATA ANALYSIS and SYNTHESIS: DEVELOPING PRIORITIES FOR IMPROVING SCHOOLS

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?

A collaborative review of the aggregated data has exposed the following areas of strengths and needs:

Strengths

K-8 (Aggregated):

§ Using 3-year averages, Chester County students scored at or above the state average of proficient and advanced in Math, Reading/Language, Social Studies and Science.

§ Writing scores in grades 5 and are at or above the state score.

§ TVAAS gains by grade and content:

Ø Language Arts in 4^th, 5^th, and 8^th

Ø Math in 4^th grade

Ø Science in 4^th grade

Ø Social Studies in 4^th, 6^th and 7^th grades

§ AYP was met in all areas.

9 – 12 (Aggregated)

§ Gateway Algebra, Biology I and English II are above the state average in percent of students scoring proficient and advanced.

§ End of Course English I, Physical Science and U.S. History are above the state average in percent of students scoring proficient and advanced.

§ TVAAS data shows that observed scores on Gateway English and End of Course English I are above the predicted scores

§ TVAAS Writing Assessment for Grade 11 revealed that the observed scores are above the predicted scores.

§ TVAAS ACT observed scores are above the predicted scores.

§ Perkins Report Card shows all goals were met in Career and Technical education except enrollment of non-traditional students (4S1).

§ AYP was met in all subject areas.

Needs:

K-8 (Aggregated):

v TVASS scores show a trend of negative gain in the following areas:

Ø Reading and Language, grade 7

Ø Math, grades 5 and 7

Ø Science, grades 5, 6, 7, 8

Ø Social Studies, grades 5 and 8

v Achievement scores for 2006 show all students scored below the state average percentage of proficient and advanced in Reading/Language.

9-12 (Aggregated):

v End of Course Math Foundation scores are below state average of proficient and advanced.

v TVASS scores show observed scores below predicted scores in Math Foundations for 2006 and 3-year average.

v Perkins Report Card continues to show negative gains in enrollment of non-traditional students (7.27% below the negotiated performance level for 2005-06).

What evidence/sources support your response?

· Chester County Report Card 2006

· Report Card Archives

· TCAP Achievement Performance Level Reports

· TCAP Achievement Performance Index Reports

· TCAP Achievement Performance % Proficient

· Gateway and End-of-Course Performance Level Reports

· TVAAS Reports

· Writing Assessment Summary Reports

· System/State Comparison Report of All Students (system-made)

· Perkins Report Card 2005-06

· AYP Report

Evaluation of Disaggregated Data - Narrative Response Required

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

A collaborative review of the disaggregated data has exposed the following strengths and needs:

Strengths:

K-8 (Disaggregated)

· Math: All students, White, African American, Economically Disadvantaged and Students with Disabilities subgroups are continuing to increase the percentage of students scoring advanced. The same subgroups continue to decrease the percentage of students scoring below proficient.

· Reading/Language Arts: White, Hispanic, Economically Disadvantaged, and Students with Disabilities subgroups are increasing the percent of students scoring advanced. From 2005, White and Students with Disabilities subgroups decreased the percentage of students scoring below proficient.

· TVAAS Math: White and Economically Disadvantaged subgroups in 4^th and 6^th grades show an increased percentage of students scoring in higher quintiles.

· TVAAS Reading/Language Arts: White and Economically Disadvantaged in grades 4 and 5 and White, African American and Economically Disadvantaged in grade 6 show an increase in number of students scoring in higher quintiles.

· There were 64 Hispanic children in our system last year. 24 Hispanic children tested in grades 3-8, 20 of them were proficient or advanced in Math. 4 of them were non-proficient. Those Hispanic children who were non-proficient were LEP. 23 Hispanic students took the Reading/Language test, 7 of them were non-proficient. There were only 9 LEP students in grades 3-8 in 2005-06. 16 of our LEP students were in grades K-2 in 2005-06 and were not tested. LEP services are offered to all of them.

· AYP was met in all subgroups in all content areas.

9-12 (Disaggregated)

· Gateway Math TVAAS: Economically Disadvantaged, African Americans, and White subgroups are increasing the percentage of students scoring in higher quintiles and are reducing percentage of students in lowest quintiles.

