2010-2011
Strategic Work
Mid-Year Review
1
2010-2011 Strategic Work Mid-Year Review
I.
The Clarksville-Montgomery County School System …………………………………………..... 3
A.
B.
C.
D.
System Profile............................................................................................................... 4
System Direction (Mission, Vision, Beliefs, and Strategic Goals.………………........ 6
System and Departmental Strategic Planning Cycles.................................................... 7-8
Summary of Student Achievement................................................................................. 9-21
II. Review of Strategic Goals................................................................................................................... 22
A. Improving Student Achievement.................................................................................... 23
1. Improve inclusion services for special education students ………………….. 24
2. Continue implementation of new curriculum standards …………………….. 25
3. Increase Career Technical certification programs and dual enrollment options 26
4. Begin Science, Technology, Engineering, Mathematics (STEM) integration
in K-12 ………………………………………………………………………… 28
5. Implement new teacher selection model ……………………………………… 29
B. Improving Efficiency and Effectiveness........................................................................ 30
1. Replace current benchmark assessment software to address specific district
and state needs .....................................……………………………………….. 31
2. Complete efficiency study of current school system zone lines ……………… 32
3. Implement automated inventory system for Child Nutrition………………….. 33
4. Continue implementation of energy conservation strategies…………………. 34
5. Assess and complete model classroom project rollout ……………………….. 35
6. Improve textbook order delivery response time ……………………………… 36
C. Developing Leadership Capacity ……………………………………………………. 38
1. Initiate assessment training with school leaders ……………………………... 39
2. Continue expanding leadership development opportunities for all staff ……. 41
D. Engaging the Public........................................................................................................ 43
1. Increase exposure of Focus TV ………………………………….......................44
2. Increase parent participation in use of student information system ……………46
3. Increase community contributions ……………………………………………...47
2
Clarksville-Montgomery County School System
2010-2011
Strategic Work Mid-Year Review
I. The Clarksville-Montgomery County School System
A.
B.
C.
D.
System Profile
System Direction (Mission, Vision, Beliefs, and Strategic Goals)
System and Departmental Strategic Planning Cycles
Summary of Student Achievement
3
Clarksville-Montgomery County School System Profile
The Clarksville-Montgomery County School District is comprised of twenty-one elementary schools, seven middle schools, and
seven high schools, as well as the Middle College at Austin Peay State University, all of which are accredited by the Southern
Association of Schools and Colleges (SACS). The system is a unified city and county school system which serves a student
population of approximately 29,917 students. This year’s increase in enrollment exceeded 700 students making CMCSS one of
the fastest growing districts in the state. In an effort to address growth, the Board of Education has approved three major building
projects: Carmel Elementary School, an additional north Clarksville elementary school, and the renovation of Northwest High
School. Carmel Elementary is ready for bid in February and will be presented for full funding to the Board that month. Land has
been purchased for a north Clarksville elementary school near the corner of Needmore Road and Hazelwood Road. Fees for
architectural work are being requested in February at the County Commission as well as fees for architectural design of Northwest
High School renovation. We currently have six elementary schools over 100% capacity. It is expected that all north Clarksville
elementary schools will be overcrowded by 2012. Carmel is planned for opening in 2012 and the north Clarksville elementary
school is planned for opening in 2013. A $20 million dollar renovation of Montgomery Central High School is underway, which
will transform this older facility.
The ethnic make-up of the student population is 60.8%white, 27.7% African-American, 8.0% Hispanic, 2.9% Asian/Pacific
Islander, .6% Native American/Alaskan. The Limited English Proficient (LEP) students comprise approximately 2.8% of the
student population. Students with disabilities account for 12.5% of the student population, and 48.5% of all students come from
economically disadvantaged homes. The average per pupil expenditure was $8,152, which is below the state average of
$8,773. As reported on the State Report Card, local contributions to the district budget comprise 31.9% of the funding while the
state average for local contributions is 39.0%. This percentage of local funding has dropped every year for the past ten years.
One of the district’s major accomplishments has been a strong implementation of higher standards. Over the last two years,
comprehensive training of teachers on the new standards has been accomplished and will continue. An emphasis on using
assessment data to inform instruction has also been a hallmark of professional development. The district has trained school leaders
in Balanced Leadership from McREL. This has become our model for leadership development in the district and serves as our way
of establishing a common culture and language around district leadership. Continued emphasis has been placed on site-based
professional learning communities focusing on standard based instruction and assessment, instruction on use of manipulatives for
hands-on learning, and strong intervention strategies in literacy in K-12. Virtual High School and Credit Recovery have been
continuously strengthened to provide support for increasing our graduation rate, which has improved significantly over the last four
years. A new STEM Academy at Kenwood High School and three STEM model schools (Moore Magnet, Kenwood Middle, and
Kenwood High) are leading the way in the movement to have STEM initiatives in all schools next year.
4
Clarksville-Montgomery County School System Profile
(continued)
In the Fall of 2006, the district became the second school district in the state to earn district accreditation from Southern
Association of Colleges and Schools (SACS). This honor distinguishes the district in the State and Southeast as an outstanding
district. District leaders and teachers are accustomed to presenting at local, state, and national conferences on topics such as
leadership, effective teaching and learning strategies, and strategic planning. The selection of students, teachers, and
administrators into leadership and honorary roles at both the state and national levels continues to be a point of pride for the
district.
The strategic accountability process of reporting to the community on the progress of the school district is one means of gathering
input from department heads and principals. Using the existing monitoring and feedback structures embedded in the strategic
planning cycle such as School Improvement Plans, Accountability Plans, Strategic Summit, Principal Academic Conferences,
Focus Group Meetings, and monthly walkthroughs, the school district is able to determine progress toward the district’s strategic
goals. This data will be added to the Level I data, school level data, Level II data, and department level data.
