School Board Academy 2014-2015 In cooperation with the Tennessee Department of Education
Planning: A Joint Venture Parts I & II
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Planning: A Joint Venture
Chester County
Agenda
April 12, 2015 1:00-1:10 p.m.
Welcome and Overview
1:10-2:00 p.m. The Planning Process: Why Do We Need to Plan? How Beliefs Affect our Plans Creating A Vision 2:00-2:30 p.m.
Revisiting Beliefs and Vision Statement
2:30-2:45 p.m.
BREAK
2:45-3:15 p.m.
Revisiting Our Mission Statement
3:15-4:00 p.m.
Planning for Involvement of Community, Staff & Students
4:00-4:15 p.m.
How SBOE Master Plan Ties in with Board’s Strategic Plan
4:15-4:30 p.m.
Review of Objectives & Strategies Process
4:30-5:00 p.m.
Using Goal Development Teams
5:00 p.m. Adjourn
April 13, 2015 9:00-10:30 a.m.
Goal Setting
10:30-11:00 a.m.
Writing Objectives & Strategies
11:00-11:30 a.m.
Monitoring, Evaluating & Modifying
11:30-12:30 a.m.
LUNCH
Planning: A Joint Venture
Chester County
Agenda
12:30-2:00 p.m. Report on Self Evaluation Results (Each board member was sent a board self-evaluation instrument upon receipt of their registration to complete and mail back to TSBA by a specified deadline. The data was tabulated and at this session a facilitator will report to the board the findings and suggestions for improvement). Setting goals for board improvement. Board members will have the opportunity to compare the board to each standard set out in the Board of Distinction Award Program. Exploration of problems that need attention and identification of whether the problem requires board action and, if so, whether it should be addressed through board goals/plans, policy, promotion or superintendent performance evaluation. Use “ Classifying Issues” handout. 2:30-3:00 p.m.
BREAK
3:00-4:45 p.m.
Planning Through Superintendent Evaluation (How to incorporate the board’s goals into the superintendent’s evaluation instrument and hold him/her accountable for achieving those goals).
4:45-5:00 p.m.
Wrap-up and Evaluation
5:00 p.m. Adjourn
Planning: A Joint Venture Part 1 Tab 1
Part 1
Welcome The mission of TSBA is to assist school boards in effectively governing school districts. Established in 1939, TSBA serves Tennessee’s school boards and their members by providing access to information, resources and services in the areas of: • Governmental relations • Board development programs • Publications, ranging from a weekly newsletter on timely education topics • Board Evaluations
• Policy manual development and updates
• On-site workshops, tailored to your board’s unique needs
• Legal information and assistance
• eMeetings
• Superintendent Evaluations
• Research on the myriad of topics that pertain to successful district operations
• Superintendent searches
Why a School Board Academy? The School Board Academy has been established to: • Deliver important concepts needed to be an effective board member—the big picture and some detailed snapshots. • Enhance the quality of the policy decision-making process.
• Demonstrate to board employees and the public the willingness of board members to engage in a systematic effort to become experts in fundamental areas of boardsmanship. Provide an opportunity for board members to
Through the achievement of these goals, board members should be able to provide the best possible learning environment and opportunities for students.
We’re happy to serve you. Contact us toll free at (800) 448-6465 or (615) 815-3900. The mission of the School Board Academy is to assist board members to understand the past and operate effectively in the present so that they may confidently face and competently address the challenges of effective boardsmanship.
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Preface The work of the board of education is about vision. When a board of education is on task, it is in some way engaged in one of the following:
1. Developing or clarifying a vision of the community’s educational future
2. Establishing a structure and creating an environment to achieve the vision
3. Determining and reporting how well the vision is being accomplished
4. Building support to achieve the vision
The work of the board is related to its vision, and the School Board Academy modules are consistent with this model.
1. VISION
Creating shared vision and translating the vision into reality through planning, policy and promotion.
2. POLICY Developing guidelines and standards to ensure that the actions of the school system are consistent with the vision.
3. BOARD/SUPERTINENDENT RELATIONS Selecting, delegating to and holding a CEO accountable to achieve its vision.
4. ADVOCACY
Building support to achieve its vision.
5. FINANCE Learning the budget process and how it relates to the board’s mission and vision for the school system.
It all starts with VISION! VISION anchors and gives meaning to all school board work. Planning: A Joint Venture
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PLANNING: A JOINT VENTURE For each participating board... 1... to understand the importance of planning in accomplishing the board’s shared vision. 2... to consider planning as a primary leadership responsibility. 3... to explore common beliefs and expectations. 4... to distinguish between board and staff responsibilities for planning.
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HAVE YOU HEARD THESE STATEMENTS BEFORE?
We don’t have time for planning! Why plan? We never get the results we want anyway! Why set priorities? Everything is important around here! Whew! I am glad that planning session is over! Now I can get back to the real work! Why do we need a plan? I know what I’m doing.
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Planning for the Future More than just a few capable school board members become frustrated and give up school board service each year because their board can’t seem to find time to talk about what’s most important to them and the children in their district. It’s seldom because someone is trying to keep the subject off the agenda; rather, it’s because the board always seems to be responding to a crisis or is pressed to meet routine deadlines. The board becomes so busy with the urgent that it fails to take time for the important and necessary task of planning.
In Tennessee, the State Board of Education has mandated that each local board develop annual and five-year plans for improvement of education.
Rule 0520-01-03-.03 (17) a. Each local board of education shall develop, maintain and implement a long-range strategic plan which addresses at least a fiveyear period of time. The plan shall be updated every two years and include a mission statement, goals, objectives and strategies, and address the State Board of Education Master Plan. b. Each local board of education shall have each school under its jurisdiction develop, maintain and implement a school improvement plan. The plan shall be updated every two years and include areas such as curriculum, instruction, professional development and community partnerships, and address the long-range strategic plan of the local board of education. In addition to this mandate, there are several reasons why a school board should plan.
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SIX REASONS WHY SCHOOL BOARDS SHOULD PLAN 1. Planning is the heart of board leadership. School board members can have the greatest impact on a school system through planned change. While it may not be difficult to initiate changes in the system, wise board members realize that changes that are accepted, that persevere, and that are the least threatening are those that have been made with forethought and careful planning. Rapid change will certainly have an impact on the system, but generally a resoundingly negative one. Thoughtful planning and communication of those plans enables a board to move toward its goals with efficiency and support. 2. If a board knows where it wants to go, it is more likely to get there. A carefully developed, written plan increases the probability of success. Boards too often find themselves operating with no clear idea of what they want to accomplish. With effective planning, they not only know where they are going, but have carefully developed strategies to help them get there. 3. The educational program that a community makes available to its children is too important to be left to chance. The quality of the educational program provided to the children is the paramount responsibility of the board. Boards should and must be accountable for what happens in the system. Having a well-conceived plan for the educational program and the means for implementing it takes the chance out of what happens in the system. Responsibility and accountability become the rule rather than the exception. After all, the improvement of learning is the bottom-line reason for planning. 4. Maximum utilization of a community’s resources is possible only through planning. While each community’s resources are variable and unique, it is only through planning that effective utilization can occur. Tapping those resources should be neither a random nor sporadic effort, but should be an integral part of the overall planning process. Failure to utilize valuable community assets may cost the system in an economic way, but will definitely cost in terms of community support. When a board follows a well-conceived plan, the community perceives that the schools are operated in a businesslike manner. Public support and excitement can result. 5. Effective planning allows a board to develop and maintain a continuity of purpose. Once a board has established its goals, it greatly diminishes the natural tendency to move in innumerable directions at the same time. The board has a clear idea of its primary focus, has a timetable for implementation, and reaffirms on a routine basis its continuing efforts toward its stated purpose. Continuity is maintained regardless of changes in the administration or membership of the board. 6. Adoption of a plan is conducive to board unity. The process of developing a plan provides board members an opportunity to share their expectations and priorities for the school district with other members. It helps the board define differences among members and, through compromise, leads to group commitment to goals and objectives. A commitment to the same goals and objectives results in a more cohesive and usually a more effective board.
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WHAT TO PLAN The board’s plan should be the framework of all that happens in the school district. The plan should define the ideal for each segment of the board’s operation and project what will be accomplished toward the board goals during each year included in the plan. A timetable should be included with target dates for reaching milestones.
THE CHALLENGE TO LOCAL BOARDS The need for local school boards to engage in educational planning has never been greater. As boards confront educational reform, a major challenge is to manage reform and not be the victim of it—to direct rather than react. To do this, boards must move from operating only in crisis situations toward systematic planning. Without clearly-defined goals incorporated into well-defined plans, a board can always expect to be responding to one crisis after another. Success is seldom a matter of luck. If schools are to be exceptionally good, it is imperative that boards consider uncommon goals and uncommon methods of reaching them. Boards should resist the temptation to be overly conservative since boards tend to accomplish the goals which they establish by this process. A basic principle of this planning procedure is that the board is responsible for establishing the purpose of the plan and the staff is responsible for establishing the methods. The purpose springs from a vision initiated by the board. It includes both the mission statement and the goals. Method includes objectives for each goal and strategies for achieving each objective. When adopted by
PLANNING PROCEDURES
Who’s Responsible?
BOARD
Planning Activity
1
Make a commitment to plan. The school board and superintendent should have a preliminary session on planning. In this session, they should consider the possibility of adopting a mission policy of the school district, set up beliefs of the board of education, and outline a calendar of planning activities. All members of the board must make a commitment to plan. If the board does not make a commitment but gives planning a high priority, you cannot expect staff members to consider it a very high priority.
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BOARD
BOARD
2 3
Establish a guidance system for planning. A guidance system consists of: A. B. C. D.
Beliefs—A list of statements which summarize the board’s basic beliefs. Vision—A mental model of an idealistic future for your school system. A Mission Statement—A statement which describes the ultimate purpose and scope of the school district. Planning Categories—Key result areas used to record school district goals and objectives and to divide the plan into manageable parts.
Involve the community. Plan and conduct a series of meetings where the community is given the opportunity to react to what is happening in the school district. Primarily, the board is seeking suggestions for improvement in the school district, not hearing gripes. Three rules should probably be observed during these community sessions: 1. The persons conducting these meetings are not there to answer questions but to hear information. Therefore, persons conducting the meeting should not defend the school system but simply hear suggestions and complaints and thank people for them. 2. It’s okay for participants to complain, but only if they offer a suggestion for improvement. 3. Do not promise that what is suggested will be done. Promise that the board will consider all suggestions.
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STAFF
4
BOARD
5
STAFF
6
BOARD
7
Analyze strengths, weaknesses, opportunities and threats. This phase involves the collection and analysis of data about the school district. This will require a review of strengths, weaknesses, opportunities and threats, in order to build on strengths, eliminate weaknesses, take advantage of opportunities and avoid threats. Set goals. The board should go through a process of brainstorming in listing all of the potential goals that are suggested. Then, a system of putting a priority on the goals should be used. Each goal should be considered in terms of importance, cost, and the effort required to accomplish the goal. Goals judged important by every member of the board should be included in the long- range plan. Other goals may be added by majority vote, but it is recommended that, except in the most unusual circumstances, only those goals accepted by every member of the board should be included in the plan. Develop objectives and strategies for each goal. The staff should be assigned the responsibility of developing objectives and strategies for each goal. Frequently, each goal is assigned to a committee headed by a staff member. The committee works on measurable objectives and strategies. Objectives are divided into annual objectives and longer range objectives. Each objective should be measurable and include a timeline. Additionally, resources which will be required to implement any objectives should be identified in the proposal made to the board. Adopt the plan. The board considers each objective and strategy in view of the resources necessary to accomplish the objective and the relative importance of each. The board then adopts an annual and longrange plan.
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BOARD/ STAFF
8
Promote the plan. Present the plan to the staff. Generally administrators and staff have already been working on the plan, but they should have the opportunity to hear a presentation of the entire plan from the superintendent and/or the board. It is important that the administrative and supervisory staff be committed to the plan before it is presented to other staff members. In fact, administrative and supervisory staff members usually present the plan to the staff. Most staff members will already have some involvement in developing at least one objective of the plan but this is their opportunity to see the entire plan. An enthusiastic person who is totally in support of the plan should present it. Present the plan to the community. Community meetings such as PTA meetings, civic clubs, and other groups should be scheduled when possible to consider the school district’s plan. School board members should be involved in the presentation of these plans as often as possible. This is a great public relations opportunity for school board members.
BOARD/ STAFF
9
Evaluate the plan. Each objective in the plan is measurable and has a deadline for completion. At the specified time, the plan should be evaluated and a report of the success or lack thereof should be presented to the board. As a result of the evaluation, the plan may be modified and the process begun again for a new year.
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Commit to Plan A commitment to engage in long-range planning represents a very important decision—one that will have a major impact on determining both the present and future direction of the district. Certainly, an issue of this magnitude should appear on the board meeting agenda and be thoroughly discussed in an open meeting. While the purpose of planning is to provide the best education possible with the resources available, everyone should be aware of the tremendous public relations value that can be gained through the planning activity. Once the board and superintendent are committed to developing a long-range plan for the district, the first step is to pass a resolution making the decision an official part of the board meeting minutes. The board and the superintendent must agree that the planning process is important and must invest time and effort in the process in a way that is visible to the rest of the organization.
PASS A RESOLUTION MAKING THE DECISION TO PLAN AN OFFICIAL PART OF THE BOARD MINUTES There are no hard and fast rules for who should be involved in the planning process. However, the planning function is a decision-making tool and, as such, must remain close to the top decision-makers—the superintendent and board of education. Following is a sample resolution which a board may adopt regarding long-range planning.
Failing to Plan is planning to fail.
RESOLUTION TO ENGAGE IN STRATEGIC PLANNING WHEREAS, the advantages of strategic planning for a school district are numerous, and WHEREAS, the Tennessee State Board of Education has a requirement that boards submit a plan to the Commissioner of Education, THEREFORE BE IT RESOLVED, that the board is committed to involve itself, the staff of the school district and the community in the development of strategic plans. BE IT FURTHER RESOLVED, that the superintendent is hereby instructed to have a policy on planning drafted for consideration by the board at its next regularly scheduled meeting.
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ADOPT A POLICY ON PLANNING:
Tennessee School Boards Association Monitoring:
Review: Annually, in September
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42
Descriptor Code: Issued Date:
Descriptor Term:
School District Planning
1.701
Rescinds:
Issued:
The Board shall develop comprehensive and long-range plans based on the following: 1. Identifying and analyzing the major factors that affect what and how students learn; 2. Developing and implementing a written five-year plan to include a mission statement, goals, objectives, strategies, and address the State Board of Education Master Plan and such plan shall be updated every two years;1 3. Establishing annual program improvement objectives, including major activities, expected outcomes, time-lines, responsible persons and required resources; and 4. Basing major budget decisions on long-range plans. Each principal of each school shall work with the director of schools to develop and implement a school improvement plan. The plan shall be updated every two years and include areas such as curriculum, instruction, professional development, and community partnerships, and address the long-range strategic plan of the school system.1 The Board shall plan an annual retreat with the director of schools and appropriate staff. The purpose of the retreat shall be to review progress on the implementation of priorities, initiatives, and long-range plans; to determine which goals have been achieved and whether any new efforts are needed; and to review major issues that may affect the school system in the future. The director of schools shall develop necessary procedures, forms or other measures to implement the goals of this policy. A planning coordinator may be designated by the director of schools to help coordinate system-wide planning efforts, establish and coordinate an issues management process, aid district staff in developing specific plans, and monitor implementation schedules.
________________ Legal Reference:
__________________ Cross References:
1. TRR/MS 0520-01-03-.03(17)
Role of the Board of Education 1.101 Qualifications/Duties of the Director of Schools 5.802
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What Is Needed to be Successful in Strategic Planning 1. Complete understanding by the board, superintendent and participants of the process, its promise and potential pitfalls. (Expectations) 2. External facilitator to develop the plan; and an internal facilitator to implement and monitor the process and plan. (Enactment) 3. Holistic approach to capitalize on the potential of strategic planning and prevent fragmentation. (Enactment) 4. Tolerance, patience, discipline and constancy of purpose to achieve significant results. (Enactment and Evaluation) 5. Periodic review session with administrative staff and board. Ongoing communications with all levels. (Evaluation) 6. Commitment to meeting community expectations/community satisfaction. (Education and Evaluation) 7. A compelling quest for quality improvement. (Enhancement)
SUMMARY OF KEY POINTS 1. The board and the superintendent must agree that the planning process is important and must invest time and effort in the process in a way that is visible to the rest of the organization. 2. Once the board and superintendent are committed to engage in longrange planning, the board should pass a resolution making the decision an official part of the board minutes. 3. The board should adopt a policy on planning which sets out the essential procedures to be used.