· Gateway Math: White and Economically Disadvantaged subgroups are increasing the percentage of students scoring proficient and advanced.

· Gateway Language Arts TVAAS: Economically Disadvantaged, White and Asian are increasing scores in higher quintiles.

· Gateway Language Arts: White and Economically Disadvantaged subgroups are increasing the percentage of students scoring proficient and advanced.

· Perkins Report Card: All subgroups are performing equally well in skill proficiencies (1S2).

· There are only 3 LEP students in grades 9-12. There is not enough data to include in this document. LEP services are provided to all of them.

· AYP was met in all subgroups in all content areas.

Needs:

K-8. (Disaggregated)

v Reading/Language: Using three-year averages, White, Hispanic, African American, and Students with Disabilities subgroups are scoring below the state average of proficient and advanced.

v All subgroups in 4^th grade, except African Americans and Students with Disabilities scored below the state average of proficient and advanced in 2006 in Reading/Language.

v 20% of African Americans and 87.5% of 5^th grade Students with Disabilities scored below proficient in 2006 in Reading/Language.

v All subgroups in Reading/Language performed below the state average of proficient and advanced. All subgroups except African Americans increased the number of students scoring below proficient in 2006.

v 20% of 5^th grade African American students scored below proficient in 2006.

v 41.9% of African Americans, 26.3% of Economically Disadvantaged, 87.5% of Students with Disabilities scored below proficient in 8^th grade math compared to only 8.8% of White students who scored below proficient in 2006.

v TVAAS Math and Reading/ Language Arts: African American, Hispanic, and Students with Disabilities subgroups are clustered in quintiles 1, 2, and 3.

v Gap Analysis: African American and Students with Disabilities are the subgroups with the largest achievement gap in Math and Language Arts.

9-12 (Disaggregated)

v End of course Math Foundations: All students and white subgroups need to increase percentage in the upper quintiles.

v Gateway Language Arts: Economically Disadvantaged, White, and African American need to decrease the percentage in the lowest quintile.

v Perkins Report Card: African Americans are falling 7-15% below other subgroups in academic attainment (1S1) and completion (2S1). Students with Disabilities and Economically Disadvantaged are 19-22% below other subgroups in placement (3S1). Enrollment of females in T and I classes is 20% below the negotiated performance level for enrollment of non-traditional students (4S1).

v The largest gaps in Gateway and End of Course continue to be in the African American and Students with Disabilities subgroups.

What evidence/sources support your response?

· Chester County Report Card 2006

· Report Card Archives

· Gateway and End-of-Course Demographic Summary Reports

· TCAP Achievement Disaggregation Summary Reports

· AYP Report

· Perkins Report Card 2005-06

· TVAAS Data

· Gap Analysis

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?

A collaborative review of the non-academic data has exposed the following areas of strengths and needs:

Strengths:

· Highly Qualified Teachers 98.3 (updated 4-16-07)

· Good Standing Status

· K-8 Attendance is at 95.3% and is above the state goal of 93%.

· K-8 Promotion is at 98.3% and is above the state goal of 97%.

· 9-12 Attendance is at 93.8% and is above the state goal of 93%.

· 9-12 Dropout Rate is 8.0% and better than the state goal is 10%.

· 9-12 Graduation Rate is above the state average at 84.0%. The state goal is 90%, but the state’s current graduation rate is currently 77.9%.

· Career and Technical concentrators had a graduation rate of 91.75%.

· All subgroups performed well on the Perkins Report card with 100% attainment of skill proficiency.

· 94/23% of 12^th grade concentrators were placed in employment, post secondary, or military in 2005-06 on the Perkins Report Card.

· Goals were met for completion of non-traditional students (4S2) with 32.95%, which is 22.24% above the negotiated performance level on the Perkins Report Card.

· K-8 needs assessments of parents and staff show strengths in the following areas:

o Keeping parents and community informed about school happenings.

o Keeping parents informed on students’ progress.

o Providing a safe environment for children.