5
Clarksville-Montgomery County School System Direction
Mission:
To educate and empower our students to reach their potential
Vision:
All students achieving at their highest potential
Beliefs:
1. Education is a continuing, life-long process that must fulfill the needs of this rapidly changing society.
2. The aim of formal education is to be concerned with all children in developing sound minds and personalities within
sound bodies, and to inspire and encourage understanding of the essential principles of socially acceptable behavior and
moral integrity, of health, and of economics and civic responsibility.
3. It is the responsibility of the schools to instruct effectively so the students will acquire knowledge, understanding and
appreciation of the fine and practical arts, the humanities, and the natural, physical, and social studies.
4. The educational program should be adjusted to the needs of the student. It should be conducted in a democratic manner
with ample opportunity for students to practice democratic procedures, to embrace responsibilities, and to learn the basic
skills, along with positive values so important for securing insights into the world of work.
5. The home and the community aid in providing an environment keyed to good mental health that will assist the schools in
meeting their responsibilities.
Strategic Work:
1. Improving Student Achievement
2. Improving Efficiency and Effectiveness
3. Building Leadership Capacity
4. Engaging the Public
6
7
District Strategic Planning Cycle
Mid-Year Check Points
(SLT, Principals)
EL-1 Global Executive
Restraint
Academic Data Gathering/Release
Board Retreat (Policy Review)
EL-5 Financial Administration –
State of Revenue
Board Stakeholder
Engagement
Staff Zoning Review
Capital Projects Staff Review
EL-4 Financial
Planning/Budgeting
EL-10 Learning Envir. Safety
Data Gathering
Director Contract
EL-11 Capital Projects Update
Class Adjustments (first 15 days)
Goals and Strategic Work
Communicated to All
Board Ends Policy Review
Goals and Strategic Work Complete
Mid Year Review Complete
State of the Schools Presentation
Board Zoning Approval
EL-2 Communicating to Public
(review stakeholder data)
EL-9 School Year Calendar
Performance Budget Prep.
Board Review of Capital
Projects
EL-3 Personnel
Administration
EL-5 Finance
EL-12 Rezoning
Board Budget Review
and Approval
EL-5 – Finance
EL-13 Career Technical
EL-8 Reporting to the
Public
Commission Budget Approval
Final Prep for School Opening
EL-6 Asset Protection
8
EL-7 Emergency Succession
Summary of Student Achievement
The district receives an array of standardized criterion achievement and non-academic data from the Tennessee State Department
of Education. This year’s data is particularly different in that it reflects a major transition at the state level. New assessment
standards based on more rigorous curriculum are now in place for the first time. Additionally, the state has redefined proficiency,
moving from previous minimal competency expectation to mastery level expectation. This sets a significantly higher bar to
achieve proficiency. For example, the average NCE score for proficiency in math 3-8 had previously been set below 30. Now
proficiency is obtained with an NCE score approaching 60. (See Chart: Transition of Achievement Levels from 0809 to 0910).
Despite higher standards and more rigorous assessments, Clarksville-Montgomery County exceeded state level achievement
expectations in math, reading, social studies, and science.
The 2009-10 TCAP data was released to the public in January 2011. Since the inception of the No Child Left Behind Act, the
method for reporting school data received from the State Department of Education has been altered to meet the mandated
guidelines. AYP data (Adequately Yearly Progress) included assessment data from students who have met specific enrollment
criteria and were reported on the State Report Card in that format for grades 3 through 8. AYP data for high schools were reported
on the State Report Card in terms of End of Course assessments and graduation data. Value added data were supplied to the system
by the state, providing an overview of academic growth experienced by students. The summative reports received from the state
were supplemented with benchmark data from the Edusoft Data Management System. These reports, along with student classroom
work, provide teachers with formative data that can be utilized to develop appropriate interventions and enrichment opportunities
for all students.
A snapshot of Clarksville-Montgomery County achievement data indicates that the district is performing (as a district) above
average or exemplary in all assessed subjects 3-8. The district scored A in social studies and science and scored B in math and
reading. The state of Tennessee as a whole scored B in social studies, C in science, math and reading. Our outstanding initial
results on the new assessments is a tribute to the planning of our instructional team, strong staff development for teachers, and a
historic focus on moving students from proficient to advanced over “settling” only for proficiency. Teachers in CMCSS continue to
be leaders in implementation of the state’s new standards as evidenced by this high level of achievement the first year. (See
CMCSS Report Card Achievement Snapshot 2009-10)
9
Summary of Student Achievement
(continued)
The number schools meeting or exceeding the achievement standards across content areas remains high despite more rigorous
standards and assessments. 96% of schools met or exceeded achievement standards in reading, 93% in math, 100% in science, and
96% in social studies. The tougher assessments do give us room for improvement when looking at the percent of schools exceeding
achievement standards (75% in reading, 75% in math, 93% in science and 96% in social studies). It should also be noted that the
standards and assessments have not changed from the previous year in social studies, accounting for some higher scores. (See
Chart: 2009-10 Achievement Chart).
TVAAS data across the state and locally reflect much lower results, as expected. As we move forward with additional years of data,
it is expected that the TVAAS results will show marked improvement. The state scores in value added are: D in math, reading, and
science with C in social studies. Our scores mirror the state and most districts our size except we scored B in social studies.
TVAAS results serve as a baseline for this year for both our district and the state.
Writing scores remained somewhat static, but with a slight two year trend upward after a slight two year decline previously. 2010
showed the highest wirting system average to date. Writing in middle and high school shows some improvement this year with
elementary slightly below the previous year. Several factors effect writing scores. If students are absent, they are scored a zero and
their score is calculated into the schools’ results. Discussions with the state about the fairness of this approach have not been
fruitful to date. Writing assessments administered in grades 5, 8, and 11, indicated that 87% of the students achieved competency.