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Establish Guidance System The development of a guidance system involves three basic components: basic beliefs, a mission statement and planning categories.
COMPILE A LIST OF BASIC BELIEFS Does it make a difference what the members of the board of education believe about learning, schools and education in general? Thomas Watson Jr., chairman of IBM says: “Any organization, in order to survive and achieve success, must have a sound set of beliefs on which it premises all its policies and actions… The most important single factor in corporate success is faithful adherence to those beliefs.” The board, superintendent and other persons who the board may choose to involve should compile a list of basic beliefs regarding education. A form for compiling basic beliefs is on page 16. Three sample basic beliefs for one school system follow:
SAMPLE BELIEFS
Any organization, in order to survive and achieve success, must have a sound set of beliefs on which it premises all its policies and actions...
• Public education is a responsibility shared by schools, the families and members of the community. • The ability to think creatively is necessary in a changing society. • Learning is a life-long process. A list of basic beliefs of the board of education will be useful in writing the mission statement. It will also help the board to maintain consistency throughout the plan. It is preferable to include only those beliefs upon which there is a consensus.
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DO YOU BELIEVE... ...there is a positive correlation between learning and school attendance? ...students are more likely to achieve if their parents are involved and supporting the schools? ...decisions should be made as close to the point of implementation as possible? ...no student should be expected to do more than s/he is capable of doing? ...each student deserves a good teacher ever hour of every day? ...schools belong to the community and the community’s opinion’s and partnerships are essential to effectively meet the needs of the community? ...students who drop out of school before high school graduation are likely to become a burden on society? ...schools should be inviting places for children? ...every child should have a success experience every school day? ...knowing how to find information is more important than memorization? ...when students fail, the school fails? ...schools have responsibility to help students develop in other areas as well as academics?
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In the space below, list your basic beliefs about education. Share your basic beliefs with other members of your board. If all participants agree on the belief, write it inside the box. If anyone disagrees, write it outside the box.
CONSENSUS BELIEFS FOR FURTHER DISCUSSION
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Vision CREATE A VISION If you don’t know where you are going, any route will do... Policy makers often express impatience with discussions which focus on vision. Developing a vision seems fuzzy and passive. Most school boards simply have little experience in or patience for designing a “vision.” However, experience shows that the most effective organizations are those with clear, purposeful vision. Vision gives direction. Significant improvement in education can occur only if we have a clear sense of where we’re going — of what we want students to know and to be able to do, and of what kind of education system will support the kind of learning we want from students. However, vision is not in itself enough to ensure success. Without action, even the best defined vision has no impact. Vision must be translated into plans. Although vision is just one piece of the planning process, it is a critical piece that anchors and gives meaning to the whole. “If we cannot imagine it, it will never happen...” Vision drives practice. Write at least three words or phrases which identify a part of your vision for your schools.
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VISION FOR TRADITIONAL SCHOOLS Our current education system reflects a vision of education in America. Although that vision may not be formally spelled out, its values permeate every aspect of schooling. Traditional schools are built on a vision that reflects the following beliefs: Make a checkmark beside each belief that you feel is outdated.
1. Universal access to educational opportunities is fundamentally important 2. The factory model is an efficient and useful model for organizing schools. 3. Learning is passive...teachers deliver knowledge; students receive it. 4. Raw ability, not effort, determines performance. 5. The average student needs only basic skills. 6. Memorization is a key learning technique. Except for the commitment to universal access, the vision is outdated and does not reflect the demands of today’s world or what we know about how students learn. Before board members can hope to transform the nation’s schools, they must articulate a new vision.
The greatest barrier to improvement in education is the failure of those of us who operate the schools to view them as different from the ones we have known.
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DEFINING THE VISION There are as many different visions and ways to develop a vision as there are educational systems. Developing a vision does not mean starting from scratch, and it does not mean standing still. A vision-setting process should be designed to meet the needs of the community it is designed to serve. A vision should focus on desired outcomes. It should be inspirational and compelling. A vision should make people think about how the world can be different if they are willing to change the way education systems operate. At its core, a vision is an expression of community values. It should reflect those values and beliefs that bind a community together and define its shared responsibility to students. Establishing a vision begins as a conversation about the future among the members of the board or community. In its simplest terms, a vision describes the ideal education system. What does it look like? What does it value? What kinds of learners does it produce? What can students in this system do? What knowledge, skills, understandings and attitudes do they have? How does the system function to produce these kinds of learners? Who is involved and what are their roles?
Conversations about such issues build ownership. Even if a part of the vision is established initially at the state level, local groups should be encouraged to discuss, adapt and tailor the vision to make it their own. Shared ownership is critical because, in the final analysis, the keepers of the vision are not the leaders who oversee the process of articulating the vision, but the people who are called upon to carry it out. A vision is an absolute precondition to creating an education system that will effectively educate students for the future. Directing a school system without a vision is like navigating a ship without a destination. Even the best navigators managing a highly dedicated crew will drift aimlessly without a guiding beacon. Vision provides a beacon, building awareness of future opportunities and challenges and defining ways to navigate the changing demands of the marketplace. Vision identifies “What” the desired future should be and sets a platform for strategic planning, which maps “how” to get there. The most accurate way to predict the future is to create it.
VISIONING VS. STRATEGIC PLANNING We can define visioning as identifying the “whats “ and strategic planning as articulating the “hows.” Visioning is a prelude that creates the platform for strategic planning. Visioning involves defining the future environment through analyses of forces and significant issues, and carrying out a picture of what the desired future should look like. Strategic planning involves identifying specific actions, activities, and ways of influencing the environment to bring about the desired future.
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START WITH AN ENVISIONED FUTURE By looking into the future, we can define an optimum existence, and work this back in time to determine what must happen today to bring about that existence. This would support the notion of painting a picture of our optimum future, and then creating links between that picture and today. By looking first into the future, and linking with today, we tend to achieve a more “objective” Vision. Not objective in the sense of disinterested or dispassionate, but objective in the sense of non-biased.
CRAFTING A SHARED VISION The measurement of a Vision’s success is its ability to mobilize the consent of the members of your organization. People have to want to buy into your vision. If you can’t articulate your vision, if you can’t get people to buy in, forget it. You won’t be successful. It won’t come from power and title.
THE GROUP PROCESS With direct grass roots input from all stake holders a Vision Process incorporates a wide spectrum of viewpoints and expertise. The opportunities and challenges facing all segments of the organization are addressed in order to draw the group together to create a vibrant and viable future. A group process for creating a Vision of the future allows individual ideas to be combined and refined, and stimulate creativity through the exchange of viewpoints. A group process enhances the level of commitment, fosters a sense of mutual respect, and builds trust in the future direction of the organization. A group process works to clarify understanding, encourage creativity, and develop future thinking. The greater the level of participation in the Vision Process , the greater the effectiveness of the process and the value of the outcome.
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MY VISION
Identify words, phrases, sentences or illustrations consistent with your mental picture of what success looks like with regard to each of the following:
SCHOOLS
STUDENTS
TEACHERS
LEARNING
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SNAPSHOT OF YOUR VISION Following are snapshots from a variety of visions regarding public schools. Place a check mark beside any snapshot that you would include in your vision of public education. 1. A good teacher for every child every period of every day. 2. Students learning to accept an increasing amount of responsibility for their own behavior. 3. Students who are as anxious to come to school in the morning as they are to go home in the afternoon. 4. Students learning to respect each other as well as teachers. 5. Students learning how to learn. 6. Students having access to the Internet. 7. Students achieving excellence in academics, athletics and arts. 8. Schools and classrooms where students are given increasing amounts of freedom as they demonstrate responsibility for their own behavior. 9. Alternative classes for students who do not learn well in regular classrooms. 10. Parents involved in the education of their children at school. 11. Students making their own discoveries instead of memorizing answers. 12. Schools with no drop-outs. 13. Schools which are safe havens for students. 14. Schools equipped with the latest technology for student learning. 15. More questioning and discussing, less seeking of “right� answers. 16. Schools where every child feels welcome.
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VISION MISSION G O A L
G O A L
G O A L
G O A L
G O A L
1
2
3
4
5
OBJECTIVES
STRATEGIES
Relationship of Vision, Mission, Goals, Objectives and Strategies Planning: A Joint Venture
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Mission DEVELOP A MISSION STATEMENT A mission statement describes the ultimate purpose and scope of the school district. The mission statement is the focal point of all goals, objectives and actions taken by the board, administration, teaching and support staffs. It should be concise and understood by every employee of the school system. Mission statements vary tremendously in style, length and format. Some seem to ramble endlessy, trying to comprehensively capture every possible facet of the organization. Others fit nicely in a single sentence, forcing the essence of the organization’s mission into a statement that fits on the back of a business card and is easily memorized. Regardless of the style, length or format, the vital nature of the statement is that it reflects the true mission of the organization with integrity, clarity and inspiration.
Sample mission statements Check the boxes which apply to each statement
CONCISE
MEMORABLE
CLEAR
MISSION STATEMENTS To organize the world’s information and make it universally accessible and useful (Google) To help people and businesses throughout the world realize their full potential (Microsoft) To inspire and nurture the human spirit – one person, one cup and one neighborhood at a time (Starbucks) To refresh the world...to inspire moments of optimism and happiness... to create value and make a difference (Coca-Cola)
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Now consider the following mission statements from school districts. Are they likely to be understood and remembered by employees? Will the system be guided by these statements? Rewrite each mission statement to make it more concise and memorable. Baltimore, MD, Schools Mission Statement
Rooted in the school system’s beliefs, the City Schools mission statement expresses the purpose, goals, and functions of City Schools. The mission serves as the cornerstone of the long-term strategic plan and as a means for keeping the school system focused on a common purpose. The mission of City Schools, in concert with students, families, and the broader community, is to prepare all students to be responsible citizens and afford them the opportunity to acquire the skills, knowledge, and abilities necessary to make informed decisions that lead to meaningful and productive lives.
Bessemer City Schools Mission Statement
The mission of Bessemer Schools is to produce informed, responsible, productive citizens who will be lifelong learners and successful contributors of society. We will accomplish this mission in cooperation with parents and the community, by providing a dedicated staff, a diverse and challenging curriculum, within a clean, safe and caring environment.
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To fulfill its purpose, a mission statement must be a memorable statement that captures the unique purpose (what) for which a district exists and its function (how). It should be no more than one to two lines long. The mission statement should be posted in every district building. Every employee should be able to know it by heart...and believe it! Now, consider the following mission statements of local school districts. Rank the statements according to which you think is best in terms of concise, memorable, clear and inspirational. (1 being the most concise, and 4 the least).
_____ To provide all students with the skills they need to be confident in academics, sophisticated in learning and global in orientaton. _____ To provide instruction by a diverse group or effective teachers that capitalizes on students’ natural attraction to interactivity and learning by doing. _____ To provide for all students exemplary programming that instills wonder, values discovery and encourages problem solving. _____ To empower all students to communicate, collabroate and learn globally
CRITERIA FOR A MISSION STATEMENT Consider the following criteria as you develop a mission statement for your schools: 1. Does the statement capture the essential nature of the organization’s reason for being? 2. Is the statement client-oriented as opposed to being inwardly or organizationally bound? 3. Does the statement represent a relatively stable anchor point for the organization, one that will not require frequent change? 4. Does the statement describe the desired result rather than focusing on activities?
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Part 1 MISSION STATEMENT WORKSHEET Jot down ideas you want to include in the mission statement.
Write the mission statement below as developed by your board.
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Involve Community A most important step in developing a successful plan for a school district is to gain information from the general public. The community needs to know that the board is interested in the public’s ideas. Such a perception will greatly increase the public support for public schools. Therefore, the board must devise a way to gather impressions, observations, or statements about the schools from members of the community. An excellent way to invite people to help shape the plan is for the board to have meetings for public input.
HOLD A SERIES OF MEETINGS FOR THE PURPOSE OF ACCEPTING ORAL AND WRITTEN COMMENTS FROM INDIVIDUALS AND ORGANIZATIONS PTA meetings, the Chamber of Commerce, Rotary club, Junior League, League of Women Voters, etc., already have organized meetings and would welcome a program of this type. The board should also hold at least one public forum for people who do not participate in other organizational meetings to discuss the future of the schools. In the meetings, ask people to tell you what they see as your school district’s strengths, weaknesses, opportunities and threats. Ask them to be specific. Three rules should be observed during these community sessions: 1. The person conducting the meetings is not there to answer questions but to gather suggestions and reactions from the public. Therefore, persons conducting the meeting should not defend the school system, but simply hear suggestions and complaints and thank people for them. 2. Each participant’s complaint should be accompanied by a suggestion for improvement. 3. Do not promise that what is suggested will be done. Promise that the board will consider all suggestions. Following the meetings, suggestions should be divided according to planning category. After the suggestions are divided according to planning categories, they will eventually be provided to the board and given to the committee working on objectives and strategies for the goal under this category.
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Ideas for providing public participation in the planning process other than public meetings include: • Conducting a comprehensive needs assessment type of community survey prior to developing goals and objectives. • Having goal statements developed internally, then seeking community reaction. • Establishing a citizen’s advisory committee on long-range planning. • Publicizing the main elements of the plan through the school district newsletter and/or community newspaper with an invitation for written response from individuals and organizations. • Having goal statements developed internally, then seeking public input in identifying priority objectives. Regardless of the method(s) of soliciting input, the objective should be to find out what the community expects of its schools and to give the public a sense of ownership in the long-range plan. The public relations value of soliciting input is an extremely important benefit of the planning process. One of the needs assessment survey instruments included in this section of the guide may be used in community meetings, but whether the instrument is used or not, at least three questions should be answered by participants:
1. What is the school district doing well? 2. What suggestions do you have for helping the school district improve? 3. What should the school district be doing five years from now? Complete the form on page 34 and share the results with your board. This will give you a sense of what to expect from members of the public when they complete the forms.
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Part 1 SCHOOL DISTRICT ASSESSMENT/SUGGESTIONS FOR IMPROVEMENT
What is the school district doing well?
1 2 3 What suggestions do you have for helping the school district improve?
1 2 3 What should the school district be doing 5 years from now?
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SOLICITING INPUT Key summary points: 1. The community needs to know that the board is interested in the public’s ideas about schools. 2. Time allotted for community input should not be used in defending current programs and practices. 3. Citizens who provide an opinion of the school district or a suggestion should be made to feel that the input is appreciated by the board.
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Part 1
Analyze strengths, weaknesses, opportunities, threats
In education, the critical-analysis stage of the planning process is usually called needs assessment or selfstudy. This involves the collection and analysis of data about the school district. Using this information as a base, plans involving the identification, employment, evaluation and analysis of the school district’s capabilities are developed. This will require a review and analysis of strengths, weaknesses, opportunities and problems in order to build on strengths, eliminate weaknesses, benefit from opportunities and avoid threats.
DEFINING THE CRITICAL ANALYSIS Critical analysis is the process of collecting, organizing, assessing and synthesizing past, present and future information to provide a foundation or base for preparing, implementing and evaluating long-range and short-range plans. It is one of the most time-consuming elements of the planning process, particularly when long-range plans are being developed for the first time. The critical analysis serves the following functions: 1. To present a comprehensive picture of the school district’s history and current condition. 2. To provide information to the board in such a way that it can determine which factors and variables are affecting progress and to what extent. 3. To provide a basis for other elements of the planning process, such as objectives and strategies. 4. To provide the board with significant information on past, current and possible future conditions. 5. To identify strategic issues relevant to the fulfillment of the school district’s mission. Determining the extent to which a school district is fulfilling its mission and reaching its educational goals will require an assessment of those facets of the external environment that may affect the school organization and an analysis of the internal environment, which includes an appraisal of strengths, weaknesses, opportunities and threats. The proper analysis and application of this information will be the foundation on which long-range goals and short-range objectives are set. The critical analysis process will involve the selection and organization of pertinent information taken from a vast amount of available data.
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Part 1
Setting Goals The all-important task of developing goal statements for the school district is a responsibility of the board of education. At this stage in the plan, the board of education will have received suggestions from the community and staff regarding the goals which should be included in the plan. Goals should be considered for each of the planning categories identified earlier. As the board develops goal statements, it is important to adhere to the following definitions of goal:
Goal - A One Sentence Statement of the Board, Incorporating NonMeasurable Efforts That Must Be Taken if the Mission is to be Achieved A goal is general and timeless and not considered with a particular achievement within a specified time. Although goals may be added or eliminated, once written they undergo very little change. The board probably will want to include in the long-range plan a goal under each of the planning categories identified in Step 2. The board may not want to include a goal under every planning category in its annual operational plan. One of the advantages of this simplified approach to long-range planning is that even though some parts of the plan are not implemented in the annual operational plan in a given year, they still remain part of the overall long-range plan.