· 9-12 needs assessments of parents and staff show strengths in the following areas:

o Providing students with extra help with schoolwork.

o Providing a safe environment for children.

o Keeping parents informed on student progress

Needs:

v Suspension of African American students (34%).

v Suspension of Males (64% of all suspensions)

v Of the 13 total dropouts over the last four years, 9 were males, 4 were females, 9 were white, 3 were black and 1 was Hispanic, and 8 were economically disadvantaged.

v There is a disproportionate number of Males being served in special education: 132 Males compared to 61 Females.

v Only one of the twenty-four students in the gifted program in grades K-6 is African American.

v The percentage of African Americans on the teaching staff is only 4.8% compared to the African American student population of 14.2%

v Per Pupil Expenditures ADM is 78.9% of the State Average.

v Perkins Report Card shows the goal was not met for nontraditional enrollment with only 22.36% enrollment in Career and Technical programs for 2005-06.

v Perkins Report Card shows 75% of special population concentrators achieved attainment on placement (3S1) compared to 94.23% by the system overall.

v Perkins Report Card shows female enrollment (4S1) in T and I courses lags 20% below the negotiated performance level.

v K-8 Needs Assessment of parents and staff exposes needs in the following areas:

Ø Providing teachers with materials and equipment to do the best job possible.

Ø Using effective discipline plan enforced by parents and staff.

Ø Helping students have respect for self and others.

v 9-12 Needs Assessment of parents and staff exposes needs in the following areas:

Ø Helping students have respect for others and self.

Ø Providing families with opportunity to take active part in school.

Ø Provide teachers with training to do the best job possible.

Observed Trends:

· African Americans are showing up in all data as being the subgroup falling behind academically and non-academically. The trend is across grade levels and subject areas. The negative trend is also evident in number of suspensions, special education enrollment, value-added, achievement gap, and graduation rate, enrollment in gifted and talented programs, and Perkins indicators 1S1 and 2S1.

· Reading/language is the content area that is in most need of improvement, especially in grades 4, 5, and 7.

· The enrollment of non-traditional students in Career and Technical programs continues to show negative progress. The problem is with female enrollment in T and I courses.

What evidence/sources support your response?

· Chester County Report Cards 2006

· Report Card Archives

· Suspension Report

· Attendance Report

· Dropout and Graduation Reports

· Highly Qualified Update Report

· Special Education Demographics

· Family Engagement Survey

· MIS Reports

· Perkins Report Card 2005-06

· Component I System Profile

· Demographics of Students and Staff

· Special Education Federal Tables

TCSPP TEMPLATE 3.1

(Continued)

Evaluation of Our Process for Developing Priorities for Improving Schools

Evaluation of the System’s Current Approach in Meeting the Needs of All Students - Narrative Response Required

What are the strengths and needs of your system in meeting the needs of all students?

The Component 3 Committee reviewed and analyzed academic and non-academic data. Areas of strengths and needs were identified. Subject, grade level, demographic subgroups, and type of measurement were disaggregated with evidences noted. All Committee members had equal input in the data evaluation process. The Committee sought to determine if adequate and accurate data were presented and if the data aligned with the findings in the School Improvement Plans and current LEA plans. Looking at the data across all program area plans identified trends.

Strengths:

· Writing Assessment scores in grades 5, 8, and 11 continue to improve.

· K-8 TCAP Achievement in all areas improved in 2006

· TVAAS gains in Grades 4 and 6 for all content areas

· AYP met in all subject areas at all grade levels

· K-8 Attendance/Promotion continues to improve.

· TVAAS observed 3 year average gains in Gateway Science, Gateway English, and End of Course English I continues to be above the 3 year average predicted score.

· ACT observed 3-year average scores continue to be above the predicted 3-year average.

· Career and Technical indicators 1S1, 1S2, 2S1, 3S1, and 4S2 continue to surpass the negotiated performance level.

Needs:

v Reading and Language Proficient and Advanced in grades 4 and 7 in all subgroups except African American are below the state average for 2006.

v TVAAS negative gains in all subjects in grades 5 and 7 continue.

v Gateway Math negative trend of moving students to the Proficient Level continues.

v Gateway Language Arts negative trend of moving students to the Proficient Level continues.

v TVAAS scores in End of Course Math Foundations II observed score is significantly below predicted score.

v Suspension of African American is disproportionate.

v Suspension of Males is disproportionate.

v Lack of African Americans in the gifted program continues.

v Lack of African Americans in the upper quintiles in TVAAS and Achievement continues.

v Over representation of males in Special Education continues.

v Per pupil expenditures continue to be below the state average.

v Achievement gap continues for Students With Disabilities and African Americans in all content areas at all grade levels.

v Lack of non-traditional students enrolled in Career and Technical Programs continues to fail to meet the negotiated performance level.