This was an improvement of 2% from 2009 and 7% from 2008. Middle and high school scores were up 4% and 5% respectively
from the previous year. Elementary scores were down 2% from the previous year. (See Chart: CMCSS TCAP Writing
Performance 2006-2010)
The CMCSS high school graduation rate for 2010 has not been reported accurately by the state at this writing (reported at 90.5%).
An error in Montgomery Central High School’s rate on the state report card (acknowledged by the state) will likely, when
corrected, leave us with a graduation rate of 91%. The graduation rate has improved significantly from 2003-04 (76%) to 2009-10
(91%). The graduation rate not only has remained a concern for the district, but also for the state as a whole. Thanks to many
success interventions including credit recovery, Virtual High School, and a community-wide initiative, “100% Graduation Is
Clarksville’s Business”, we continue to remain hopeful that our rate will increase. Next year, however, a statewide change in the
calculation of graduation rate will make it more difficult to gage progress. (See Chart: CMCSS AYP Graduation Targets and
Actual Graduation Rates)
10
Summary of Student Achievement
(continued)
ACT is now a mandated test for all juniors. Our composite score of 18.7 in 2010 mirrors the state composite. Three-year averages
indicate that in math, reading, and science/reasoning observed scores are above predicted scores for the population taking ACT
here. There is no detectable difference (NDD) in our predicted and observed scores in English. In regards to college readiness
based on ACT standards, CMCSS mirrors the state results as a whole for the most part in all subjects and composite results. (See
Chart: State Mandates ACT 11th Grade Profile Report 2009-10 and ACT 200910 for Graduating Seniors).
AYP results indicate that the district as a whole is in good standing. All individual schools in the district are in good standing but
two, the best showing since AYP has been reported for CMCSS. One of these schools Kenwood Middle, did make AYP this year
and is classified as School Improvement I – Improving. When they make AYP one more year in a row, they will return to good
standing. Northeast Middle School has moved to School Improvement I, having not made AYP in the same area for two years in a
row. They made targets in all subgroups but special education. This is despite the special education subgroup at Northeast making
exceptional growth this year.
In summary, we can be proud of overall student achievement, but face several critical challenges going forth. We want our
students to be better prepared for ACT. We continue to devise ways to maintain AYP in special education subgroups. We want to
make certain that TVAAS growth improves in future years while maintaining the new higher, more rigorous standards.
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Clarksville-Montgomery County School System
2010-2011
Mid-Year Review
Strategic Work and Goals
II. Review of Strategic Goals
A.
B.
C.
D.
Improving Student Achievement
Improving Efficiency and Effectiveness
Developing Leadership Capacity
Engaging the Public
22
Clarksville-Montgomery County School System
2010-2011
Mid-Year Review of Strategic Goals
A. Improving Student Achievement
1.
2.
3.
4.
5.
Improve inclusion services for special education students
Continue implementation of new curriculum standards
Increase Career Technical certification programs and dual
enrollment options
Begin Science, Technology, Engineering, Mathematics
(STEM) integration in K-12
Implement new teacher selection model
23
Improve Inclusion Services For Special Education Students
A CMCSS goal for improving student achievement for the 2010-2011 school year was to improve inclusion services for special
education students. After a review of CMCSS current practices and staffing in special education, it was determined that the current
staffing level should be continued.
When examining the high school Social Studies curriculum, it was found that there is a need for inclusion Social Studies classes to
support the new diploma requirements for graduation. Additional staffing is necessary to support these inclusion classes.
The increased level of staffing for the 2010-2011 school year has enabled the district to provide a more effective level of services to
students. This increased level of staffing was a direct response to AYP data that indicated students with disabilities were not reaching
the expected proficiency targets.
By hiring additional system gifted education teachers, building level Special Education teachers have had more time to meet student
IEP goals. It has been noted that during the worthwhile PASS program learning, benchmark scores of PASS students have
decreased.
Collaborative trainings between special education and regular education teachers have been beneficial.
Next Steps:
• Additional high school Social Studies teachers are needed in order to provide support for graduation.
• On-going, continued training and follow-up support for regular education and Special Education inclusion teachers is needed to
continue collaborative improvement.
• Align the PASS curriculum with state standards for the appropriate grade levels to increase student achievement on assessments.
24
Continue Implementation of New Curriculum Standards
Feedback from principals, consulting teachers, and academic coaches indicates that many teachers are gaining content
understanding in order to effectively continue implementing the new standards. However, it is evident that there is a gap in content
knowledge and delivery of instruction for some teachers. Challenges include deconstructing the standards and identifying clear
learning targets of instruction.
It is evident that alignment of standards and assessments is necessary. Classroom comprehensive assessments should assess the
complete state standard. Mastery of the assessments will verify that students fully understand the curricular standards that have
been taught.
Student ownership of learning has increased through the use of the benchmark assessments as tools for learning. By reviewing
benchmark results, teachers identify student learning areas of need. When teachers review the assessments with students, students
can self-assess their areas of strength as well as their areas to strengthen.
Next Steps:
• Continue to analyze formative and summative data to track student achievement and guide instruction and support.
• Connect instruction of clear learning targets with aligned assessments.
• Continue to utilize benchmark results as a tool for learning.
• Provide additional professional development for deconstructing standards and identifying clear learning targets for improved
instruction.
• Provide additional content academies to support teacher mastery of the content areas.