Involve all board members in formulating goals for the board All board members should be involved in formulating goals for the board. The board should select a process for goal setting that will facilitate the active involvement of each individual member. The process should promote consensus among members regarding board goals. The board should set aside an adequate amount of time to permit the effective functioning of the goal-setting process. Simply adopting a set of goals for its operation will not enhance board effectiveness. Each board member must “own� the goals if they are to impact board operations.
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Schedule a special meeting with adequate time for the board to set goals A set of goals developed by the board chairman, the superintendent or any other one individual will probably not affect board operations. The process of goal setting is as important as the products that it generates. To be viable, school board goals must impact the board agenda over time, as well as the behaviors of individual board members. They must also become obsolete at some point because they have in fact been attained. The following are examples of school board goals: 1. To provide rigorous curriculum aligned with performance standards . 2. To provide safe, clean, secure and well-maintained facilities. 3. To provide “world-class� professional development for all educators.
Select planning categories or key result areas Planning categories or key result areas are used to record school district goals and objectives and to divide the plan into manageable parts. Each planning category might have several goals and each goal might have a number of actual or potential objectives. Generally, at least the following planning categories should be considered:
Planning categories
A. B. C. D. E. F. G. H. I.
Student learning and growth School board operation School district administration Instructional programs and services Support services Financial resources Personnel Physical resources Community involvement
Strategic goals should be set for each of the nine major planning categories. Each category or key result area is an independent variable that affects the school organization in either a positive or negative manner. However, these categories should be viewed in a systematic manner as a part of the planning process and with the realization that the breakdown of any one key variable can seriously affect the total school organization.
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Part 1
Use the following goal development process: 1. Set up a flip chart or use a computer and projector to record goals as suggested by participants 2. Be certain that each school board member has the opportunity to propose a goal. The proposed goals might come from a variety of sources. 3. Write down every goal suggested without discussion of the merits of the suggestion (brainstorming). 4. When all potential goals have been listed, prioritize the goals. Drop those of lowest priority. 5. Each goal adopted by the board should be assigned to a goal development team, consisting primarily of staff, for the development of objectives and strategies to accomplish the goal. The goal development team, with cooperation from the school business official, will project the cost of accomplishing each strategy or objective. The use of a goal development worksheet will be helpful.
Goal development worksheet Write each goal adopted by the board of education on a separate goal development worksheet (on the following page). Identify the planning category and designate a person responsible for coordinating the further development and accomplishment of each goal. The person will be responsible for working with a goal development team to identify objectives and strategies for the implementation of the goal. When the committee has developed objectives and strategies, the coordinator will resubmit a goal development worksheet for each objective under the goal. More than one objective with accompanying strategies may be needed for a goal.
DEVELOPING GOALS Key summary points: 1. The task of developing goals for the school district is a responsibility of the board of education. 2. A long-range goal is a written assignment for an individual or group to achieve over a period of three or more years. 3. Long-range goals should be established for each of the nine major planning categories. 4. The goal-setting process should promote consensus among board members regarding board goals. Each board member must “own� the goals if they are to impact board operations.
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Part 1
Key Result Area or Planning Category
GOAL DEVELOPMENT WORKSHEET 5-YEAR PLAN
Goal
Year 1
Year 2
Year 3
Year 4
Objective
Objective
Objective
Objective
Objective Year 5
Coordinator
Date
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Key Result Area or Planning Category
GOAL DEVELOPMENT WORKSHEET ANNUAL OPERATIONAL PLAN Goal:
Objective: Strategies: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Coordinator
Date
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Develop
objectives, strategies Developing objectives and strategies to carry out each goal is the responsibility of the superintendent and the staff. Usually the superintendent designates a staff member for each goal to coordinate staff efforts in the development of objectives and strategies to achieve the goal. Ideas which have been solicited from the community should be considered by the appropriate committee or group of staff members which is developing objectives and strategies. A separate Goal Development Worksheet should be completed for each objective even though more than one objective may apply to a goal. The superintendent and staff also assume responsibility for arriving at a cost estimate for key proposals and determining which objectives and strategies to recommend to the board for inclusion in the annual (operating) plan.
OBJECTIVES An objective is a one-sentence description of a specific activity to accomplish a goal. Each objective includes three parts: 1. A description of a specific activity 2. A measure of how we’ll know when it’s achieved 3. A time line for completing the activity Consider the following examples of objectives: 1. By July 1,____, to have 100 percent of our students achieving at least one grade level gain per academic year. 2. By July 1,____, to have 100 percent of the current ninth-grade class graduate from high school. 3. By September 1,____, to have wireless capabilities in all schools. 4. By July 1, ____, to have 50% student participation in Advanced Placement and/or Dual Credit.
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STRATEGIES Each objective will have at least one, but usually, several strategies to describe how the objective will be accomplished. A strategy is a one-sentence description of a specific action that will be undertaken to achieve the objective. On the following page is a Goal Development Worksheet which has been completed to include a goal, an objective to achieve the goal, and several strategies to accomplish the objective in a timely manner.
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Part 1
Key Result Area or Planning Category
I-7
Public Relations program
GOAL DEVELOPMENT WORKSHEET Goal:
Develop and implement aggressive public relations and marketing programs.
Objective: By July 1, 20XX, implement ten new ideas for increasing awareness of the educational programs in the school district.
Strategies: 1. Develop a video for marketing the public schools. 2. Produce brochure for each school and post on system website. 3. Produce and disseminate internal and external newsletters. 4. Expand involvement of business/ community groups in school and system activities. 5. Create an awards program for business/ community groups and “Best Friends�. 6. Create a Facebook page for the system. 7. 8. 9. 10.
Coordinator: N.R. Vue
Due Date: 11/15/XX
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Adopt the plan Adoption of the plan is a responsibility of the board. Many other persons have already done considerable work on the plan by this time. The board has tentatively set goals and the superintendent and staff have developed objectives and strategies for each. Additionally, a cost estimate has been developed for each key proposal. Now, the superintendent and board must determine priorities. As proposed objectives are considered, each must be evaluated in two ways. First, how important is the objective and how will it advance the particular educational goal? And secondly, are there cost implications and, if so, is it affordable?
SUBJECT EACH OBJECTIVE TO A COST/BENEFIT ANALYSIS Frequently, the public is left with the impression that educators offer educational improvements only through the expenditure of additional funds. This, of course, is not the case. Some objectives do require additional funding. Some may be implemented with existing resources, and still others are designed specifically to reduce costs or to otherwise improve efficiency. There are obvious advantages to including some objectives of each type. In fact, the existence of limited resources actually increases the importance of long-range planning.
COORDINATE PLANNING WITH THE BUDGET The necessity of coordinating objectives with the budget process is obvious. Certainly, any objective requiring additional staff, equipment or supplies must be considered in view of the budget. The nature of long-range planning, however, makes it difficult to anticipate its full financial impact. Planning is further complicated for boards in Tennessee since they are fiscally dependent upon a funding body.
SET PRIORITIES Obviously, it is not possible to include all potential goals in the long-range plan. Nor is it possible to address all goals which are in the long-range plan in the annual (operational) plan in a given year. If, after consideration of each key issue (may be a goal or objective) in terms of importance and cost, the board needs to further reduce the number, the board might find the forced pairing technique to be useful.
SELECT THE OBJECTIVES FOR INCLUSION IN THE ANNUAL OPERATIONAL PLAN After the objectives have been prioritized, select the objectives which will be included in the annual operational plan. Each objective should be listed under the appropriate goal and should be followed by the strategies which have been developed by the goal development team and approved by the board of education.
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SELECT THE STRATEGIES FOR INCLUSION IN THE ANNUAL OPERATIONAL PLAN The board should carefully consider each strategy listed under each objective. Some proposed strategies may be prohibitively expensive and some may be inconsistent with the philosophy of the board. Such strategies should be discussed with the goal development team and eliminated if agreement on the strategies is not reached. The board should not allow an objective or a single strategy to be included in the plan unless it can be strongly and enthusiastically supported by the board.
ADOPT THE PLAN Assemble all the elements of the plan including: • Beliefs Long-Range • Mission Plan • Goals
• Short-term and long-range objective (optional)
Annual Operational Plan
• Short-term objectives and strategies arranged under the appropriate goal.
If the board can enthusiastically support all elements of the plan, adopt it.
SUMMARY OF KEY POINTS: 1. Adoption of a plan is the responsibility of the Board of Education. 2. Proposed objectives should be evaluated both in terms of cost and benefit. 3. Every planning category should be addressed in the long-range plan, but not every planning category will be addressed in the annual operational plan for a given year. 4. Nothing should be included in the plan unless it will be strongly and enthusiastically supported by the board.
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Promote the plan The local board of education which is committed to educational planning will immediately grasp the significance of a primary finding of effective schools’ researchers: the specific content of educational goals is not all that important; what’s important is that goals exist and that constituents share these goals. The astute board will ensure the widespread communication of the district’s goals to ALL significant publics and will adopt as one of its own goals the “spread of district goals to all client groups.”
HOW CAN A LOCAL BOARD BE INSTRUMENTAL IN COMMUNICATING THE DISTRICT’S PLAN TO THE ENTIRE COMMUNITY?
Begin with a policy statement.
Work with the superintendent and staff for dissemination of the plan and publicity.
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Evaluate the plan A common criticism of many long-range plans is that once adopted, they are filed and forgotten. In this planning guide, it is relatively easy to provide assurances that the plan will be kept alive.
REQUIRE THAT A PROGRESS REPORT BE MADE TO THE BOARD AT SPECIFIED INTERVALS The policy authorizing the development of a long-range plan should stipulate that a progress report be made to the board of education at specified intervals. It may also require periodic reporting to the general public, perhaps as a part of the district’s annual report.
COMMUNICATE FAILED, INCOMPLETE OR POSTPONED OBJECTIVES AND THOSE VIEWED AS SUCCESSES It would be difficult to establish a successful school district long-range plan without stipulating the method of making appropriate progress reports to the board of education and to school district residents.
EVALUATE A plan is described as a course of action for getting things done. In this planning guide, evaluation is considered in two ways.
EVALUATE HOW WELL EACH OBJECTIVE IS BEING ATTAINED The first type of evaluation is the critical matter of determining how well individual objectives have been— or are being—attained. At the time an objective is adopted, it should be clear who will do the evaluating and what the evaluation criteria will be. Objectives should be stated in measurable terms. Therefore, it will be relatively easy to determine at the time specified in the objective whether or not the objective has been met. However, it is unrealistic to expect that all goals and objectives can be evaluated in absolute terms. The board should be prepared to accept an appraisal system that combines both subjective and objective measures.
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EVALUATE THE PLAN AND PLANNING PROCESS Secondly, the long-range plan itself must be evaluated. Those directly involved in the planning and implementing stages are in the best position to react to the planning cycle, the process of soliciting input and selection of annual objectives. Evaluation of the plan is a continuing and evolutionary process and changes are made as necessary.
PLANNING ASSESSMENT Some of the questions which should be considered in this planning assessment are: •
Does it have a clear sense of purpose that everyone understands?
•
Is it being used?
•
Is it blended into regular classroom learning?
•
Does it reflect workplace and community realities?
•
Is the staff adequately prepared to use it?
•
Does the staff have access to and visit the workplace and community?
•
What implicit values are taught by the plan?
•
Is the plan more effective than alternative strategies?
•
Is the plan efficient, flexible, adaptable and current?
CONCLUSION The long-range plan is not an end in itself, but should be seen as the “first cut” in a continuing planning process, as well as the stimulus—and the framework—for school board commitment to improvement through maximizing resources. Regular planning mechanisms such as annual reports, monthly reporting requirements, or evaluations will continue to offer opportunities and insights, but they are no substitute for a continuing formal planning process that has a long-range perspective. School boards that rest on tradition, good will and long-standing public support without reassessing their programs, will forfeit their ability to grow and change. The experience a board, superintendent and staff gain through their planning experience should be a springboard to an improved planning process. Numerous planning techniques are in existence and others are being developed each year. Your board should tailor the planning process to suit your school district so it will result in maximum involvement and subsequent support from the students, staff and community. Whatever modification procedures your district chooses to make, be certain that planning continues to provide a framework for viewing and coping with change. Planning does make a difference.
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State Board of Education Master Plan Tab 2
FY 2012 - 2020 Tennessee State Board of Education Master Plan
Vision Statement: To Prepare All Tennessee Children for Successful Post-Secondary Work, Education and Citizenship
Tennessee State Board of Education Master Plan FY 2012 - 2020
Vision for Tennessee Students To prepare all children for successful post-secondary work, education, and citizenship, Tennessee seeks to be the fastest improving state in the nation. Tennessee will be known as a place that leads the nation in the development of a skilled workforce educated and trained by world-class teachers, leaders and schools comprising the strongest and most responsive public education system in the Southeast and in the United States. In order to meet our goals, the state board of education recognizes that it will require the involvement of many stakeholders including parents and community members, teachers and school leaders as well as business and government leaders. State board staff and departmental staff will make periodic reports to the state board on progress made toward attaining the following Strategic Priorities. Strategic Priorities:
I.
Expand students’ access to effective teachers and leaders
II.
Expand families’ access to good schools
III. Expand educators’ access to resources and best practices IV. Expand public access to information and data V.
Set achievement targets and measure success
1
Tennessee State Board of Education Master Plan FY 2012 - 2020
Key Strategies I. Expand students’ access to effective teachers and leaders Driving belief: Tennessee students need great teachers and leaders, focused on preparing their students for college and career. Our best teachers and leaders should reach as many students as possible. In order to meet our goals, Tennessee education stakeholders must: 1. create marketplaces and supports for districts to hire the most effective teachers; 2. strengthen the links between effectiveness, licensure and program approval; 3. expand recruitment and supports for districts to hire effective principals; 4. support superintendent searches where desired; 5. expand the reach of our most effective teachers and leaders to access more students; 6. support the implementation of best practices in teacher preparation including teacher assessment and meaningful internship experiences; and 7. ensure the teacher licensure standards contain the necessary content, pedagogical, and professional knowledge and skills to teach both independently and collaboratively.
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Tennessee State Board of Education Master Plan FY 2012 - 2020
II. Expand families’ access to good schools Driving belief: Parents should be able to choose from among multiple, high quality school options. No child should be stuck in a failing school. In order to meet our goals, Tennessee education stakeholders must: 1. turn around the lowest-performing schools in the state through the Achievement School District; 2. help districts and schools that are not meeting goals create plans that lead to improvement; 3. support improvements to the SBE budget to allow for additional staff to hold the increasing number of charter school appeals; 4. support and incent districts to build strong schools; 5. increase families’ access to high-quality school options including but not limited to traditional schools, charter schools and virtual schools; and 6. support policies and initiatives that lead to increased meaningful parental involvement.