Observed Trends:

· African Americans are showing up in all data as being the subgroup falling behind academically and non-academically. The trend is across grade levels and subject areas. The negative trend is also evident in number of suspensions, special education enrollment, value-added, achievement gap, and graduation rate, enrollment in gifted and talented programs, and Perkins indicators 1S1 and 2S1.

· Reading/language is the content area that is in most need of improvement. Reading/language is not showing the continual improvement in the number of proficient and advanced that is occurring in math.

· Males are showing up in all non-academic data as being at risk to graduate on time. Major indicators are graduation rate of males, suspensions of males, and the number of males in special education. Our student attendance report shows that we have more males than females in seven of the 13 grade levels. There area 63 more males that females system-wide which could put us at risk of making AYP if the trend continues for males.

· The enrollment of non-traditional students in Career and Technical programs continues to show negative progress. The problem is with female enrollment in T and I courses.

What evidence/sources support your response?

· Chester County Report Card 2006

· Report Card Archives

· Suspension Report

· Attendance Report

· Dropout and Graduation Reports

· Highly Qualified Update Report

· Special Education Demographics

· Family Engagement Survey

· TCSPP Data Analysis (provided by TDOE)

· MIS Reports

· Perkins Report Card 2005-06

· Component I System Profile

· Demographics of Students and Staff

· Special Education Federal Tables

· TCAP Achievement Performance Level Reports

· TCAP Achievement Performance Index Reports

· TCAP Achievement Performance % Proficient

· Gateway and End-of-Course Performance Level Reports

· TVAAS Reports

· Writing Assessment Summary Reports

· System/State Comparison Report (system-made)

The Component 3 Committee met to identify the top priority needs from the list of needs established from the data review and those considered to be priorities by the Comprehensive System wide Leadership Team. Members of the team spoke for the needs they considered to be the highest priority using data and research.

The Committee reviewed the results of the prioritized list of needs, developed prioritized goals, and submitted it in draft form to the Leadership team.

The Component 3 Committee reviewed and analyzed feedback from the Leadership Team. The document was finalized.

Evaluation of the Prioritized Goals - Narrative Response Required

What are your data driven prioritized goals?

Academic Goals:

To decrease the percentage of students scoring below proficient in Reading/ Language by 3% in all subgroups in K-8 and 9-12 grade clusters.
To decrease the achievement gap in Reading/Language Arts for African Americans and Students with Disabilities by 3% in K-8 and 9-12 grade clusters.

Non-Academic Goals:

To decrease the number of male dropouts by 10%.
To decrease the number of suspensions of African American students and males by 10%.

To increase enrollment of non-traditional students in Career and Technical classes.

TCSPP TEMPLATE 4.1a

CURRICULAR PRACTICES

Current Curricular Practices

Standards-based curriculum

Teaching and learning materials are correlated to the state standards and distributed to instructional staff

Curriculum

Alignment

Curriculum is prioritized and aligned with state standards

Curriculum Monitoring System

System is in place to insure and enhance the quality of

curriculum and instruction

Focused Professional Development

Support system for enhancing quality of curriculum and instruction

System wide Communication and Collaboration

Shared Vision of what students should know and do at each grade level is communicated through variety of media formats

Formative Assessments

Formative Assessments aligned with system benchmarks

Textbook Driven Instruction

Not supported by system but used by many as sole resource for teaching standards

Evidence of Practice

Lesson Plans

Evaluation Logs

Observation Notes

Budget Documents

Standards in all classrooms

Lesson Plans

Grade Level Meeting Notes

Observation Notes

Observation notes

Evaluation Files

Drop-in files

Records of grade level and department meetings

Staff development records

Website

chestercountyschools.org

Newspaper

Newsletters

Meetings

Advisory Council Notes

Test Results from Think Link

DIBELS

TFAP

Observation Notes

Drop In Notes

Lesson Plans

Is the current practice research-based?