25
Increase Career Technical Certification Programs and Dual Enrollment Options
The district has continued to increase Career/Technical Education (CTE) opportunities in a variety of CTE program areas. Fort
Campbell Credit Union has partnered with CMCSS to open student “banks” at Northeast High School and Rossview High School.
In the Business Technology program, Clarksville High School implemented a Virtual Enterprise program which is an
entrepreneurial business experience.
A new Health Science program was created at Montgomery Central High School. The Health Science programs at Northeast High
School, Northwest High School and West Creek High School have a new focus. Northeast High School now houses a
Biotechnology Research and Development Program of Study. The Northwest High School and West Creek High School programs
have changed to Therapeutic Services which allow students to work toward obtaining their CNA license.
The Automotive Program at Northwest High School has completed Phase I of the upgrade to obtain NATEF certification and Phase
II is near completion.
The Engineering Program imbedded within the STEM Academy at Kenwood High School has a full-time Engineering teacher who
utilizes the Project Lead the Way curriculum. This program has received a great deal of positive attention and will continue to be
upgraded for the next three years.
The number of Work Based Learning trained teachers has greatly increased which allows students the opportunity for real-world
work experience in direct relationship to their designated program of study.
In November, the first annual Eighth Grade Career Exploration Day was held on the Austin Peay State University campus.
Students met with high school counselors and teachers as well as community organizations/businesses that could offer future
employment possibilities and career information. Students gained awareness of educational requirements for their personal career
interests based on the Kuder Navigator program. Career awareness in elementary, middle, and high schools has been emphasized
in order to facilitate decision-making by students for the new high school policy graduation requirements.
26
Increase Career Technical Certification Program and Dual Enrollment Options
(continued)
Next Steps:
• Continue to identify student career interests to better align student course selections.
• Utilize survey results to determine program viability for each high school.
• Continue to support and increase community partnerships to enhance on-the-job training through all CTE programs.
• Increase industry certifications and dual enrollment opportunities to cover all CTE programs.
• Increase school-level knowledge of CTE programs of study and requirements.
• Provide additional professional development for CTE teachers to maintain industry-current standards.
• Identify alternative funding sources available to students to cover the cost of enrolling in the dual enrollment program. This is
needed to support increased student enrollment in these programs.
• Increase availability of teachers for students enrolled in online CTE courses.
27
Begin Science, Technology, Engineering, and Mathematics Integration in K-12
The district has established three pilot STEM programs: Moore Magnet Elementary, Kenwood Middle School, and Kenwood High
School. The STEM Academy at the high school level enrolls selected students from across the district. Students completed the
screening process and were selected based on interest, test results, grades, and teacher recommendations.
The high school STEM Academy is currently fully enrolled and serves fifty ninth grade students. The 2011-2012 school year will
bring the addition of a new ninth grade year group.
Initial training as well as administrator and teacher visits to pilot schools will be conducted throughout the second semester of the
current school year. Visits will focus on collaboration, curriculum integration, materials, and student activities specific to STEM
implementation across the district.
Next Steps:
• Evaluate specific data at the pilot school sites to determine level of STEM integration success.
• Provide professional development and training of faculties at the non-pilot schools.
• Identify needs at non-pilot schools to determine personnel and materials required for implementation of the STEM program at
individual schools.
• Begin recruitment process for STEM Academy
28
Implement New Teacher Selection Model
Staffing is the collective process of recruiting, selecting, and retaining employees. The District staffing model is built upon the
concept of Retention First Staffing. The strategy is to identify those employees who are successful in their respective roles and to
not only retain these employees but also use them as a model for future staffing. Recruiting and selection processes follow this
leading strategy by using tools that identify potential employees and leaders who demonstrate the characteristics that are predictive
of excellence.
After review of baseline data collected during the 2009-2010 School Year, CMCSS found a strong correlation between quality
performance and selection criteria centered upon the identification of student centered teachers. Teachers who exhibited the
following indicators of excellence during the interview process were most successful in the classroom: student centered purpose,
effective relationship building strategies, teaching strategies that involve a high degree of personalization and student involvement
and who are able to work effectively with parents, other teachers, administration and district staff. The new teacher selection model
was built upon this foundation and with the focus of selecting teachers who demonstrate these characteristics during the interview
process.
Philosophy and Interview Cadre Training
Each one of the CMCSS principals attended a selection model philosophy training in November 2010. This training was designed to
help principals fully understand the success patterns of teachers who exhibit the above mention traits. The principals were also
exposed to the new interview tool that would be used in the selection process for teacher applicants.
In a two phase training process that took place in November and December 2010, a fourteen member interview cadre was trained to
conduct a new selection interview. This intense training enabled members of the interview cadre group to be certified to utilize a
structured interview process to identify teacher candidates who were predictive of excellence in student centered teaching ideology.
Upon conclusion of both the Philosophy and Interview Cadre Training, each member of the selection process was prepared to
implement the new teacher selection model scheduled to go live in Spring of 2011.
Next Steps:
• Finalize process logistics for implementation of the new selection model
• Conduct Process training with principals in January 2011
• Fully implement new selection model Spring 2011
29
Clarksville-Montgomery County School System
2010-2011
Mid-Year Review of Strategic Goals
B. Improving Efficiency and Effectiveness
1.
2.
3.
4.
5.
6.
Replace current benchmark assessment software to
address specific district and state needs
Complete efficiency study of current school system
zone lines
Implement automated inventory system for Child Nutrition
Continue implementation of energy conservation strategies
Assess and complete model classroom project rollout
Improve textbook order delivery response time
30
Replace Current Benchmark Assessment Software to Address Specific
District and State Needs
Clarksville-Montgomery County Schools utilize an online application to allow teachers and administrators to manage assessment data,
including scoring and reporting tools. Since 2004, CMCSS has used a third-party application. Recurring problems with the current
software include data transfer speed, duplicate scanning, and manual data corrections required by members of Instruction on a regular
basis. These issues, coupled with a significant annual cost for the current application and lack of viable third-party alternatives, indicate
that an in-house solution developed by the CMCSS Technology Department would be the most beneficial solution.