3
Tennessee State Board of Education Master Plan FY 2012 - 2020
III. Expand educators’ access to resources and best practices Driving belief: Teachers need access to better professional development materials and resources to help improve their practice. The state must lead the effort to implement the Common Core standards. In order to meet our goals, Tennessee education stakeholders must: 1. clarify the path forward on implementing Common Core standards and provide aligned resources and best practices to educators; 2. expand districts’ access to strong formative and summative assessments in tested and non-tested subjects; 3. through field service centers, help educators access best practices from high performing schools and content experts to enhance their overall effectiveness and to improve their content delivery; 4. ensure that Tennessee has a world-class Career & Technical Education program that graduates all high school students ready to succeed in college and tomorrow’s careers; 5. support programs and initiatives that foster creativity and innovation such as STEM, fine arts, and other creative endeavors; 6. support teachers through meaningful induction experiences and professional learning communities as defined in the Standards for Professional Learning Policy; and 7. support the recommendations of the BEP Review Committee. IV. Expand public access to information and data Driving belief: Tennessee must ensure that every stakeholder has access to the information needed to demand a quality school system. Good data, not ideology, will drive the choices made at the state level. In order to meet our goals, Tennessee education stakeholders must: 1. build transparent data and communication structures that consistently communicate results to districts, families and the public with common terminology; 2. drive higher volume of research through internal studies, build opensource data capacity, and encourage outside researchers to analyze our work; and 3. communicate consistently and effectively with educators and families about the state of reforms, future plans and results. 4
Tennessee State Board of Education Master Plan FY 2012 - 2020
V. Set achievement targets and measure success Driving belief: Tennessee schools and school systems can make incremental, yet significant, progress in student achievement to meet the goals and targets listed below. School Readiness
1. The percentage of 3rd grade students (spring) who score at or
above proficient on the TCAP reading/language arts assessment; and the percentage of 4th grade students (fall) who score at or above proficient on the NAEP reading assessment. Indicator
Baseline 2009-10
Interim Target 2014-15 66%
3rd grade 42% TCAP 4th grade 28% 39% NAEP Source: Tennessee Department of Education
Target 2019-20 73% 56%
2. The percentage of 3rd grade students (spring) who score at or
above proficient on the TCAP mathematics assessment; and the percentage of 4th grade students (fall) who score at or above proficient on the NAEP mathematics assessment. Indicator
Baseline 2009-10
Interim Target 2014-15 64%
3rd Grade 48% TCAP 4th grade 29% 42% NAEP Source: Tennessee Department of Education
Target 2019-20 77% 60%
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Tennessee State Board of Education Master Plan FY 2012 - 2020 College and Career Readiness
3. The percentage of 7th grade students (spring) who score at or above
proficient on the TCAP reading/language arts assessment; and the percentage of 8th grade students (fall) who score at or above proficient on the NAEP reading assessment. Indicator
Baseline 2009-10
Interim Target 2014-15 56%
7th grade 43% TCAP 8th grade 28% 38% NAEP Source: Tennessee Department of Education
Target 2019-20 64% 55%
4. The percentage of 7th grade students (spring) who score at or above
proficient on the TCAP mathematics assessment; and the percentage of 8th grade students (fall) who score at or above proficient on the NAEP mathematics assessment. Indicator
Baseline 2009-10
Interim Target Target 2014- 2019-20 15 55% 76%
7th grade 29% TCAP 8th grade 25% 39% NAEP Source: Tennessee Department of Education
58%
5. The percentage of 8th grade students (fall) who meet college-
readiness benchmarks of the ACT EXPLORE assessment in English, reading, mathematics, and science. Indicator
Baseline 2009-10
Target 2019-20
65%
Interim Target 2014-15 71%
EXPLORE English EXPLORE Reading
45%
61%
75%
75%
6
Tennessee State Board of Education Master Plan FY 2012 - 2020
EXPLORE 37% 57% Math EXPLORE 15% 46% Science Source: Tennessee Department of Education
75% 75%
6. The percentage of 10th grade students (spring) who meet college-
readiness benchmarks of the ACT PLAN assessment in English, reading, mathematics, and science. Indicator
Baseline 2009-10
PLAN 67% English PLAN 41% Reading PLAN Math 26% PLAN 16% Science Source: Tennessee Department of
Interim Target Target 2014- 2019-20 15 74% 80% 61%
80%
64% 49%
80% 80%
Education
7. The percentage of students who score at or above proficient on the
TCAP end of course assessment in English III. Indicator
Baseline 2011-12
English III
38%
Interim Target 2014-15 49%
Target 2019-20 69%
Source: Tennessee Department of Education 8. The percentage of students who score at or above proficient on the
TCAP end of course assessment in Algebra II. Indicator
Baseline 2010-11
Algebra II
31%
Interim Target 2014-15 45%
Target 2019-20 67%
Source: Tennessee Department of Education
7
Tennessee State Board of Education Master Plan FY 2012 - 2020 9. The percentage of high school graduates who meet ACT college-
readiness benchmarks in English, reading, mathematics, and science. Indicator
Baseline 2009-10
Target 2019-20
55%
Interim Target 2014-15 68%
ACT English ACT Reading ACT Math
40% 24%
60% 52%
80% 80%
ACT Science 18% 49% Meet all four 16% 25% Source: Tennessee Department of Education
80%
80% 50%
10. The percentage of first-time 9th grade students who graduate on-
time with a regular diploma (longitudinal cohort method) Indicator
Baseline 2009-10
Interim Target 2014-15 90%
Longitudinal 86% cohort graduation rate Source: Tennessee Department of Education
Target 2019-20 92%
11. The percentage of recent public high school graduates enrolled in
only credit-bearing courses (no remedial or developmental courses). Indicator
Baseline Fall 2009
Interim Target Fall 2015 70%
No remedial61% developmental Source: Tennessee Higher Education Commission
Target Fall 2020 80%
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Tennessee State Board of Education Master Plan FY 2012 - 2020 Postsecondary Access and Success
12. The percentage of high school graduates who have attained or are
eligible for postsecondary credit through dual enrollment, dual credit, Advanced Placement exams and International Baccalaureate exams, or have attained industry certification. Indicator Either AP or Dual Enrollment
Baseline 2009-10 16%
Interim Target Target 2014- 2019-20 15 20% 25%
Source: Tennessee Higher Education Commission 13. The percentage of recent public high school graduates enrolled in
postsecondary education. Indicator 1
Baseline 2009-10
Interim Target Target 2014- 2019-20 15 60% 65%
Enrolling in 57% Postsecondary Source: Tennessee Higher Education Commission
The baseline year of 2009-10 refers to the HS graduation year of the cohort of TN public HS graduates followed. Utilizing the THEC Student Information System and the National Student Clearinghouse, these graduates were tracked for immediate subsequent enrollment (in Fall 2010) in public and private postsecondary institutions statewide and nationwide. An effort as made, utilizing Free Application for Federal Student Aid (FAFSA) data, to include graduates from Williamson County, which does not provide students’ social security numbers.
1
9
Tennessee State Board of Education Master Plan FY 2012 - 2020
State Board of Education 1st Floor, Andrew Johnson Tower 710 James Robertson Parkway Nashville, TN 37243-1050 615.741.2966 www.state.tn.us/sbe The State Board of Education is the governing and policy making body for the Tennessee system of public elementary and secondary education. Its work touches all facets of education from accountability and evaluation to curriculum and teacher education. The State Board of Education's vision is to prepare all Tennessee children for successful post-secondary work, education and citizenship.
10
Tennessee State Board of Education Master Plan FY 2012 - 2020
STATE BOARD OF EDUCATION: 2012-2013
Ms. Janet Ayers Parsons, 7th Congressional District
Mr. Lonnie Roberts Columbia, 4th Congressional District
Mr. Mike Edwards Knoxville, 2nd Congressional District
Dr. Jean Ann Rogers Murfreesboro, 6th Congressional District
Ms. Vernita B. Justice Chattanooga, 3rd Congressional District
Mr. Fielding Rolston, Chair Kingsport, 1st Congressional District
Dr. Gary Nixon, Executive Director Tennessee State Board of Education
Ms. Teresa Sloyan Memphis, 9th Congressional District
Ms. Carolyn Pearre, Vice Chair Nashville, 5th Congressional District
Dr. Melvin Wright, Sr. Jackson, 8th Congressional District
Dr. Richard Rhoda (ex officio), Executive Director Tennessee Higher Education Commission
11
System Report Card Tab 3
Pr of i l e SchoolYear
Di st r i ctName
20132014
SchoolName
Ches t erCount y
Al l Sc hool s
Ches t erCount y, Al lSchool s
St udentEt hni ci t y: Ches t erCount y, Al lSchool s Educat i onCommi ssi oner
Mr .Kev i nHuf f man
Di st r i ctName
Ches t erCount y
Di st r i ctDi r ect or
Cher r i ePi pk i n
Di st r i ctGr adesSer ved
PK12
Di st r i ctAddr ess1
970Eas tMai n
Di st r i ctCi t y,STZI P
Hender son,TN38340
Saf eSchool
Al l Sc hool sSaf e
School s
6
Asi an
84/3. 0% 401/14. 3%
Nat i v eAmer i can/Al as k an Hi spani corLat i no Bl ac korAf r i canAmer i c an Whi t e
2, 296/81. 9% Val uesr ef l ectOc t ober1enr ol l mentdat a
St udent s&Teacher s :Ches t erCount y, Al lSchool s
TVAASCompos i t es :Ches t erCount y, Al lSchool s
Teacher s
161
Over al l
1
Admi ni st r at or s
14
Li t er acy
1
St udent s
2, 802
Engl i shLear nerSt udent s
15
Numer acy
Engl i shLear nerSt udentPer cent
0. 5%
Economi cal l yDi sadvant agedSt udentPer cent
56. 9%
St udent swi t hDi sabi l i t i es
278
St udent swi t hDi sabi l i t i esPer cent
9. 9%
Per Pupi lExpendi t ur e
% Bel owBasi c
% Bas i c
% Pr of i c i ent
$7, 854. 00
38Mat h 11. 6%
% Advanc ed
Aver ageACTCompos i t e:Ches t erCount y, Al lSchool s
26. 2%
33. 2%
38. 7%
22. 8%
Al gebr aI I 17. 3%
Engl i shI10. 5%
38. 6%
16. 0%
20. 0
12. 6%
32. 6%
60. 0
12. 0
16. 0
20. 0
24. 0
28. 0
32. 036. 0
ACTi sanat i onal col l egeadmi ss i onsexam t hati ncl udessubj ectl ev el t est si nEngl i s h,Mat h,Readi ng andSci enc e.St udent sr ecei ves cor est hatr angef r om 1t o36oneac hsubj ec tandanov er al l Composi t es cor e.Al l Tennesseest udent sar er equi r edt ot ak et heACTi n11t hgr ade.
10. 8%
17. 4%
Gr aduat i onRat e:Ches t erCount y, Al lSchool s Al lSchool s
66. 3% 40. 0
8. 0
8. 2%
53. 0% 31. 6%
0. 0 4. 0
16. 0%
63. 0%
26. 5%
32. 0% 0. 0
30. 4% 34. 6%
47. 1%
18. 3%
18. 4%
USHi st or y
44. 2%
37. 3%
20. 9%
Engl i shI I7. 9% Engl i shI I I
23. 7%
43. 8%
19. 2
Composi t e 9. 5%
50. 9%
38Soci alSt udi es 12. 0%
Bi ol ogyI
29. 0% 41. 9%
38Sci ence 10. 2% 15. 2%
Al gebr aI8. 2%
TheTenness eeVal ueAddedAs sessmentSy st em ( TVAAS)i sas t at i s t i cal anal ysi susedt omeas ur et hei mpac tofdi s t r i ct s , sc hool sandt eac her sont heacademi cpr ogr essr at esofgr oupsofst udent sf r om y ear t oyear .TheTVAASComposi t es l i st edher ear es cor est hatas sessgr owt hatt hesc hool ordi s t r i c tl evel bas edonst udentper f or manc eonst at ewi deas s ess ment sac r ossal l avai l abl es ubj ect sandgr ades.Fordi s t r i c t st hatopt edt ot ests t udent si ngr adesK2i ny ear si nwhi cht hey ar eavai l abl e,t hos esc or esar ei ncl udedi nt hecomposi t e. Thef i l eavai l abl eatt hebel owl i nki ndi c at eswhi chdi st r i ct shadear l ygr adesdat ai nc l udedi nt hei rc ompos i t eseac hy ear . ht t p: / / www. k12. st at e. t n. us / updat e/ ot her / Ear l ygr ades TVAASdi st r i ct s . x l sx TVAASComposi t esar er epor t edona15s c al eandar eoneyearscor es.Lev el s4and5i ndi cat et hatadi s t r i c tors chool i s ex ceedi ngt heex pect edgr owt h,Level 3i ndi cat est hatt heyar emaki ngaboutt heexpect edgr owt h,andLev el s1and2i ndi c at et hatt heyar emak i ngl es st hant heex pec t edgr owt h.TheOver al l TVAASCompos i t ei nc l udesal l av ai l abl edat af r om t heK2( SAT10)assess mentandf r om al l appl i c abl eTCAPandEOCt est s .TheTVAASLi t er acyCompos i t ei ncl udesal l l i t er acyf oc us edt es t si ncl udedi nt heOver al l TVAASCompos i t e.TheTVAASNumer acyComposi t ei nc l udesal l numer ac y f oc usedt est si nc l udedi nt heOver al l TVAASCompos i t e.TheTVAASLi t er acyandNumer ac yCompos i t ei ncl udesal l t es t s i nc l udedi nt heLi t er acyCompos i t eandt heNumer acyc ompos i t e.Mor edet ai l edTVAASdat ac anbevi ewedont hePubl i c TVAASSi t e( ht t ps : / / t v aas. sas. com/ wel c ome. ht ml ) .
Achi evement :Ches t erCount y, Al lSchool s 38Readi ngLanguage 9. 9%
3 2
Li t er acyandNumer acy
80. 0
100. 0
TheTenness eeCompr ehensi veAss ess mentPr ogr am,orTCAP,i sasetofs t at ewi deas sessment s gi veni nTennes s eet omeas ur est udent s ' sk i l l sandpr ogr ess .St udent si ngr ades38t ak et he Ac hi ev ementTes t ,andhi ghsc hool s t udent st ak eEndofCour seex amsf orvar i oussubj ect s .St udentr esul t sar ecat egor i z edasbel owbas i c,basi c ,pr of i c i entoradv anc ed.St udent st hatar epr of i c i entoradvanc edar ecommonl yconsi der edt obeatorabov egr adel ev el .Subj ec t swi t hf ewert han 10v al i dt est sand/ orsubj ec t swi t hatl eas t99per c entorl es st han1per centofst udent ssc or i ngi n anyonepr of i c i enc ycat egor yar esuppr es sedi nacc or danc ewi t hf eder al pr i v acyl aws.
88. 4%
TheGr aduat i onRat emeas ur est heper cent ageofst udent swhogr aduat edf r om hi ghsc hool wi t hi n f ouryear sandasummeroutoft hosest udent st hatent er edt heni nt hgr adef ouryear sear l i er .
Val ueAdded SchoolYear
Di st r i ctName
20132014
SchoolName
Ches t erCount y
Al l School s
Fi l t erSour ce-NetEnr ol l ment Gr ades38:TCAPCr i t er i onRef er encedAcademi cAchi evement :Ches t erCount y,Al lSchool s 2012
2013
2014
Gr ade
Scor e
Gr ade
Sc or e
Gr ade
Sc or e
Tr end
38Mat h
B
53
A
58
A
61
NC
38Readi ng
B
50
B
51
B
52
NC
38Sci ence
B
52
A
55
A
58
NC
38Soci alSt udi es
A
55
A
57
A
58
NC
Achi evementDat a–Thes ec r i t er i onr ef er encescor esr epr esentt heaver agel evel ofachi evementi neac hs ubj ec tac r os sgr ades38.Thes es c or esr epr es entt hemos tr ec entt hr eey ear sofdat a;asar es ul t ,di s t r i c t l ev el dat ai sonl yav ai l abl ewhent hr eeyear sofdat ai savai l abl e. Thes cor esr epr esentt heaver agenor mal c ur v eequi v al ent( NCE)whenc ompar edt oper f or manc ei nt he200809s c hool y ear .Sc or esator above50i ndi cat et hatper f or mancei nt hats ubj ec tmetorexc eededt heaver ageper f or manceacr osst hes t at ei n200809.Gr adesar eas s i gnedac c or di ng t ot hef ol l owi ngs c al e:55t o99:A,50t o54:B,45t o49: C,40t o44:D,0t o39:F.
Gr ade48Val ueAddedGr owt hSt andar d:Ches t erCount y,Al lSchool s 2013
2014
St at us
MeanGai n
St at us
MeanGai n
Mat h
A
6. 3
A
4. 6
Readi ng
B
0. 6
C
0
Sci ence
B
1. 7
A
2. 1
Soci alSt udi es
C
0. 4
B
0. 6
Eac hv al uer epr es ent st hemostr ec entt hr eeyear sofdat a;asar esul t ,di st r i ct l ev el dat ai sonl yavai l abl ewhent hr eey ear sofdat ai sav ai l abl e. Gai nsc ompar eav er ages t udentgr owt hi nt hegi v ens ubj ec tand s c hool y eart ogr owt hdur i ngt he200809baseyear .Posi t i v eval uesi ndi c at et hatac t ual gr owt hex c eededt heex pec t edgr owt handnegat i v ev al uesi ndi c at et hatac t ual gr owt hf el l s hor toft heex pec t edgr owt h. Gr adesf ors t udentgr owt har eassi gnedaccor di ngt ot hef ol l owi ngsc al e:Gr eat ert hanorequal t o1. 75:A,0. 5t o1. 74:B,0. 49t o0. 49:C,2t o0. 50:D,Les st han2:F.