Yes

Is it a principle & practice of high performing school systems?

Yes

Has the current practice been effective or ineffective?

Effective

Ineffective in most cases

What data source(s) do you have that support your answer? (identify all applicable sources)

Gateway, EOC

TCAP Achievement, Writing Assessment, Report Card, Graduation Rate, IEPs, CTE Concentrators

Report Cards

Assessment Data

Surveys

Lesson Plans

Observation Notes

Grade Level Meeting Notes

Report Cards

Assessment Data

Surveys

Lesson Plans

Observation Notes

Grade Level Meeting Notes

Perkins Report Card

Teacher Surveys

Needs Assessments

Test Data

Stakeholder Feedback

TCAP Achievement, Writing Assessment Report Card

Test Data

Observation Notes

Lesson Plans

Surveys

Evidence of effectiveness or ineffectiveness

Improved:

Test Scores

TVAAS Data

Gap
Analysis,

Graduation Rate

Report Card

Improved:

Test Scores

TVAAS Data

Gap
Analysis, Graduation Rate

Report Card

Test Scores

TVAAS Data

Gap
Analysis, Graduation Rate

Needs Assessments

Surveys

Needs

Assessments Surveys

Test Data

Needs Assessments

Surveys

Improved Scores

Decrease in Achievement Gaps

Student Success on Summative Assessments

Low TVAAS in some areas, no decrease in achievement gap in some areas

Stagnant scores

Parent Feedback

Evidence of equitable system support for this practice

Documented in Plan Books

Appropriate resources and materials

Grade-Level Meeting Notes

Documented by Observation Files and Drop In Notes

Meeting notes and feedback

Staff Development Records

System-wide plan for distribution of standards and benchmarks

Logs and Notes

Formative testing is only in grades 4-8 reading and math and K-3 in reading.

N/A

Next Step (changes or continuations)

Continue

Additional Training on Teaching to Standards

Continue and Expand to grades 7-12

Continue and Expand to core content areas in grades 7-12

Continue

Address needs assessment PD:

K-8 Reading, Discipline, Higher Order Thinking

9-12 Discipline, Higher Order Thinking, and Low Achieving Students

Continue

Continue and Expand to grades 9-12 and high school Gateways

Continue to support the use of research-based curriculum materials along with appropriate textbook resources

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?)

Monitoring Curricular Practices
Planning Staff Development
Analyzing Data
Writing Projects/Plans
Researching Curricular Practices
Training Personnel
Support and Assistance Based on Individual Needs

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

Modeling Practices
Analysis of Curricular Practices in Relation to Data-based Needs
Continuation of the Above Current Uses of Time
Support to teachers on modifications and inclusion

Curriculum MONEY Gap Analysis - Narrative Response Required

“What is” The Current Use of: MONEY

(How are we currently allocating our funds in providing assistance to schools and building capacity around understanding and implementing high quality curriculum practices?)

Textbooks
Staff Development
Materials and Resources
Technology Equipment
Formative Assessment Program
Personnel
Allocation based on data-based needs

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

Continue with Staff Development
Continue to Provide Services to Schools Based on Need

· Continue to Provide Highly Qualified Personnel

· Incorporate programs for developmental/acquisition of instructional/educational materials/library services and materials.

TCSPP TEMPLATE 4.1b
(continued)

CURRICULUM GAP ANALYSIS

Curriculum PERSONNEL Gap Analysis - Narrative Response Required

“What is” The Current Use of: PERSONNEL

(How are we currently allocating personnel in providing assistance to schools and building capacity around understanding and implementing high quality curriculum practices?)

Monitoring Programs
Planning/Implementing Programs
Training
Analysis of Programs
Meeting Compliance Issues

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

Continue to Implement Programs to Improve the Achievement Gap of Under Performing Subgroups

Curriculum OTHER RESOURCES Gap Analysis - Narrative Response Required

“What is” The Current Use of: OTHER RESOURCES

(How are we currently allocating other resources in providing assistance to schools and building capacity around understanding and implementing high quality curriculum practices?)

Resources are allocated based on data-driven needs
Grade Level and Department Meeting time is provided
Additional resources to support the state standards are provided

i.e. United Streaming, Compass Learning, A+ Anywhere Learning, ThinkLink, TFAP

Technology is expanded and upgraded according to long-range plans.