A project team was formed in June 2010 and development is underway. The project team consists of members from the Instruction and
Curriculum Department and Technology Department. The team has met frequently to discuss features to be implemented with the new
software, called Testdrive, and two product demo sessions have been held to measure progress and solicit feedback.
The target date for the pilot implementation of Testdrive is March 25, 2011. The pilot group will test and validate the software prior to
the full implementation date of April 29, 2011.
Next Steps:
• Complete the development of the new application
• Provide training and documentation for new software to all district users
31
Complete Efficiency Study of Current School System Zone Lines
The Director of Schools has championed a project team to conduct a comprehensive study of existing school zone lines, school capacity,
and population growth trends in Montgomery County. The team will develop an appropriate staff recommendation for future school
zones to ensure that CMCSS is properly positioned for projected population growth over the next eight to ten years. The project team is
made up of members from our academic, communications, technology and, operations departments as well as representatives from the
Montgomery County Planning Commission, Austin Peay State University, and several parent volunteers.
The team’s goal is to improve building utilization, balance enrollment, and clean existing zone lines. The team will attempt to ensure
that all schools have room for the level of growth (both regular and special education students) that is expected within its zone. Finally,
the team will attempt to maximize student transportation efficiency and where possible create a more direct elementary, to middle, to high
school feeder system, To date, the team has identified and gathered necessary data to begin discussing future middle & high school zone
lines. This data includes, free and reduced lunch data, special education data, building permits and available lots data, property/housing
values, and building capacities and enrollment numbers at all of our schools. The project team has also researched and briefed team
members on proper zoning strategies in an attempt to ensure that any recommended action falls within acceptable legal parameters.
The project will focus on establishing middle and high school zones first. As those recommendations are finalized the team will conduct
a similar review of the District’s elementary zone lines.
Next Steps:
•
Operations will present the project team with multiple proposed Middle/High zoning options showing :
– The number of students that will be impacted by adoption of a proposed rezoning;
– How the capacities of our buildings would change as a result of the rezoning;
– Any shift in percentages of socioeconomics within a school zone as a result of the rezoning;
– The potential impact of future schools and campuses.
•
The project team will choose to either adopt a proposed zoning plan or make recommendations to realign zone
boundaries to reach the team’s desired outcomes and new models will be generated and brought back to the team for further
review and discussion. Ultimately the team’s recommendation will be presented to the Board of Education and to the public
to solicit their feedback. If changes to current zone lines are approved by the Board of Education, an implementation plan
will be developed.
32
Implement Automated Inventory System for Child Nutrition
Much of the “back-office” ordering process for the Cafeteria Managers and Child Nutrition Department staff is currently done manually.
Automating this process will give Cafeteria Managers more time to direct staff and concentrate on quality and service provided to the
customers. It will also improve the efficiency of the centralized staff. Unfortunately, the implementation of this system has been delayed
until next school year. The former Assistant Director of Child Nutrition, who had the training needed for implementation, resigned early
in the current school year. A new Assistant Director has been hired but will need the opportunity to receive the necessary training.
Next Steps:
• Training for newly hired Assistant Director
• Implementation during the 2011-12 school year
33
Continue Implementation of Energy Conservation Strategies
Annually, CMCSS consumes approximately 50,255,000 KWH of electricity; 450,000 gallons of low sulfur diesel fuel; 79,450,000 gallons
of water & sewer; 685,000 CCF of natural gas; and 16,000 gallons of propane gas. The annual cost of these energy and utility purchases
exceeds $8,000,000 in the general funds budget.
Strategic initiatives of 2009-2010 led to the implementation of a District-wide Energy Management Policy (SLT-A003); a Temperature
Set Point Policy (OPS-A003); Custodial Responsibilities for Start-up and Shut-down Work Instruction (OPS-W001); and Kitchen Startup, Operation, and Shut-down Work instructions (CHN-W006).
The main goal of the Smart Energy Campaign for Going Green for the 2010-11 school year is to implement energy conservation
strategies at the school level. Thus far this year, each school has selected it’s Energy Champion and a training session was held in
November to help educate our champions on how to set up a committee and facilitate meetings. By the end of the year we hope that each
school will form an energy committee and develop a plan for each location to reduce it’s energy consumption. Support in the form of
energy data, tips, and a variety of other resources has been made available through the Going Green resources link on the CMCSS
website in order to assist in building-level conservation efforts and decision making.
The CMCSS Facilities Department will continue making improvements in the Energy Management Program by involving stakeholders
and will continue to update the CMCSS Energy Management Team.
Next Steps:
•
Expansion of the program by the following :
– Establishing a Energy Committee at each location;
– Having each school or building energy committee generate an Energy Plan unique to that location.
•
Continue monitoring progress against established benchmarks and distribute that data through the website.
•
Continue with the Smart Energy Competition.
34
Assess and Complete Model Classroom Project Rollout
The “model classroom” design refers to the primary technology resources provided to a teacher in a Regular Education classroom.
Specific items include a teaching station consisting of a document camera, DVD player, etc. The model was designed by a steering
committee to implement a standard for technology resource distribution.
Due to the budget constraints for the 2010-2011 school year, the rollout of the model classrooms to remaining areas of each school
was postponed. Currently, approximately 87% of regular education classrooms follow the model classroom design.