Gr ades48Val ueAdded:Ches t erCount y,Al lSchool s
Mat h
Readi ng
Sci ence
Soci al St udi es
2012
2013
Gai n
Gai n
Gai n
3YRGai n
2014 St at e3YRGai n
4t hGr ade
13. 9
15. 2
9. 5
12. 9
4. 7
5t hGr ade
5. 7
6. 7
1. 7
4. 7
2. 2
6t hGr ade
4. 3
2. 8
4. 7
1. 1
1. 9
7t hGr ade
1. 6
0. 6
3
0. 7
3. 5
8t hGr ade
7
10. 2
4. 1
7. 1
2. 1
4t hGr ade
7. 9
8. 2
4. 1
6. 7
1. 9
5t hGr ade
1. 2
1. 6
5. 9
1. 1
0. 4
6t hGr ade
5. 3
7
9. 9
7. 4
2
7t hGr ade
3. 4
1. 3
1. 1
1. 2
1
8t hGr ade
2. 3
1. 9
3. 9
2. 7
2. 4
4t hGr ade
13
7. 8
9. 7
10. 2
1. 4
5t hGr ade
1
0. 7
3. 8
1. 9
1. 4
6t hGr ade
7. 5
2. 1
8. 3
0. 9
1. 9
7t hGr ade
6. 9
4. 1
1. 3
4. 1
0. 2
8t hGr ade
5. 8
2. 6
10. 7
4. 6
0. 7
4t hGr ade
5. 7
7. 4
7. 5
6. 9
0. 5
5t hGr ade
3. 2
4. 8
4. 1
0. 8
3. 3
6t hGr ade
3. 3
1. 4
10. 8
3
0. 4
7t hGr ade
4. 5
0. 5
1
2
1. 4
8t hGr ade
1. 1
2. 9
2. 7
2. 2
2
Gai nsc ompar eaver agest udentgr owt hi nt hegi vensubj ec tandschool yeart ogr owt hdur i ngt he200809bas ey ear .Pos i t i v ev al uesi ndi c at et hatac t ual gr owt hex c eededt heex pec t edgr owt handnegat i v ev al ues i ndi c at et hatact ual gr owt hf el l shor toft heexpec t edgr owt h.Mor edet ai l edTVAASdat acanbevi ewedont hePubl i cTVAASSi t e( ht t ps : / / t v aas . s as . c om/ wel c ome. ht ml ) .
Gr ades912Val ueAdded:Ches t erCount y,Al lSchool s EOC
ACT
Obser ved
Pr edi ct ed
St at us
Obser ved3YRAver age
Pr edi ct ed3YRAver age
St at us3YRAver age
Al gebr aI
729. 8
736. 5
NDD
730. 8
723. 6
Abov e
Al gebr aI I
720. 7
719
NDD
717. 7
709. 7
Abov e
Bi ol ogyI
695
702. 4
Bel ow
699. 7
701. 2
NDD
Chemi s t r y
713. 9
696. 4
Abov e
Engl i shI
704. 9
707. 1
NDD
705. 6
706. 9
NDD
Engl i shI I
707. 2
703. 1
NDD
705. 7
702. 5
Abov e
Engl i shI I I
709
707. 8
NDD
711. 3
706. 1
Abov e
USHi st or y
532. 6
527. 1
Abov e
536. 1
528. 9
Abov e
Compos i t e
19. 27
19. 1
NDD
19. 19
18. 96
NDD
Engl i sh
19. 44
18. 73
Abov e
19. 61
18. 57
Abov e
Mat h
18. 51
18. 67
NDD
18. 02
18. 48
Bel ow
Readi ng
19. 28
19. 36
NDD
19. 45
19. 32
NDD
Sci enc e
19. 31
19. 12
NDD
19. 16
18. 97
NDD
evement Compar i s ons - Achi SchoolYear
Dat aSet
20132014
St at eof Tennessee
Achi ev ement
Al l School s
38Mat h
Di st r i ctName
SchoolName
St at eofTennes see
Al l St udent s
38Readi ngLanguage Al l St udent s
Pr i mar ySubgr oup
Al l
16. 1%
32. 6%
11. 7% 13. 8%
38Soc i al St udi es
Al l St udent s
14. 9%
Al gebr aI
Al l St udent s
13. 5%
Al gebr aI I
Al l St udent s
Bi ol ogyI
Al l St udent s
Engl i s hI
Al l St udent s
Engl i s hI I
Al l St udent s
Engl i s hI I I
Al l St udent s
USHi st or y
Al l St udent s
Chemi st r y
Al l St udent s
19. 2%
42. 8%
42. 2% 30. 1%
31. 6%
15. 4%
21. 1%
20. 0
10. 4%
50. 5% 40. 1%
32. 5%
18. 3%
61. 0%
12. 9% 26. 5%
43. 1%
0. 0
16. 0%
45. 2%
26. 8%
21. 8%
% Adv anced
32. 3% 31. 9%
20. 7%
9. 8%
11. 3%
44. 4%
24. 1%
20. 5%
Al l
22. 9%
38. 2%
22. 6%
Al l St udent s
7. 9%
28. 4%
38. 8%
38Sc i ence
Subj ect s
Al l St udent s
11. 6%
52. 8% 29. 8% 40. 0
23. 2% 60. 0
80. 0
14. 5% 100. 0
Achi evement TheTennesseeCompr ehensi veAssess mentPr ogr am,orTCAP,i sasetofs t at ewi deass ess ment sgi v eni nTennes s eet omeas ur es t udent s ' s ki l l sandpr ogr es s .St udent si n gr ades38t aket heAc hi evementTest ,andhi ghschool st udent st ak eEndofCour seexamsf orvar i ouss ubj ec t s.St udentr es ul t sar ecat egor i z edasbel owbasi c ,basi c ,pr of i c i ent oradvanced.St udent st hatar epr of i ci entoradvancedar ecommonl yconsi der edt obeatorabov egr adel ev el .Subj ec t swi t hf ewert han10v al i dt es t sand/ ors ubj ec t swi t hat l east99per centorl esst han1per centofst udent sscor i ngi nanyonepr of i ci enc ycat egor yar esuppr es s edi nacc or dancewi t hf eder al pr i v ac yl aws . TVAASComposi t e TheTennesseeVal ueAddedAssessmentSy st em ( TVAAS)i sast at i s t i c al anal ys i sus edt omeas ur et hei mpactofdi s t r i c t s,s c hool sandt eac her sont heac ademi cpr ogr es sr at es ofgr oupsofst udent sf r om year t oyear .TheTVAASCompos i t esl i s t edher ear es cor est hatass es sgr owt hatt hesc hool ordi s t r i c tl ev el bas edonst udentper f or manc eon st at ewi deasses sment sacr ossal l avai l abl es ubj ec t sandgr ades.Fordi s t r i c t st hatopt edt ot estst udent si ngr adesK2i ny ear si nwhi c ht heyar eav ai l abl e,t hos esc or esar ei ncl udedi nt hecompos i t e. Thef i l eavai l abl eatt hebel owl i nki ndi c at eswhi chdi st r i ct shadear l ygr adesdat ai nc l udedi nt hei rcompos i t eseac hy ear .ht t p: / / www. k 12. s t at e. t n. us/ updat e/ ot her / Ear l y gr adesTVAASdi st r i ct s . xl sx TVAASCompos i t esar er epor t edona15scal eandar eoney earsc or es .Lev el s4and5i ndi cat et hatadi s t r i c tors c hool i sex c eedi ngt heex pect edgr owt h,Lev el 3i ndi cat es t hatt heyar emak i ngaboutt heexpect edgr owt h,andLev el s1and2i ndi cat et hatt heyar emak i ngl es st hant heex pec t edgr owt h.TheOv er al l TVAASCompos i t ei nc l udesal l avai l abl edat af r om t heK2( SAT10)as sessmentandf r om al l appl i cabl eTCAPandEOCt es t s .TheTVAASLi t er acyCompos i t ei nc l udesal l l i t er ac yf oc usedt es t si nc l udedi nt he Over al l TVAASComposi t e.TheTVAASNumer ac yComposi t ei ncl udesal l numer ac yf oc usedt es t si nc l udedi nt heOv er al l TVAASCompos i t e.TheTVAASLi t er ac yandNumer acyComposi t ei ncl udesal l t est si ncl udedi nt heLi t er ac yComposi t eandt heNumer ac yc omposi t e.Mor edet ai l edTVAASdat ac anbev i ewedont hePubl i cTVAASSi t e ( ht t ps: / / t v aas. sas. com/ wel come. ht ml ) . ACTTestScor es ACTi sanat i onal col l egeadmi ssi onsex am t hati nc l udessubj ec tl evel t es t si nEngl i s h,Mat h,Readi ngandSci enc e.St udent sr ec ei v esc or est hatr angef r om 1t o36oneac hs ubj ectandanover al l Composi t escor e.Al l Tennesseest udent sar er equi r edt ot aket heACTi n11t hgr ade. Gr aduat i onRat e TheGr aduat i onRat emeasur est heper c ent ageofs t udent swhogr aduat edf r om hi ghsc hool wi t hi nf oury ear sandasummeroutoft hoses t udent st hatent er edt heni nt hgr ade f ouryear sear l i er . Enr ol l mentRat e Ther at i o ofst udent senr ol l edi nt heschool ordi st r i ctonOct ober1.
% Pr of i c i ent % Bas i c % Bel owBas i c
Col l ege/ Car eerReadi nes s SchoolYear
Di st r i ctName
20132014
SchoolName
Ches t erCount y
Al l Sc hool s
Gr aduat i onRat e:Ches t erCount y,Al lSchool s 88. 4%
Al lSt udent s
90. 0%
Bl ackorAf r i canAmer i can
87. 7%
Whi t e Femal e
88. 6%
Mal e
88. 2% 0. 0%
25. 0%
50. 0%
75. 0%
100. 0%
TheGr aduat i onRat emeasur est heper c ent ageofs t udent swhogr aduat edf r om hi ghs chool wi t hi nf ouryear sandasummeroutoft hosest udent st hatent er edt heni nt hgr adef ouryear sear l i er .
ACTCol l egeReadi nes sBenchmar ks : Ches t erCount y,Al lSchool s 15. 0%
Al l4Cat egor i es
58. 0%
Engl i sh 24. 0%
Mat h
30. 0%
Readi ng 26. 0%
Sci ence 0. 0
10. 0
20. 0
30. 0
40. 0
50. 0
60. 0
70. 0
80. 0
90. 0
100. 0
ACTest abl i shesbenc hmar ksc or est hatACT’ sr es ear c hhasi dent i f i edt or epr esentt hel ev el ofachi evementr equi r edf ors t udent st ohavea50% c hanceofobt ai ni ngaBorhi gherorabouta75% c hanc eofobt ai ni ngaCorhi gheri nc or r es pondi ngc r edi t bear i ngf i r st y earcol l egec our ses .Theper c ent ageofst udent si naschool ordi s t r i c twhomeett heACTcol l eger eadi nessbenchmar kf oreachs ubj ec tandf oral l f our s ubj ec t si sgi v enher e.Formor ei nf or mat i onont heACTcol l eger eadi nessbenc hmar k s,c l i c kher e.ht t p: / / www. act . or g/ sol ut i ons / col l egecar eer r eadi nes s/ c ol l eger eadi nes sbenc hmar ks/
St udent sMeet i ngACTHOPESchol ar s hi pEl i gi bi l i t y: Ches t erCount y,Al lSchool s 65-35. 9%
Al lSt udent s
30-35. 3%
Femal e
35-36. 5%
Mal e 0. 0%
10. 0%
20. 0%
30. 0%
40. 0%
50. 0%
60. 0%
70. 0%
80. 0%
90. 0%
100. 0%
TheTenness eeHOPESc hol ar s hi ppr ovi desf i nanc i al ass i s t anc ef orTennes s eer es i dent swhoar eent er i ngf r es hmenwi t hahi ghschool GPAof3. 0ora21Composi t eont heACT.Theper cent ageofst udent si n asc hool ordi st r i ctwhomeett he21Composi t eont heACTi sgi v enher e.
ACTScor es :Ches t erCount y,Al lSchool s Cur r ent
19. 2
Composi t e
19. 4
Engl i s h
18. 5
Mat h
3Year Aver age
Readi ng
19. 2
Sci ence
19. 2
Composi t e
19. 2 19. 5
Engl i s h 18. 1
Mat h
19. 4
Readi ng
19. 1
Sci ence 0
6
12
18
24
30
36
Fi l t erSour ce-NetEnr ol l ment ACTi sanat i onal col l egeadmi ss i onsex am t hati ncl udess ubj ectl evel t es t si nEngl i sh,Mat h,Readi ngandSci enc e.St udent sr ec ei v es cor est hatr angef r om 1t o36oneac hs ubj ectandanov er al l Composi t es co. .
Account abi l i t y SchoolYear
Di st r i ctName
20132014
SchoolName
Ches t erCount y
Al l Sc hool s
I naccor dancewi t hTennessee’ saccount abi l i t ys y st em,desi gnedt hr ought hes t at e’ swai v erf r om NoChi l dLef tBehi nd,t heTennes s eeDepar t mentofEduc at i onannual l ymeas ur espr ogr essofs chool sands c hool di st r i ct s.School di st r i ct sar emeasur edont hei rabi l i t i est or ai s eov er al l ac hi ev ementandcl osegapsbet weengr oupsofst udent sandar edes i gnat edasExempl ar y ,I nNeedofI mpr ov ementorI nNeedofSubgr oupI mpr ovement .I nf or mat i ononwhet hersc hool di st r i ct smetormi s sedt hei rgoal saswel l ast hegoal sandr es ul t soft hesy s t em ar el i s t edbel ow. TheTennesseeDepar t mentofEducat i onal s osel ec t sRewar d,Pr i or i t yandFocussc hool s.Cl i ckher eht t p: / / www. t n. gov/ educ at i on/ dat a/ ac c ount abi l i t y/ i ndex . s ht ml f ormor ei nf or mat i onont heac c ount abi l i t ys y s t em andover al l l i st sofdi st r i ct sandschool si ndi f f er entst at uses.
Achi evementMeas ur es :Ches t erCount y
GapCl os ur eMeas ur es :Ches t erCount y Mi ss-I nNeedofSubgr oupI mpr ov ement
Achi ev e-NotExempl ar y
Achi evementTar getRes ul t s :Ches t erCount y,Al lSchool s 3r dMat h
7t hMat h
Y
Y
GoalMet
3r dReadi ng. . 7t hReadi ng. . N
38Mat h
38Readi ng. .
Al gebr aI
Al gebr aI I
Engl i shI I
Engl i shI I I
Gr aduat i onR. .
Y
N
Y
N
Y
Y
N
Y
Y
Y
Y
Y
Y
I mpr ov ed
I mpr oved
Dec l i ned
Decl i ned
I mpr ov ed
I mpr ov ed
Y
Par t i ci pat i onRat e I mpr oved
I mpr ovement
I mpr oved
Decl i ned
I mpr ov ed
Dec l i ned
Aval ueof“ Y”f or“ Tar getMet ”meanst hatt het ar getwasmetwhi l eaval ueof“ N”i ndi cat est hatt het ar getwasnotmet .Aval ueof“ Y”f orpar t i c i pat i onr at ei ndi c at est hatatl eas t95per c entofst udent spar t i c i pat ed i nt het est .Theval uesof“ I mpr oved”and“ Dec l i ned”i ndi c at ec hangesi nt hepr of i c i encyr at ef oreachs ubj ec twhencompar edt ot hepr ev i ousyear .Fort hepur posesoft hedi s t r i c tac c ount abi l i t ys y st em,pr of i c i enc y r at est hatst ayt hesamef r om y eart oy earar el abel ed" Dec l i ned. "
GapTar getRes ul t s :Ches t erCount y,Al lSchool s Al lSt udent sv.Af r i canAm. ,Hi spani c, Nat i veAm.
Economi cal l yDi sadvant aged( ED)v. NonED
Li mi t edEngl i shPr of i ci ent( LEP)v. NonLEP
St udent swi t hDi sabi l i t i es( SWD)v. NonSWD
38Mat h
N
N
N
38Readi ngLanguage
N
N
N
Al gebr aI+Al gebr aI I
N
Y
Engl i shI I+Engl i shI I I
N
Y
Aval ueof“ Y”meanst hatt het ar getf orapar t i c ul argapands ubj ectwasmetwhi l eav al ueof“ N”i ndi c at est hatt het ar getwasnotmet .
Subgr oupPar t i ci pat i onandI mpr ovement :Ches t erCount y,Al lSchool s Bl ackorAf r i canAmer i can
Hi spani corLat i no
Whi t e
Economi cal l yDi sadvant aged St udent s
St udent swi t hDi sabi l i t i es
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Par t i ci pat i on 38Mat h Rat e 38Readi ngLanguage
Y
Al gebr aI+Al gebr aI I
Y
Y
I mpr oved
Y Dec l i ned
I mpr ov ed
Decl i ned
I mpr ov ed
I mpr oved
Dec l i ned
I mpr ov ed
Decl i ned
I mpr ov ed
Al gebr aI
Decl i ned
I mpr oved
Al gebr aI+Al gebr aI I
Decl i ned
Decl i ned
Al gebr aI I
Decl i ned
Decl i ned
Engl i shI I+Engl i s hI I I Subgr oup 38Mat h I mpr ovement 38Readi ngLanguage
Engl i shI I
I mpr oved
I mpr ov ed
I mpr oved
Engl i shI I+Engl i s hI I I
I mpr oved
I mpr ov ed
Decl i ned
I mpr ov ed
Decl i ned
Engl i shI I I
Aval ueof“ Y”f orPar t i ci pat i onRat emeanst hatatl eas t95per c entoft heel i gi bl es t udent si napar t i c ul ars ubgr oupands ubj ectpar t i c i pat edi nt het est .Thev al uesof“ I mpr ov ed”and“ Dec l i ned”i ndi c at echangesi n t hepr of i ci encyr at ef oreachs ubgr oupands ubj ectcombi nat i onwhenc ompar edt ot hepr evi ousyear .Fort hepur posesoft hedi s t r i c tac c ount abi l i t ys y s t em,pr of i c i encyr at est hats t ayt hesamef r om yeart oy ear ar el abel ed" Dec l i ned. "
GapTar get s :Ches t erCount y, Al lSchool s 38Mat h
Tar getGapSi ze
GAPSi z ePer c ent ages
Al l St udent sv .Af r i canAm. ,Hi spani c ,Nat i v eAm.