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

Resources for schools not supported with federal funding
Meeting time to plan vertically by grade/department
Staff development on a discipline program enforced by parents and staff
Implementation of a reading intervention program in K-12.

TCSPP TEMPLATE 4.1c

CURRICULUM REFLECTIVE QUESTIONS

The completed Curriculum gap analysis should enable the System wide Leadership Team to answer the following reflective questions relative to curriculum practices.

Curriculum Reflective Questions - Narrative Response Required

Are we providing equity and adequacy to all our schools?

The Central Office Staff has reviewed and analyzed our efforts in providing equity and adequacy to all of our schools. We determined that our Title schools are reaping the benefits of additional funding and are showing improvement on state assessments. Some of the best practices implemented in Title schools need to be implemented in Non-Title schools.

We believe we are providing adequate and equitable services with curriculum alignment, monitoring of the curriculum, standards-based curriculum, and focused professional development. We believe that a system-wide formative assessment program with benchmarks would benefit Non-title schools, especially Chester County High School, with state assessment score improvement. In 2007-08, Chester County Junior High implemented TFAP (Princeton Review).

Curriculum Reflective Questions - Narrative Response Required

Are we targeting funds and resources effectively to meet the needs of our schools?

Review and discussion of how funds are targeted lead us to believe that we are using available funds to meet the needs of our schools. Needs assessments, surveys, test data, and SIPs are used to determine where funds should be used.

We have determined that we have some subgroups and grade levels that are not performing as well as others. We are taking a closer look at how we can use funds and resources to meet the needs of the students in those subgroups/grades.

Curriculum Reflective Questions - Narrative Response Required

Based on the data, are we accurately meeting the needs of students in our schools?

We have found large achievement gaps in our Students with Disabilities and African Americans subgroups. Our reading/language scores continue to be stagnant with some subgroups and grade levels falling behind the state average of proficient and advanced. We need to spend more time, money, personnel, and resources to meet the needs of those students.

TCSPP TEMPLATE 4.1d

CURRICULUM SUMMARY QUESTIONS

The following summary questions are related to Curriculum. They are designed as a culminating activity for your self-analysis, focus questions discussions, and findings regarding this area.

Curriculum Summary Questions- Narrative Response Required

What are our major strengths and how do we know?

Standards-based Curriculum
Monitoring Teaching and Learning
Providing Focused Professional Development

Our schools and system are performing relatively well in achievement, value-added, Gateway, and EOC when we look at the data in the aggregate; Perkins Report card also indicates positive results in most areas 1S1, 1S2, 2S1, 3S1, 4S2

Surveys, monitoring, and evaluations Indicate that our teachers are teaching the standards and are knowledgeable of the contents.

Curriculum Summary Questions- Narrative Response Required

What are our major challenges and how do we know? Place in prioritized order, based on data from Component 3.

Reading/Language Arts 4, 7, and 10
Reading/Language scores are stagnant and falling below state average proficient and advanced in several areas.
Achievement Gaps in Some Subgroups
Value-added in grades 5 and 7 in Reading/Language Arts and Math
Suspensions of Males and African Americans
Dropouts of Males
Core Indicator 4S1, Enrollment of Nontraditional Students

We have determined achievement gaps in the disaggregated data for Students with Disabilities and African Americans students. A disproportionate number of Males are failing to graduate from high school. Reading/Language test data reveal that this content area should continue to be a focus for our improvement plan in all grades and subgroups.

Curriculum Summary Questions- Narrative Response Required

How will we address our challenges?

Train teachers/staff in Research-based Reading strategies and Literacy at all levels.
Continue to provide staff development on gender/racial diversity.
Continue with Credit Recovery Programs and additional extended day programs.
Vertical alignment of the curriculum.
Implement a reading intervention program in all grades.

TABLE OF CONTENTS

TCSPP TEMPLATE 1.1

TCSPP TEMPLATE 2.1

TCSPP TEMPLATE 3.1

TCSPP TEMPLATE 4.1a

TCSPP TEMPLATE 4.1b

TCSPP TEMPLATE 4.1c

TCSPP TEMPLATE 4.1d

TCSPP TEMPLATE 4.2a