Next Steps:
• Technology will meet with administrators from each school to assess classroom needs and determine how to most efficiently
distribute existing resources
35
Improve Textbook Order Delivery Response Time
Textbooks continue to be a vital tool for learning and it is essential that requests from schools for new or additional books be completed as quickly
as possible. Some past practices used in the delivery process were found to be inefficient, unnecessary and/or to inadvertently delay the response
time. Warehouse staff would attempt to make unscheduled deliveries or pickups to all 36 locations county wide on a daily basis. School Textbook
Coordinators (typically assistant principals) are usually unable to simply stop other activities in order to receive incoming orders without prior
knowledge of a pending delivery. As a result, deliveries were delayed or rescheduled. Additionally, orders were unpacked upon delivery to enable
school staff to verify the accuracy of contents. Further complicating deliveries was the turnover of Textbook Coordinators; communication
problems, especially concerning backorders; and the stockpiling of student textbooks and teacher materials. The later resulted in inventory shortages
which also delayed filling orders.
After a successful pilot with three schools during the 2009-10 school year, the following changes have been implemented district-wide:
• Deliveries were changed from daily to weekly with each school given a designated delivery day of the week to improve utilization of
staff time at the school level and in Textbook Operations.
• Orders are now delivered to schools in case units with the contents to be unpacked and verified at the convenience of the Textbook
Coordinators within a 48 hour timeframe.
• Training is now offered twice annually for newly designated Textbook Coordinators and for existing Coordinators desiring a refresher.
• An annual meeting of Textbook Coordinators has been reintroduced to improve communications, identify what is working, and discuss
opportunities for improvement.
A 41% improvement has been realized in delivery response time. During the 2009-10 school year the average response time for textbook order
deliveries was 8.75 days. Year to date for the current school year the average response time is 5.16 days. The changes made and improved
communications have resulted in a record number of unused textbooks and teacher materials being returned to the Textbook Processing Operations.
Feedback from the Textbook Coordinators has been positive mirroring that of the Textbook Processing staff. Positive feedback was also received
from principals during the Mid-Year Review activity.
The final step in the improvement initiative will be the purchasing and implementation of new software that will totally integrate the ordering and
accountability process to include issuance of bar-coded textbooks to students. This new software will not only replace the centralized inventory
software currently running on obsolete hardware, but will also replace the Textbook Tracker software and allow expansion to all schools at a muchreduced cost. The need for this integration was noted during the Mid-Year Review activity with the principals. The target for implementation is
July 2011.
36
Improve Textbook Order Delivery Response Time
(continued)
Next Steps:
• Working with the Technology Department, purchase and implement new software
• Place new barcodes on all textbooks in the district to facilitate use of the new software
• Provide training to all users
• Continue Textbook Coordinator training and annual feedback meeting
37
Clarksville-Montgomery County School System
2010-2011
Mid-Year Review of Strategic Goals
C.
Developing Leadership Capacity
1.
2.
Initiate assessment training with school leaders
Continue expanding leadership development
opportunities for all staff
38
Initiate Assessment Training with School Leaders
During the 2010-2011 school year, the district initiated assessment training with school leaders to build upon foundational knowledge
many had gained by attending the Classroom Assessment for School Leaders (CASL) last year in Portland, Oregon. The district’s
purpose is to move from its current state of the use of both assessments OF learning and assessments FOR learning not being fully
deployed to all stakeholders to having assessments methods that align with and measure progress toward the achievement of state
standards and district scope and sequence.
The focus this year was to provide more in-depth training for principals and instructional team members using the district’s three-year
Professional Learning Community (PLC) model which provides administrators a comprehensive training and development plan for
working with their respective faculties on balanced assessment. The general consensus is this is exactly the direction the district needs
to be heading because the state’s recent implementation of new standards created this sense of urgency. It is critical for district
educators to understand clear targets and how to use appropriate assessments to measure student achievement.
The balanced assessment system (BAS) action plan calls for all assistant principals and principals to be trained to understand clear
targets and to create assessments that are aligned during the 2010-2011 School Year. To date, administrators have participated in
three training sessions on clear targets and have followed up of each training session with a collaborative session with their peers
designed to deepen their understanding of the training content. Training topics slated for the 2011-2012 school year include:
communicating about assessments, analyzing assessments to guide instruction, and involving students in assessment.
Administrators believe that the senior instructional team has done a great job developing the action plan for BAS training and laying
out the PLC process for embedding this content into on-going leadership development and in presenting/modeling the material for
Clear Targets. Because the training was of such high quality, it has been much easier for administrators to take the information back
to their schools to work with leadership teams and faculty.
Providing time for administrators to break the material down into smaller parts before taking it back to their individual schools has
helped make this a more positive learning experience. The pacing has been good, allowing principals time to break the information
down into understandable terms. In addition, the fact that all principals and assistant principals are getting the same information helps
reinforce understanding through common vocabulary.
39
Initiate Assessment Training with School Leaders
(continued)
Academic coaches and consulting teachers conducted faculty training on the new standards and on how to deconstruct the standards,
which helped administrators focus discussions during their PLCs. An added benefit is that the BAS Professional Development is
maintained online so administrators have immediate access to resources, training activities, and training videos.
Next Steps:
 Consider providing differentiated training for both administrators and teachers
 Work with teachers to show the connection to the teachers’ evaluation model
 Administer end of year survey on Administrator Perceptions of Effectiveness of Teacher Assessment Practices
 Review training status at the end of the year and modify 2011-2012 action plan based on participant feedback
 Conduct training/PLCs (School Year 2010-2011) in the remaining BAS topic of creating assessments that are aligned
 Conduct training/PLCs (School Year 2011-2012) in remaining BAS topics to include: communicating about assessments,
analyzing assessments to guide instruction, and involving students in assessment
40
Continue Expanding Leadership Development Opportunities for All Staff
The district remains committed to providing high-quality professional development to ALL employees in support of quality teaching
and learning. All district professional development activities directly (curriculum and instruction, effective teaching strategies, etc.)
or indirectly (leadership, management and supervision, job-specific training for classified staff, etc.) support student achievement.