13. 2
15. 2
Economi cal l yDi sadvant aged( ED)v.NonED
16. 1
19. 2
*
* *
St udent swi t hDi s abi l i t i es( SWD)v.NonSWD
38. 1
40. 8
Al l St udent sv .Af r i canAm. ,Hi spani c ,Nat i v eAm.
15. 2
16. 4
Economi cal l yDi sadvant aged( ED)v.NonED
19. 4
21. 7
Li mi t edEngl i s hPr of i c i ent( LEP)v.NonLEP 38Readi ng Language
*
* *
St udent swi t hDi s abi l i t i es( SWD)v.NonSWD
35. 8
37. 2
Al l St udent sv .Af r i canAm. ,Hi spani c ,Nat i v eAm.
13. 4
21. 1
Economi cal l yDi sadvant aged( ED)v.NonED
20. 1
15. 1
Li mi t edEngl i s hPr of i c i ent( LEP)v.NonLEP
*
* *
St udent swi t hDi s abi l i t i es( SWD)v.NonSWD
*
* *
Al l St udent sv .Af r i canAm. ,Hi spani c ,Nat i v eAm.
21. 7
26. 7
Economi cal l yDi sadvant aged( ED)v.NonED
24. 2
23. 9
Li mi t edEngl i s hPr of i c i ent( LEP)v.NonLEP Al gebr aI+ Al gebr aI I
Engl i shI I+ Engl i shI I I
Li mi t edEngl i s hPr of i c i ent( LEP)v.NonLEP
*
* *
St udent swi t hDi s abi l i t i es( SWD)v.NonSWD
*
41. 7
Achi evementTar get s :Ches t erCount y,Al lSchool s 3r dMat h 5 Tar getAchi evement 66.
7t hMat h
3r dReadi ng Language
7t hReadi ng Language
38Mat h
38Readi ng Language
Al gebr aI
Al gebr aI I
Engl i shI I
Engl i shI I I
Gr aduat i on Rat e
45. 1
56. 2
40. 6
64. 4
54. 3
71. 1
54. 2
66. 4
52. 1
95. 8
Numer i cDat a:Ches t erCount y,Al lSchool s Cur r ent % Bel owBas i c 38Mat h
Al l St udent s Asi an
% Bas i c
% Pr of i c i ent
% Adv anc ed
% Pr of i ci ent+Adv anced
Tar getAchi evement
Numer i cDat a:Ches t erCount y,Al lSchool s Cur r ent % Bel owBas i c 38Mat h
Al l St udent s Asi an
* *
% Adv anc ed 29. 0%
% Pr of i ci ent+Adv anced 62. 2%
* *
* *
29. 3%
16. 7%
46. 0%
Hi s pani corLat i no
16. 3%
35. 1%
21. 6%
27. 0%
48. 6%
* *
* *
* *
* *
* *
9. 9%
24. 9%
34. 1%
31. 1%
65. 2%
Hi s pani c,Bl ack ,orNat i veAmer i can
20. 3%
32. 7%
28. 6%
18. 4%
47. 0%
Economi cal l yDi sadvant agedSt udent s
15. 8%
30. 8%
33. 3%
20. 1%
53. 4%
6. 7%
20. 7%
33. 1%
39. 5%
72. 6%
Engl i shLanguageLear nerSt udent s
* *
* *
* *
NOTEngl i shLanguageLear nerSt udent s
11. 5%
26. 1%
33. 3%
St udent swi t hDi s abi l i t i es
37. 6%
36. 8%
8. 6%
25. 0%
9. 9%
38. 7%
St udent swi t hNO Di s abi l i t y 38Readi ng Al l St udent s Language Asi an
* *
* *
* *
* *
29. 1%
62. 4%
15. 8%
9. 8%
25. 6%
35. 2%
31. 2%
66. 4%
41. 9%
9. 5%
51. 4%
* *
* *
* *
Bl ackorAf r i canAmer i can
16. 6%
48. 9%
30. 5%
4. 0%
34. 5%
Hi s pani corLat i no
16. 2%
51. 4%
29. 7%
2. 7%
32. 4%
Nat i veAmer i c an/Al ask an
* *
* *
* *
* *
* *
8. 7%
36. 7%
44. 0%
10. 6%
54. 6%
Hi s pani c,Bl ack ,orNat i veAmer i can
16. 2%
48. 8%
31. 3%
3. 7%
35. 0%
Economi cal l yDi sadvant agedSt udent s
13. 6%
44. 9%
35. 6%
5. 9%
41. 5%
5. 4%
31. 4%
49. 3%
13. 9%
63. 2%
Whi t e
NOTEconomi cal l yDi s adv ant agedSt udent s Engl i shLanguageLear nerSt udent s NOTEngl i shLanguageLear nerSt udent s
* *
* *
9. 6%
38. 8%
* *
* *
* *
42. 0%
9. 6%
51. 6%
36. 8%
45. 1%
9. 8%
8. 3%
18. 1%
St udent swi t hNO Di s abi l i t y
6. 7%
38. 0%
45. 6%
9. 7%
55. 3%
Al l St udent s
8. 2%
22. 8%
38. 6%
30. 4%
69. 0%
24. 9%
31. 3%
25. 0%
18. 8%
43. 8%
St udent swi t hDi s abi l i t i es
Bl ackorAf r i canAmer i can Hi s pani corLat i no Whi t e
* *
* *
* *
* *
* *
6. 3%
21. 4%
41. 5%
30. 8%
72. 3%
20. 0%
32. 0%
20. 0%
28. 0%
48. 0%
Economi cal l yDi sadvant agedSt udent s
8. 3%
30. 2%
39. 6%
21. 9%
61. 5%
NOTEconomi cal l yDi s adv ant agedSt udent s
7. 9%
14. 8%
37. 5%
39. 8%
77. 3%
NOTEngl i shLanguageLear nerSt udent s
8. 2%
22. 8%
38. 6%
30. 4%
69. 0%
Hi s pani c,Bl ack ,orNat i veAmer i can
St udent swi t hDi s abi l i t i es
* *
* *
* *
* *
* *
7. 9%
22. 2%
39. 8%
30. 1%
69. 9%
Al l St udent s
17. 3%
37. 3%
34. 6%
10. 8%
45. 4%
Bl ackorAf r i canAmer i can
38. 7%
38. 7%
16. 1%
6. 5%
22. 6%
St udent swi t hNO Di s abi l i t y
Hi s pani corLat i no
* *
* *
* *
* *
* *
Whi t e
13. 2%
36. 8%
38. 2%
11. 8%
50. 0%
Hi s pani c,Bl ack ,orNat i veAmer i can
36. 3%
39. 4%
18. 2%
6. 1%
24. 3%
Economi cal l yDi sadvant agedSt udent s
17. 9%
44. 9%
29. 5%
7. 7%
37. 2%
NOTEconomi cal l yDi s adv ant agedSt udent s
16. 8%
31. 8%
38. 3%
13. 1%
51. 4%
NOTEngl i shLanguageLear nerSt udent s
17. 3%
37. 3%
34. 6%
10. 8%
45. 4%
St udent swi t hNO Di s abi l i t y
17. 3%
37. 3%
34. 6%
10. 8%
45. 4%
7. 9%
26. 5%
53. 0%
12. 6%
65. 6%
Al l St udent s Asi an Bl ackorAf r i canAmer i can
* * 8. 8%
* * 44. 1%
* * 41. 2%
* * 5. 9%
Hi s pani corLat i no
* *
* *
* *
* *
Nat i veAmer i c an/Al ask an
* *
* *
* *
* *
Whi t e Hi s pani c,Bl ack ,orNat i veAmer i can Economi cal l yDi sadvant agedSt udent s NOTEconomi cal l yDi s adv ant agedSt udent s Engl i shLanguageLear nerSt udent s NOTEngl i shLanguageLear nerSt udent s St udent swi t hDi s abi l i t i es
* * 47. 1% * * * *
7. 5%
22. 4%
56. 3%
13. 8%
70. 1%
7. 5%
45. 0%
40. 0%
7. 5%
47. 5%
12. 6%
31. 7%
51. 9%
3. 8%
55. 7%
3. 6%
21. 6%
54. 1%
20. 7%
74. 8%
* * 7. 5% * *
* * 26. 6% * *
* * 53. 3% * *
* * 12. 6%
* * 65. 9%
* *
* *
6. 8%
25. 7%
54. 9%
12. 6%
67. 5%
Al l St udent s
18. 4%
31. 6%
32. 6%
17. 4%
50. 0%
Bl ackorAf r i canAmer i can
45. 2%
41. 9%
9. 7%
3. 2%
12. 9%
St udent swi t hNO Di s abi l i t y Engl i shI I I
33. 2%
32. 2%
NOTEconomi cal l yDi s adv ant agedSt udent s
Engl i shI I
* *
% Pr of i c i ent
21. 8%
Whi t e
Al gebr aI I
* *
26. 2%
Bl ackorAf r i canAmer i can Nat i veAmer i c an/Al ask an
Al gebr aI
11. 6%
% Bas i c
Hi s pani corLat i no
* *
* *
Whi t e
12. 7%
29. 7%
Hi s pani c,Bl ack ,orNat i veAmer i can
46. 9%
Economi cal l yDi sadvant agedSt udent s
28. 1%
NOTEconomi cal l yDi s adv ant agedSt udent s NOTEngl i shLanguageLear nerSt udent s St udent swi t hDi s abi l i t i es St udent swi t hNO Di s abi l i t y
* *
* *
* *
37. 3%
20. 3%
57. 6%
40. 6%
9. 4%
3. 1%
12. 5%
39. 0%
25. 6%
7. 3%
32. 9%
11. 1%
25. 9%
38. 0%
25. 0%
63. 0%
18. 4%
31. 6%
32. 6%
17. 4%
50. 0%
* * 15. 8%
* * 32. 8%
* * 33. 9%
* * 17. 5%
* * 51. 4%
Val uesl abel ed" * * "ar es uppr es s edbec aus et her ewer ef ewert han10v al i dt es t s .Bl ankval ueshav ebeens uppr es sedei t herbec aus emor et han99per c entorl es st han1per centofs t udent s sc or edi napar t i c ul arpr of i c i enc yc at egor y .Thi ss uppr es s i oni sper f or medi nac c or danc ewi t hf eder al pr i v ac yl aws.
Educat i onCl i mat e SchoolYear
Di st r i ctName
20132014
SchoolName
Ches t erCount y
Al l Sc hool s
At t endance&Pr omot i onK8:Ches t erCount y,Al lSchool s 95. 4%
K8Aver ageDai l yAt t endanceRat e 91. 2%
K8Pr omot i onRat e 0. 0%
10. 0%
20. 0%
30. 0%
40. 0%
50. 0%
60. 0%
70. 0%
80. 0%
90. 0%
100. 0%
At t endanceRat e-Theaver agenumberofdaysst udent sat t endsc hool ascompar edt ot heaver agenumberofday st hest udent sar eenr ol l ed. Pr omot i onRat e-Thosest udent swhoar epr omot edt ot henextgr adeeachy ear .
At t endance&Pr omot i on912:Ches t erCount y,Al lSchool s 94. 2%
HSAver ageDai l yAt t endanceRat e 88. 4%
Gr aduat i on Rat e 1. 2%
EventDr opoutRat e
0. 0%
10. 0%
20. 0%
30. 0%
40. 0%
50. 0%
60. 0%
70. 0%
80. 0%
90. 0%
100. 0%
Cohor tDr opoutRat e-Theper c ent ageoft hosest udent sent er i ngt he9t hgr adet hathavedr oppedoutbyt heendof12t hgr ade. EventDr opoutRat e-Theper c ent ageofal l st udent si ngr ades912t hathavedr oppedouti nagi vens c hool y ear .
Di s ci pl i ne:Ches t erCount y,Al lSchool s Suspensi on
Di sc i pl i ne Count
Expul si on
Di s ci pl i ne Rat e
Al lSt udent s
96
3. 4%
Bl ackorAf r i canAmer i can
23
5. 7%
Whi t e
72
3. 1%
Femal e
26
1. 9%
Mal e
70
4. 9%
Di s ci pl i ne Count
Di s c i pl i ne Rat e
Suspensi on-As t udentwhoi snotal l owedt oat t endsc hool f oraper i odoft i menotgr eat ert hant enday sandr emai nsont hes chool r ol l s. Expul si on-Ast udentex pel l edf r om s chool i sonewhoi snotal l owedt oat t ends chool f oraper i odoft i megr eat ert hant enday s,andt heyar er emov edf r om sc hool r ol l sdur i ngt heper i odofex pul s i on.
Fi nance:Ches t erCount y,Al lSchool s PerPupi lExpendi t ur e
St af fDet ai l s :Ches t erCount y,Al lSchool s $7, 854. 00
LocalFundi ng
14. 28%
Feder alFundi ng
14. 64%
St at eFundi ng
71. 06%
PerPupi lExpendi t ur e-Tot al c ur r entoper at i ngex pendi t ur esonaperpupi l basi si ncl udi ngf eder al ,st at eandl ocal f unds.Someexampl esofus ear ef or i nst r uct i onal mat er i al s ,mai nt enance,andt r anspor t at i on.
Admi ni st r at or Teacher
14 161
Admi ni s t r a t or s-I nc l udedi r e c t or sofs c hool s , pr i nc i pa l s , s upe r v i s or s , a s s i s t a ntpr i nc i pa l s , e t c
Teacher s SchoolYear
Di st r i ctName
20132014
SchoolName
Ches t erCount y
Al l Sc hool s
Fi l t erSour ce-NetEnr ol l ment Hi ghl yQual i f i edTeacherI nf or mat i on:Ches t erCount y,Al lSchool s % HQ Cl assesTaught
91. 7%
HQ Cl assesTaughtHQ
688. 0
% NonHQ Cl assesTaught
8. 3% 62. 0
HQ Cl assesTaughtNonHQ
Hi ghl yQual i f i edTeacher-Anypubl i cel ement ar yors econdar ys chool t eacherwhohol dsatl eas taBachel or ' sDegr ee,i sf ul l y l i c ensedi nTennes s eeandsubmi t st her equi r eddoc ument st odemonst r at ecompet encyi nt hecont entar ea( s)bei ngt aught .
St af fDet ai l s :Ches t erCount y,Al lSchool s
Per mi t sandWai ver s :Ches t erCount y,Al lSchool s 14
Admi ni st r at or
161
Teacher
1
Wai ver s
0. 0%
Wai verPer cent
TeacherPer mi t s-Aper mi ti sper mi ss i ongr ant edt oal ocal sc hool s ys t em t oempl oyt empor ar i l yadegr eedi ndi v i dual whodoesnothol daval i dl i cens ewhent hesc hool s y s t em i sunabl et oobt ai nt hes er vi c esof aqual i f i edt eac herf ort hegr adeorsubj ec tar eai nwhi c havac anc yexi st s . TeacherWai ver s-Thet eacheri sl i censedbutt eachi ngoutofhi sorherf i el dbec ausenoot hercer t i f i edt eac heri sav ai l abl et ot eacht hats ubj ec t .
TeacherandAdmi ni s t r at orCr edent i al s :Ches t erCount y,Al lSchool s Femal e
PHD
EDS
MS+45
MS
BS/ BA
1
1
8
54
67
2
1
19
20
2
42
9
73
87
4
175
Mal e Gr andTot al
1
1
2YRS
3YRS
1YR
Wai ver sbyCour s e:Ches t erCount y,Al lSchool s Cour seCode Cour seTi t l e 9601
Li br ar y / Medi aSpeci al i s twi t h400ormor es t udent s
Cour seWai ver s
1
0YRS
Gr andTot al
133
Planning: A Joint Venture Part 2 Tab 4
Part 2 Board of Distinction Checklist 6020.1
of Distinction Checklist BoardBoard of Distinction Checklist To recognize outstanding performance by a board as a whole, TSBA has established a Board of Distinction Program. Complete the following checklist to document that your board is meeting the challenge of leadership in every area of board responsibility.