This year the district focused on expanding leadership development opportunities for all staff through formal training sessions,
expanding job-embedded growth opportunities, as well as through job specific training.
This year, the majority of the district’s leadership training was rooted in the Mid-continent Research for Education and Learning
(McREL) Balanced Leadership Framework (BLF). To date, all Principals and Assistant Principals hired prior to August 1, 2010, have
completed this eight-day training, as have all Senior Instructional Team and Instructional Team members. Sixty individuals –
Principals, Assistant Principals, Curriculum Consulting Teachers, and Academic Coaches – will complete this training by the end of
February 2011. The district recently trained three additional District Professional Developers through McREL who will provide ongoing training as new individuals are assigned to key instructional leadership roles.
In addition, the district expanded its Just-In-Time (JIT) Trainings for Administrators during the school year 2010-2011. More than
120 administrators attended or are scheduled to attend JIT trainings this year. Sessions were developed based on input from
administrators about professional growth needs and covered a broad range of topics ranging from explicit instruction to special
education, to setting up a school budget. In addition, in the summer 2010, twelve new administrators participated in
Principal/Assistant Principal 101 which is designed to give administrators the basics of district operations prior to the start of the
school year.
One way the district has enhanced leadership development for mid-level managers is by creating job-embedded leadership
opportunities through such venues as project teams and district communication teams. To this end, this year the Management Review
Team (MRT) underwent significant restructuring. The restructured MRT is comprised of a single member from each department who
meets with the director on a monthly basis to review and provide feedback on SLT initiatives and to lead implementation of these
initiatives within the district.
On February 25, 2011, classified managers and supervisors will participate in a district-sponsored one-day advanced leadership
training workshop entitled Effective Confrontation and Problem Solving. This workshop, presented by Rhonda Jones Sparks, Founder
& President of RJS Leadership Coaching, will provide middle managers an opportunity to develop more effective communication and
problem-solving skills critical to positive working relationships and workplace success.
41
Continue Expanding Leadership Development Opportunities for All Staff
(Continued)
Twenty employees, both classified and certified, will complete Leadership I in April 2011. The district did not hold an Aspiring
Administrator’s Academy this school year, but will do so during school year 2011-2012. Feedback from administrators about classified staff
training remains positive, with administrators noting that the customer service training has had a significant impact on their front-office staff
members creating a warm and receptive, customer service oriented environment. Twenty classified employees are scheduled to begin this
eight-week comprehensive customer service program beginning in January 2011.
Derived from the Classified Staff Professional Development Needs Assessment, the district’s approach to comprehensive training for
classified staff includes: Customer Service, Workplace Communications, Workplace Safety, Technology, and Leadership Development.
During the November 4, 2010, and January 4, 2011 Staff Development Days, 372 classified employees participated in a wide variety of
district-sponsored trainings to include Customer Service, CPR/First Aid, Safety, Literacy Strategies for Classroom Aids, Model Classroom &
Technology Tools for Classroom Aids, Benefits Basic, Stress Management and Suicide Prevention. This number constitutes better than 20%
of classified staff. The district continues to expand classified staff training opportunities through both the employee’s assigned department for
job-specific training and through district-offered sessions.
Because the district does not have a comprehensive system for tracking all classified staff training, department specific training conducted this
year is not included in this report. However, it should be noted that all Department Directors take an active role in identifying departmentspecific training needs and insuring individuals receive soft-skills and leadership development, job-specific, and technical skills training as
necessary.
Next Steps:
• Expand on the creation/application of QFIC (Quality, Fidelity, Intensity, and Consistency) and the use of the tri-lateral planning tool
for translating planning into action (McREL BLF)
• Identify topics and develop training for Administrator JITs for school year 2011-2012
• Evaluate the effectiveness of the restructured MRT and move forward with improvements as necessary
• Call for school year 2011-2012 Aspiring Administrator Academy applications
• Continue classified staff trainings as needs are identified and encourage a ‘lead from where you are’ philosophy by providing jobembedded leadership development opportunities within work sections and departments
42
Clarksville-Montgomery County School System
2010-2011
Mid-Year Review of Strategic Goals
D. Engaging the Public
1.
2.
3.
Increase exposure of Focus TV
Increase parent participation in use of student
information system
Increase community contributions
43
Increase Exposure of Focus TV
The CMCSS online video website, Focus, was established to share relevant news and information with stakeholders throughout the
community. These videos communicate broad messages from CMCSS leadership about strategic work and on-going initiatives,
but more importantly, these videos show the faces of CMCSS. Individual stories from classrooms, messages straight from the
hearts of students, show stakeholders what is going on in this school district every day and what is making a difference in the lives
of students. While the videos themselves have been a great success and feedback about Focus has been positive, there are still
people out there who do not know about this great source for information. To get the most out of this service, it is important that
Focus is now marketed effectively to increase exposure.
Communication Strategies:
• EMAIL: One simple way to reach stakeholders is to let the people who are directly related to a video story know when the
product is finished and available online. This has already proven to be very effective. When a video becomes available online, key
individuals are notified via e-mail/phone so that message can, in turn, be shared with others.
• Social Networking: Social network websites have become central tools in online information sharing. The communication team
has created a Facebook page for Focus, and plans to utilize this service to reach out to stakeholders and advertise videos as they are
produced.
• Small Marketing Campaign: The communication team has started a marketing campaign with an initial advertisement in the
Clarksville City Saver, and will continue with the development of brochures and posters to circulate throughout schools and the
community.