PLANNING
_____ 1. Participated in a retreat of at least 7 hours. _____ 2. Conducted a superintendent evaluation.
_____ 3. Developed/updated Five-year Plan, which included vision statement, mission statement and shared beliefs.
POLICY _____ 4. Conducted an annual review and maintenance of the entire policy manual. _____ 5. Adopted and adhered to policies for effective board operations. _____ 6. Adopted the TSBA Boardsmanship Code of Ethics policy.
PROMOTION _____ 7. Developed/maintained a plan for promotion of the school system. _____ 8. Was represented the last two years at the TSBA Delegate Assembly. _____ 9. Designated a TLN representative.
BOARD DEVELOPMENT _____10. Participated in a board self evaluation and developed a plan for improvement. _____11.Had a board meeting critiqued by a team of Level III or greater board members from at least two other school boards. (Evaluation form may be obtained from TSBA.)
_____12.Was represented at Fall District Meeting the last two years by a majority of the Board. _____13.Was represented at TSBA Convention the last two years by a majority of the Board. _____14.Achieved (at least 1/3 of the board) Level II in the TSBA Boardsmanship Program. _____15.Each board member has attended at least 75 percent of the board meetings during the last two years. Our board has completed each of the above items within a two-year period immediately preceding the date of our signatures on this form. _________________________ Board Chairman
___________________________ School Board
_______________ Date
__________________________ Superintendent
________________ Date
PLEASE MAKE A COPY FOR YOUR FILES BEFORE SENDING TO: 525 Brick Church Park Drive – Nashville, TN 37207 – 800/448-6465 – Fax: 615/815-3911
Planning: A Joint Venture
1
Part 2
Mr. John Doe Director of Schools Evaluation Instrument A report submitted to:
Progress County School Board
By: Tennessee School Boards Association Dr. Tammy Grissom 525 Brick Church Park Drive Nashville, TN 37207 800/448-6465
Planning: A Joint Venture
2
Part 2
Administrators’ Responses – Appendix A
Progress County DOS Performance Evaluation
Planning: A Joint Venture
Improvement
Acceptable
Administrators' Perceptions of Director's Performance 1. The director develops clear expectations. 2. The director models good communication skills. 3. The director is knowledgeable about the curriculum. 4. The director ensures that funds are spent wisely. 5. The director holds me accountable. 6. The director supports professional growth activities for administrators. 7. The director maintains positive relationships with administrators. 8. The director enforces board policy in a fair and consistent manner. 9. The director ensures the safety of students and school personnel. 10. The director administers the schools in accordance with state laws. 11. The director has an effective plan to recruit effective employees. 12. The director takes an active leadership role in the instructional improvement. 13. The director evaluates my performance in a fair and consistent manner. 14. The director interacts effectively with system employees. 15. The director is accessible to administrators. 16. The director develops good staff morale and loyalty to the system. 17. The director works effectively with the school board. 18. The director involves administrators as much as possible in decision-making. 19. The director listens to suggestions from the administrative staff. 20. The director demonstrates a caring attitude.
Outstanding
Performance
Not Important
Important
Essential
Importance
2
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Never Meets Expectations
Seldom Meets Expectations
Usually Meets Expectations
Consistently Meets Expectations
BOARD RELATIONSHIP
Exceeds Expectations
Board Assessments - Appendix B
1. Keeps all board members informed on issues, needs and operation of the school system. 2. Keeps board informed of employment, promotion, and dismissal of personnel. 3. Has a harmonious relationship with the board. 4. Offers professional advice to the board on items requiring board action, with appropriate recommendations based on thorough study and analysis. 5. Maintains a high degree of understanding and respect between staff and the board.
Total Mean Score for Board Relationships COMMUNITY RELATIONSHIPS 1. Is an effective spokesperson for the school system.
2. Models the highest professional standards to the community. 3. Builds public support for the school district. 4. Develops cooperative relationships with the news media. 5. Works effectively with public and private agencies.
Total Mean Score for Community Relationships STAFF AND PERSONNEL RELATIONSHIPS 1. Develops good staff morale and loyalty to the system. 2. Treats all personnel fairly. 3. Delegates authority to staff members appropriately. 4. Recruits and assigns the best available personnel. 5. Organizes a planned program of staff evaluation.
Total Mean Score for Staff and Personnel Relationships
Progress County DOS Performance Evaluation
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4
Exceeds Expectations
Consistently Meets Expectations
Usually Meets Expectations
Seldom Meets Expectations
Never Meets Expectations
Consistently Meets Expectations
Usually Meets Expectations
Seldom Meets Expectations
Never Meets Expectations
FACILITIES AND FINANCE
Exceeds Expectations
Part 2
1. Demonstrates knowledge of school facilities and develops a process that builds support for buildings needs. 2. Ensures the maintenance of school property and the safety of personnel and property. 3. Provides accurate and timely reports to the board on the financial condition of the school system. 4. Ensures that expenditures are within the limits approved by the board. 5. Evaluates financial needs and makes recommendations for adequate financing.
Total Mean Score for Facilities and Finance VISION
1. Works effectively with board, staff, and community to develop long-range strategic plans. 2. Keeps board and community informed of progress towards long-range goals. 3. Facilitates a community informed of progress towards long-range plans. 4. Clearly articulates system's vision, mission and priorities to community and media. 5. Inspires others to achieve the vision of the school system.
Total Mean Score for Vision
STUDENT ACHIEVEMENT
1. Develops, implements, promotes and monitors continuous improvement in student achievement. 2. Applies effective methods of providing, monitoring, evaluating and reporting student achievement. 3. Promotes academic rigor and excellence for students. 4. Maintains a current knowledge of developments in curriculum and instruction. 5. Reviews, reports and reacts appropriately to state accountability measures.
Total Mean Score for Student Achievement
Progress County DOS Performance Evaluation
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Annual Objectives - Appendix C M - Expectations have been met. P - Progress has been made toward meeting expectations N - No Progress has been made toward meeting the expectations
Performance Objective 1: Improve No Child Left Behind Status Performance Indicators - The performance objective is complete when the Director of Schools reports:
M P N
1. School system NCLB status in “School Improvement II – Improving.” 2. There are high expectations for all students. 3. There are solid learning progressions within grade levels. 4. The improvement agenda is clear and data-based. 5. Principals initiate and support instructional improvement. 6. Staff regularly examine data, set goals, and stay the course.
Performance Objective 2: Evaluate the organizational structure of the central office and reorganize as necessary to achieve maximum effectiveness. Performance Indicators - The performance objective is complete when the Director of Schools reports:
M P N
1. To the school board about the reorganization of personnel. 2. If necessary, provides a fiscal review with budgetary recommendations.
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Performance Objective 3: Incorporate additional levels of technology in classroom instruction. Performance Indicators - The performance objective is complete when the Director of Schools reports:
M P N
1. To the board that all teachers that require managerial and instructional technology assistance will be provided the appropriate staff development. 2. Classrooms will be monitored to ensure technology is integrated into instruction, and when required managerial applications are accessed (e.g. grading reports, e-mail, internet, etc.).
Performance Objective 4: Increase the use of grant funding in the school system. Performance Indicators - The performance objective is complete when the Director of Schools reports:
M P N
1. To the board the current status of existing school grants, matching or in-lieu of funds required. 2. A plan of action showing how the school system can improve and access all potential grants available to Progress County Schools.
Performance Objective 5: Assist teachers indentifying areas of strength and areas of needed improvement of teacher performance through use of the state model for local evaluation and observation and consultations with administrators and mentors. Performance Indicators - The performance objective is complete when the Director of School reports:
M P N
1. Assignment of two tenured teachers to serve as mentors to each non-tenured teacher. 2. Increase in the training of mentors. 3. Increase in the effectiveness of instruction as measured by completion of the future growth plan of individual teachers using the state model for local evaluation.
Performance Objective 6: Review and improve the average ACT scores and reduce the percentage of students requiring remedial courses upon entering college. Performance Indicators - The performance objective is complete when the Director of Schools presents:
M P N
1. A report of Progress County's ACT scores as compared to the state and national average beginning with the 2020-2021 school year (5-Year Review). 2. A review and discussion of indicators that may have had a negative impact on ACT scores. 3. Submits a plan of action for improving ACT scores and timelines for implementation.
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Performance Objective 7: Promote parents’ awareness of and participation in their child’s education. Performance Indicators - The performance objective is complete when the Director of Schools reports:
M P N
1. Increase in the number of opportunities for parent involvement. 2. Increase in the number of parents participating. 3. Increase in the number of opportunities for parent involvement in parenting skills workshops.
Performance Objective 8: Will review, be knowledgeable of, and work to remain in compliance with all approved board policies and administrative procedures; and when necessary, recommend deletions, additions, or modifications that ensure compliance with federal, state, and local guidelines. Performance Indicators - The performance objective is complete when the Director of Schools reports:
M P N
1. All school board policies and administrative procedures have been reviewed. 2. Federal, state and local guidelines have been reviewed. 3. A method of review and process for recommending deletions, additions or modifications to the school board is complete.
Performance Objective 9: Promote the principles of effective teaching methodologies that meet the needs of diverse learners. Performance Indicators - The performance objective is complete when the Director of Schools reports:
M P N
1. Increase in staff development provided to teachers to increase their knowledge and proficiency of differentiated instruction.
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Performance Objective 10: Make progress toward improving the compensation for school system employees. Performance Indicators - The performance objective is complete when the Director of Schools presents:
M P N
1. A plan that has reviewed the compensation packages provided by 1. (comparable school systems that have a per capita income, fiscal capacity, and demographics similar to Progress County, and 2. (compensation packages provided to Progress County employees that do not work for the school system but have similar job descriptions and/or duties. 2. A funding proposal presentation is prepared and ready to be presented to the school board and county commission recommending how Progress County Schools can improve its compensation package for school employees.
Performance Objective 11: Work with the school board to develop and implement an annual plan for promoting Progress County Schools and increasing communication and support with the county commission. Performance Indicator - The performance objective is complete when:
M P N
1. The board adopts an annual agenda for promotion, which included activities, which the board and/or the Director will complete during the year. The plan must include activities to build support from the County Commission.
Performance Objective 12: Provide and promote activities that give the school board an opportunity to review its effectiveness and improve the relationship between individual school board members, and the school board as a whole with the Director of Schools. Performance Indicators - The performance objective is complete when the Director of Schools provides:
M P N
1. The school board with information regarding improvement activities such as workshops, clinics, conventions, board retreats, etc. 2. Information regarding criteria for individual school board member recognition (e.g., Boardsmanship Awards), school board recognition (e.g., Board of Distinction) and the criteria required for school board district and state recognition. 3. The school board with a self-evaluation instrument that reviews school board effectiveness and allows for each school board member to make recommendations and suggestions for improvement.
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Performance Objective 13: Provide optimum learning environments that are safe. a) Continue implementation of each school’s safety plan. b) Foster the development of pro-social skills and values. c) Promote community dialogue and strategic planning regarding the prevention of youth crime and violence. Performance Indicator - The performance objective is complete when the Director of Schools reports:
M P N
1. Each school’s compliance with the system plan and with the individual school’s safety plan. 2. Increase in the number of professional development opportunities that address conflict resolution, anger management, and youth violence. 3. Increase the number of collaborations between the community and the school system in the area of strategic planning regarding the prevention of youth crime and violence.
Performance Objective 14: Promote dialogue and collaboration with businesses and local university. Performance Indicator - The performance objective is complete when the Director of Schools reports:
M P N
1. Increase in the number of collaborations between the university and the school system in the areas of instructional support, staff development, and professional development opportunities. 2. Increase in the number of collaborations between businesses and the schools in the area of instructional support and staff development.
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Part 2
School Board Member Self Evaluation
W
hether you serve on the board of a large, urban or suburban school system, or on the board of a small, rural school system, you are the most accessible and visible public servant in the political world today. Your neighbors know you; their children know you. You live full time in the community you serve. You do not leave your community for Nashville or Washington, D.C. once elected or appointed. Your meetings are held in your community. Your local news media follow your meetings and activities. Reviews of your actions can be heard in your local grocery store, in the barber shop, at the bank. The small-world environment of school boards makes your position and the role of your board more important to the well-being of your community, as well as to your state and the nation as a whole. In sum, your actions—and inactions—make your position somewhat awesome. Your decisions result in mandatory actions and activities in your school district. In industry and business, the bottom line is money; the profit margin is the indicator of success or failure. In education, the “bottom line” is more difficult to pinpoint. Your job and that of your superintendent are much more complex. They involve many variables that may be beyond your control. Many of the challenges you face have never been addressed before in the history of your school system. You must be prepared, trained, and ready to deal with the challenges facing your board. Many of these issues cannot be included in strategic planning and master plans for your school system. How you react and the decisions you make during these times of crisis and change can impact your school system for decades. Your actions are very, very important.
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School Board Member Self Evaluation
I
f your board is unprepared, divided, ineffective and lacking in a good working knowledge of boardsmanship, chances are your decisions will not be made under the best circumstances. Board evaluation allows your board to prepare for the challenges ahead, to understand the working relationships between the board and superintendent and your community. Board evaluation enables you to prepare for the future and to control the destiny of the public schools you have been elected or appointed to govern. The children you serve deserve your best leadership. any boards are reluctant to undertake the board evaluation process. Some boards are divided on its effectiveness and the need for undergoing such scrutiny. Others are involved in conflicts and relationships that do not allow evaluation to work. Sometimes egos are involved; the fear of a less than excellent evaluation causes leaders to shy away from the process.
M
The only person you have any control over or responsibility for in your system is you. You may influence others and provide them with an environment to motivate themselves. But you cannot control your colleagues. You can only control yourself. Because your performance as a board member is your responsibility, evaluating your own experience, knowledge, and skills is a valuable exercise. Self-evaluation is much less threatening and complicated than board evaluation. The results are private and may be used at your own discretion. You and only you benefit directly from the information; you and only you can improve your boardsmanship. Take some time to yourself—a minimum of two hours— away from telephones, family members and business interruptions. Somehow, find a time when you can have your own undivided attention.
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Part 2
School Board Member Self Evaluation Consider the following agenda: A. Work through the self evaluation instrument. B. Establish some personal goals and resolutions to strive for in the following months. Set up a timeline for yourself. Include time to evaluate your personal progress. C. Reward yourself. Self-discovery is an ominous task at times. But when you honestly assess or evaluate yourself, you are not always 100 percent excited about the results. Remember, the perfect are few among us. Perfection is not a goal; maximizing your personal performance is. This suggested process for self-evaluation may take more than two hours. Take as much time as you can spare and use it wisely. The results can indicate a better you. Leaders generally are people of high ego strength. You are self-assured and confident of your abilities. But don’t be fooled by allowing your own performance blinders to exist; you may find yourself falling into the pitfalls of boardsmanship. Doing a self-evaluation is totally your decision. Consider, however, that ancient and modern philosophers have encouraged us to examine ourselves, our motives, and our actions. Use the wisdom of the ages to enhance your leadership ability. Know thyself!
For more information, contact TSBA, 615/815-3910 or 1-800-448-6465, ext 3910. This self-evaluation packet contains excerpts from the National School Boards Association's School Board Evaluation, by Molly McGee.
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Self Evaluation Using the following scales, rate your individual performance in the first column “How I am now” and indicate in the second column “How I wish I were.” Circle the appropriate number in each column. Scale: 1 = Never
2 = Rarely
3 = About Half the Time
4 = Almost Always
5 = Always
A. RELATIONSHIP WITH THE SUPERINTENDENT
1. I keep the superintendent informed on issues, needs, and complaints in a manner allowing the superintendent the opportunity to solve related problems in a professional manner.
How I am now
How I wish I were
1 2 3 4 5
1 2 3 4 5
2. I publicly support the superintendent’s administrative regulations and decisions and relay any disagreement in a private session.
1 2 3 4 5
1 2 3 4 5
3. I disregard personalities and consider the recommendations of the superintendent in an unbiased and objective manner.
1 2 3 4 5
1 2 3 4 5
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Self Evaluation
How I am now
How I wish I were
4. If I want additional information about an agenda item, I contact the superintendent or the responsible person, in advance.
1 2 3 4 5
1 2 3 4 5
5. I am a positive influence for giving the superintendent sufficient research time and not forcing an on-the-spot decision.
1 2 3 4 5
1 2 3 4 5
B. RELATIONSHIP WITH THE COMMUNITY 1. I work to preserve the trust my fellow citizens have put in me and my fellow board members for the educational development of the children and youth of this community.