• Student work: Students naturally like to share their own work with friends and family. Showcasing this work on Focus not only
provides a place for this work to be displayed, but it also increases traffic to the Focus website.
Current State: Baseline data in June 2010 showed that Focus received an average of 1087 unique visits per month. As of January
2011, the number of unique visits has increased approximately 15% to 1245 unique visits per month.
44
Increase Exposure of Focus TV
(continued)
Next Steps:
• Continue direct advertising via e-mail/phone by producing more videos and letting target individuals know when the finished
project is available online.
• Develop social network marketing strategies to connect with more people and share ideas/receive feedback.
• Produce the small marketing campaign. Design brochures and posters and have them placed strategically in schools and
throughout the community.
• Encourage teachers/students to submit more student-produced videos for the Focus website. Work with principals and media
teachers to let them know that Focus is a district-wide tool that can be used to showcase student work.
45
Increase Parent Participation in Use of Student Information System
In an effort to go paperless with grade reporting and increase greater parent connection to their students’ educational experience, an
awareness campaign was designed and implemented by the Parent Communications group using a number of communications
strategies. At the beginning of the 2009-10 school year, 23 percent of the parent population had accessed PowerSchool with parent
passwords. Anecdotally, a larger percentage accessed PowerSchool with their children’s passwords. A goal was set to increase
parent password access by an additional 20 percent in the 2010-11 school year.
Various communication means have been utilized to promote parental use of PowerSchool, including: telephone notification
system, newsletters, brochures in front offices of schools, open houses, Parent-Teacher conferences, local media, and CMCSS
Focus webTV. One of the most successful strategies was the CMCSS Technology staff’s willingness to attend all school open
houses to support guidance counselors and clerical staff in providing parents with their password access.
Because of federally protected private student information, parent passwords could not be given over the telephone. It was
therefore required that the parent physically come to the school. Many working or military deployed parents were unable to
retrieve the parent password. Upon legal review this fall, it was determined that letters could go to all students whose parents had
not yet accessed their password. The letter gave parents the option to receive their password through the U.S. mail if they returned
a signed request to the school. As a result, significant gains have been made.
As of January 2011, there have been 8,925 parent accounts created. Those 8,925 accounts relate to 13,337 students as each parent
account can contain multiple students. There are 29,973 students; therefore, that is 44.5% of the student population who has had a
parent sign in at least once this school year.
Next Steps:
• Continue to encourage parental use of PowerSchool through communication and school correspondence
• Provide principals with list of students whose parents have not either set up a PowerSchool account or requested a paper copy of
child’s grades
46
Increase Community Contributions
Initiatives/programs began in 2009-10 school year to increase the number of business partnerships in three areas: Partners in
Education (PIE), Education Foundation, and Community Relations/outreach.
To better assess and identify quality partnerships, a new expectation required school PIE liaisons to return goal agreement forms;
have at least a minimum contact with partners; and have an end of year report which includes the total number of partner contacts,
monetary contributions, in-kind donations, and volunteer hours. Mid-year reports to the district PIE coordinator were initiated this
school year to assess progress.
Strategies: Host partner workshop/breakfast in August 2010 as a kick off for the new school year. Initiate a community-supported
teacher supply store. Increase the number of volunteer opportunities through collaboration with Hands-On Clarksville. Introduce a
system-wide fundraising initiative.
Current state: Mid-year (August-November) data suggests that in spite of a national flat or downward trend in charitable giving,
CMCSS is actually experiencing an increase in community contributions. Specifically, the following accomplishments have
occurred since July 1, 2010:
1. Brought in over 46,000 items from the community to stock the newly established Teacher Warehouse
• New In-Kind Donors include: Dollar Tree Stores, Austin Peay State University, CDM of Nashville, 5-Star Radio,
Wal-Mart Stores, FCFCU, Uffelman Estates, World Color, and individual contributors.
• Store completely staffed by community with more than 440 volunteer hours contributed from individuals, church
organizations, and businesses
• Served 482 CMCSS teachers needing classroom and office supplies
• One individual contributed the largest single donation to the foundation of $6,000 to benefit the Teacher Warehouse
• More than 33,000 items of in-kind donations of supplies from many local businesses were received, equating to about
$66,000 in monetary value.
2. Increased the number of coats for CMCSS students in need by 160 from Premier Medical.
47
Increase Community Contributions
(continued)
3. Received $8,000 worth of printing from Jostens for the benefit of kindergarten kinder-kit cards to be distributed during Spring
2011 kindergarten orientations.
4. Received $50,000 grant from Dow Corning Foundation to benefit CMCSS STEM initiatives.
5. Increased new PIE partnerships by nine new businesses
• Partnership giving up by $12,000 this year from $34,000 in 2009 to $46,000 in 2010.
• Partnership volunteer hours are up by 560 hours (not counting parent organizations and booster clubs
6. Increased Vision to Reality Participation
• Banquet attendance up by 26 new guests.
• New table sponsorships up by six businesses
• Banquet brought in nearly $31,000 for 2010, up slightly from 2009.
7. City Saver Book Fundraiser
• Providing district-wide fundraiser for all CMCSS schools
• More than 200 local community businesses completed agreements to offer buy-one get-one-free offers to benefit
local schools
8. Community event attendances up for the following:
• Business After Schools
• BACK TO SCHOOL BASH
• Rivers and Spires Festival
• TN Score Event
• 100% Graduation Initiative
• CMCSS Community Road Shows
Next steps: Much of the increased contributions can be attributed to continuous marketing, relationship building and community
outreach. Providing structured and organized opportunities for the public to be involved and have a voice in public education is
critical to the continued success of this strategic goal.
48