1 2 3 4 5
1 2 3 4 5
2. I work to do what is in the best interest of each and every student without distinction as to who they are or what their background may be.
1 2 3 4 5
1 2 3 4 5
3. I take the initiative in helping all community members to have all the facts about their schools so they will readily provide the finest possible school program, school staff, and school facilities.
1 2 3 4 5
1 2 3 4 5
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Self Evaluation C. RELATIONSHIPS DURING MEETINGS
How I am now
How I wish I were
1. I arrive early and am prepared for the meeting to start on time.
1 2 3 4 5
1 2 3 4 5
2. I treat other members of the board and professional staff with respect during board meetings.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
5. I refrain from discussions and comments that are unrelated to the agenda item.
1 2 3 4 5
1 2 3 4 5
6. I exercise good listening skills during meetings.
1 2 3 4 5
1 2 3 4 5
3. On those occasions when I differ with other board members, I do so based on the issues at hand and not on personalities.
4. I behave in such a manner as to emphasize that individual board members have no authority except when convened in a legally conducted board meeting.
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Part 2
Self Evaluation
How I am now
How I wish I were
7. I listen to all sides before making a decision.
1 2 3 4 5
1 2 3 4 5
8. I display a spirit of compromise when impasses arise and urge consensus.
1 2 3 4 5
1 2 3 4 5
9. I vote my conscience, but support the majority decisions.
1 2 3 4 5
1 2 3 4 5
10. I work within the board role as policy maker and do not become involved in making administrative decisions.
1 2 3 4 5
1 2 3 4 5
11. At meetings, I speak loudly and clearly enough to be heard by everyone present.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
12. I conduct myself in a businesslike manner, following accepted parliamentary procedures and rules.
13. I refrain from monopolizing the discussion.
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Part 2
Self Evaluation D. RELATIONSHIPS WITH STAFF AND PERSONNEL
How I am now
How I wish I were
1. I consistently adhere to the law governing superintendent authority for personnel.
1 2 3 4 5
1 2 3 4 5
2. I make every effort to become acquainted with district personnel.
1 2 3 4 5
1 2 3 4 5
3. I do not allow personal friendships 1 2 3 4 5 with district personnel to affect overall board decisions or policies.
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
4. I channel complaints and potential problems to the proper authority.
E. SUPPORT OF INSTRUCTIONAL PROGRAM 1. I keep informed about the instructional program through study and periodic visits in the schools.
1 2 3 4 5
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Self Evaluation
How I am now
How I wish I were
2. I solicit information from the community pertaining to instructional program needs.
1 2 3 4 5
1 2 3 4 5
3. I support policies that enable the staff to develop the educational program required to meet the
1 2 3 4 5
1 2 3 4 5
1. I support efforts to provide resources to properly fund the school district budget.
1 2 3 4 5
1 2 3 4 5
2. I support policies requiring proper accountability for the expenditure of school district funds.
1 2 3 4 5
1 2 3 4 5
3. I keep my constituents informed about the financial needs of the school district.
1 2 3 4 5
1 2 3 4 5
needs of the community. F. FISCAL RESPONSIBILITY
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Self Evaluation G. PERSONAL WORK HABITS
How I am now
1. I keep the education and welfare of children as my primary concern.
1 2 3 4 5
1 2 3 4 5
2. I am willing to make unpopular decisions, in the best interest of children.
1 2 3 4 5
1 2 3 4 5
3. I represent the best interests of all citizens rather than special interest groups.
1 2 3 4 5
1 2 3 4 5
4. I take time to do my homework and prepare for meetings.
1 2 3 4 5
1 2 3 4 5
5. I attend board meetings regularly.
1 2 3 4 5
1 2 3 4 5
6. I refrain from asking that items be added to the agenda at the last minute.
1 2 3 4 5
1 2 3 4 5
7. I reach decisions on the merits of issues and on the basis of best available information.
1 2 3 4 5
1 2 3 4 5
8. I participate in board training programs at regional, state and national levels.
1 2 3 4 5
1 2 3 4 5
9. I do not individually or unilaterally make decisions or commitments on the board’s behalf.
1 2 3 4 5
1 2 3 4 5
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Self Evaluation
10. I am open and honest with board members, school staff and community members.
How I am now
How I wish I were
1 2 3 4 5
1 2 3 4 5
11. I share information and avoid “surprises� whenever possible.
1 2 3 4 5
1 2 3 4 5
12. I am familiar with and abide by the Tennessee School Boards Association Code of Ethics.
1 2 3 4 5
1 2 3 4 5
13. I respect those who differ in opinion and belief.
1 2 3 4 5
1 2 3 4 5
14. I accept constructive criticism.
1 2 3 4 5
1 2 3 4 5
15. I remain calm and think clearly under pressure.
1 2 3 4 5
1 2 3 4 5
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Self Evaluation H. GENERAL STATEMENTS My strengths as a board member are: 1. ______________________________________________________________________________________________ 2. ______________________________________________________________________________________________ 3. ______________________________________________________________________________________________ 4. ______________________________________________________________________________________________ 5. ______________________________________________________________________________________________ 6. ______________________________________________________________________________________________ 7. ______________________________________________________________________________________________ 8. ______________________________________________________________________________________________ 9. ______________________________________________________________________________________________ 10. ______________________________________________________________________________________________
My weaknesses as a board member are: 1. _______________________________________________________________________________________________ 2. _______________________________________________________________________________________________ 3. _______________________________________________________________________________________________ 4. _______________________________________________________________________________________________ 5. _______________________________________________________________________________________________ 6. _______________________________________________________________________________________________ 7. _______________________________________________________________________________________________ 8. _______________________________________________________________________________________________ 9. _______________________________________________________________________________________________ 10. _______________________________________________________________________________________________
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Self Evaluation To improve my effectiveness as a board member, I will: 1. _______________________________________________________________________________________________ 2. _______________________________________________________________________________________________ 3. _______________________________________________________________________________________________ 4. _______________________________________________________________________________________________ 5. _______________________________________________________________________________________________ 6. _______________________________________________________________________________________________ 7. _______________________________________________________________________________________________ 8. _______________________________________________________________________________________________ 9. _______________________________________________________________________________________________ 10. _______________________________________________________________________________________________
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Self-Evaluation Verification We at TSBA commend you for committing the time and effort to take an introspective look at your work as a school board member. Completion of this self-evaluation is necessary to fulfill the requirements for Level IV of the Boardsmanship Awards Program. The self-evaluation instrument is for your eyes only so it isn't necessary for you to return it to us. We do need verification that you completed the self-evaluation. Please remove this sheet from your packet, sign below and mail it to: Boardsmanship Awards Tennessee School Boards Association 525 Brick Church Park Drive Nashville, TN 37207
(signature) (print name please)
(date completed) (Name of School Board)
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Part 2
Progress County Board of Education Annual Agenda The Annual Agenda highlights items for Board consideration and activities of note as information. It is not intended to be all-inclusive, and does not include routine business issues (e.g.: approval of Board meeting minutes, Good News recipients, budget amendments, investment reports). The Annual Agenda is a work in progress. Items may be added at any board meeting. Supportive data for items listed on the Annual Agenda will be provided as a part of the annotated agenda that is sent to board members five working days prior to each Board meeting.
July 1. 2. 3. 4. 5. 6. 7.
Budget approval (by August 1) for General Fund, CTE, IDEA, and Federal Programs Approval of supplies/materials/equipment/service bids Special education comprehensive plan Update of the strategic plan of the district Approval of special courses for submission to the State Department of Education Approval of Federal Programs Consolidated Application Schedule a board retreat to plan goals and objectives for the coming school year
Advocacy Plan: 1. Have a meeting of the board to develop an advocacy plan for the following year. Activities of Note: Date Young Scholars Program TSBA Summer Law Institute - Jackson and Gatlinburg
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August 1. Report on school opening plans 2. Adoption of the annual agenda 3. Development of a board advocacy plan 4. Review data on ACT, SAT scores, other student related data (Academic Preparedness Report, Race to the Top Achievement Data, and etc.), and adopt a plan for release of analysis to the schools and to the community Advocacy Plan: 1. Send a note from the Board of Education to all maintenance personnel complimenting them for the job they are doing and encouraging them to keep up the good work. Activities of Note: Date Opening Inservice School Board Training TSBA Policy Workshop
September 1. 2. 3. 4. 5.
Swearing in of new Board of Education members Reorganization of the Board of Education (election of officers) Report on school opening Contract for auditor Policy Review: School Board Operations
Advocacy Plan: 1. Schedule a two-hour session at which the board will develop its advocacy plan. 2. Send a letter from the board to all faculty and staff outlining the board goals and its advocacy plan for the year. 3. Each school board member should contact the county commissioner(s) in his/her district to give a personal report about the opening of school and the adequacy of funds, buildings, etc. Express appreciation for anything that deserves it. 4. Contact the editorial board of your local newspaper to share board goals for the school year. 5. Ask the PTA to sponsor a pass-through reception for teachers and staff immediately after school to give them an opportunity to meet their school board member and PTA officers. 6. Bring greetings to PTA organizational meetings and quickly share school board goals for the year. Activities of Note: Date Deadline for TSBA's All Tennessee School Board, School Board Member of the Year/ C. Hal Henard Distinguished Service, School Board of the Year, Quarter Century Club Awards TSBA Fall District Meeting School Board Training
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October 1. Recommendations from long-range planning committee to be considered in development of five-year strategic plan. 2. Superintendent recommends needs and priorities of the district for the upcoming school year. 3. Policy Review: Support Services Advocacy Plan: 1. Schedule a time on your board agenda to discuss any legislative changes your board wishes to initiate. Send a resolution to TSBA. 2. Attend TSBA's Fall District Meeting. Share your legislative issues with other boards in your district. 3. Ask your PTA to sponsor a drop-by coffee and donut reception for teachers to interact with the PTA officers and their board member. Activities of Note: Date TSBA New Board Chairman Workshop Deadline for TSBA's School of the Year award School Board Training
November 1. 2. 3.
Review of annual audit Policy Review: Instruction Superintendent presents Annual Report Card of the district to the board including the objectives of the school district and whether or not the objectives were attained
Advocacy Plan: 1. Attend the TSBA convention and the delegate assembly to determine legislative positions of the association. 2. Hear reports from schools at your regular board meeting about exciting things happening in the schools. 3. Develop a five-minute progress report and have school board members present it at PTAs and civic clubs. 4. Invite community leaders to participate in study circles regarding ways to improve student achievement. This will include in later sessions ways to fund improved student achievement. 5. Send a well-prepared letter home with each student summarizing the school budget, including improvements in educational programming. Activities of Note: Date American Education Week TSBA Annual Convention and Leadership Conference School Board Training
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December 1. Consideration of superintendent’s performance contract 2. Superintendent’s contract consideration 3. Policy Review: Review policies adopted within current year to assess effectiveness of policy and to ensure that policy is achieving desired results Advocacy Plan: 1. Ensure that every commissioner is contacted individually by a school board member to give a progress report on the first half of the school year and how the needs of the school system are being addressed. 2. Encourage students to send a Christmas card to the community through the local news media, thanking the community for specific programs provided in the public school system. Activities of Note: Date School Board Training
January 1. 2. 3. 4. 5. 6.
Budget review Superintendent presents a working school district budget draft Board input on the budget for next year Mid-year report on school operations Review of elementary school programs and offerings Policy Review: Fiscal management
Advocacy Plan: 1. Ask the PTAs to sponsor a walk-through juice and fruit session to welcome the teachers back to school. Have a school board member at each school to welcome teachers and thank them for what they do. 2. Hold a board discussion on federal issues related to education. Adopt a resolution urging Congress to take specific action on behalf of children. Release the resolution to the press and to TSBA. 3. Send a board member to Washington as part of the Federal Relations Network to inform congressmen about the needs of your school district. 4. Have a mid-year report by the superintendent and staff on the progress made toward meeting the goals of the school board. Activities of Note: Date School Board Training School Board Week (last week of January)
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February 1. 2. 3. 4.
Consideration of budget requests from the staff Review of PSAT scores. Analysis and plan to report to schools and community Review of middle school programs and offerings Policy Review: Personnel (through Vacations and Holidays)
Advocacy Plan: 1. Invite your legislator to TSBA's Day on the Hill breakfast. Have your entire board and superintendent attend. 2. Visit with your legislator in his office during TSBA's Day on the Hill and share with him/her the legislative priorities of your board. 3. Be certain that each county commissioner is contacted by a school board member to explain and discuss some of the needs of the school board, which are going to be included in the upcoming budget. Activities of Note: Date TSBA's Day on the Hill Black History Month School Board Training
March 1. 2. 3. 4. 5. 6. 7. 8.
Budget work session PTA proposal submission Growth projections for next year Board begins strategic plan development for next year Review of high school program and offerings Discussion of transition plan to use for Common Core Standards and Next Generation Assessments Policy Review: Personnel (through Personnel Health Examinations to end of section) Review of Gifted and Talented Education Program
Advocacy Plan: 1. Send a school board member to each PTA group to make a 10-minute speech on the importance of the budget and urge PTA support. 2. Be sure each commissioner is personally contacted by a school board member to discuss the budget. 3. Send a school board member to speak to every civic club about how your students are doing and what they need to succeed. 4. Assign a board member to contact your legislators on behalf of the school board to get a report on progress and to stress the legislative priorities of the board.
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Activities of Note: Date Spring Break TCAP Testing School Board Training TSBA SCOPE Conference TSBA Employment Law Seminar
April 1. 2. 3. 4. 5. 6. 7.
Approval of textbook adoptions Budget work session Board attorney contract renewal Adoption and or review of school calendar for the next school year Review of Individuals with Disabilities Education Act, Part B, Basic and Early Childhood program Policy Review: Students (through Admission of Suspended or Expelled Students) Superintendent recommendations on teachers eligible to receive tenure
Advocacy Plan: 1. Send a thank-you note to legislators who supported the school board's priorities during the last legislative session. 2. Be sure that each commissioner is contacted personally by a school board member to report on progress in the schools and discuss the needs of children. 3. Send a thank-you note to each school bus driver thanking them for the safe and courteous manner in which they have operated buses. 4. Hold a tenure celebration ceremony to congratulate teachers who have earned tenure and to inform the community of the steps the board has taken to ensure that only the best teachers earn tenure. Activities of Note: Date National School Boards Association Annual Convention School Board Training TSBA School Facilities Workshop
May 1. 2. 3. 4. 5. 6. 7.
Review and discuss Title I Project Report on how professional development funds were used for current year and plans for next year Adoption of salary schedules for next school year Approve working budget draft for next year Submit school calendar to SDOE for approval Policy Review: Students (from Student Health Services to end of section) Approve participation in all Federal Programs for the coming year (minutes must reflect approval before Consolidated Application is submitted for approval)
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Part 2
Advocacy Plan: 1. Find a business or the PTA to sponsor a last-day lunch for teachers. Have a school board member present at each of the luncheons to briefly express appreciation for the teachers' work and share with them a few exciting things that are planned for the future. 2. Ask every school to present at least one success story about the school year through the media. This could be through a letter to the editor by a class about an excellent teacher they had, or a videotaped presentation created by students about a successful program or programs that airs on cable access stations and school system website. 3. Conduct an awards ceremony system-wide or in every school, but ensure a school board presence and involvement in the awards ceremony. Activities of Note: Date Teacher Appreciation Week Employee/Teacher Retirement Activity TSBA Board Secretaries Conference Deadline for School Board Academy Optional Credit Proposals School Board Training Celebration for newly tenured teachers
June 1. 2. 3. 4. 5. 6. 7.
Board action on tenure for eligible teachers (before June 15th) Working draft of budget based on prioritized expenditures and projected revenues. Superintendent’s performance contract approval Summary report on staff evaluation. Update of 5-year strategic plan Review of salary schedules Submit differentiated pay plan to SDOE for approval
Advocacy Plan: 1. Name a committee to put together a publication or newspaper articles on 25 reasons to stand up and cheer for public education in your school system. 2. Include a letter of appreciation from the Board of Education to every employee. Identify ways that groups of employees have caused students to succeed during the year. 3. Send a written report to the commission highlighting the accomplishments of the year and identifying the needs of students. Activities of Note: Date Staff Picnic: “Celebrate Success” School Board Training
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Part 2
Issues & Successes List below three issues which you believe need to be addressed:
1.
2.
3.
List below three successes of the school system this past year:
1.
2.
3.
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Part 2
Classifying Issues Classify each issue as to whether it should be resolved through planning, policy, promotion or superintendent evaluation.
Issues to be resolved through planning:
Issues to be resolved through policy:
Issues to be resolved through promotion:
Issues to be resolved through superintendent evaluation:
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This is a publication of the Tennessee School Boards AssociationŠ 525 Brick Church Park Drive Nashville, TN 37207 www.tsba.net