COMPONENT 6
TCSPP PROCESS EVALUATION
The following summary questions are related to Process. They are designed as a culminating activity for you to analyze the process used to develop this systemwide improvement plan.
|
Evidence of Collaborative Process - Narrative
Response Required |
|
What evidence do we have that shows that a collaborative process was
used throughout the entire planning process? The collaborative process was used throughout the entire
planning process. Collaboration
first began in 2005-06 as the co-Chairs of the TCSPP process met to plan and
organize the initial structure and coordination of the TCSPP, TSIPP,
School-wide Title, and SACS.
The collaborative process continued in 2006-07. Under the umbrella of these four
areas, our Systemwide Leadership Team began to meet and collaborate. The Systemwide Leadership Team
attempted to meet on a regular basis and utilized the Curriculum Supervisors
Meeting and those who attend on Wednesday mornings as the core of the
leadership group. Other key
system-level personnel were added to this group to complete the leadership
team. The leadership team and
its various subcommittees have been utilized in a representative format to
prevent duplication of effort and to focus on implementation. This group and individuals within the
group then reviewed assignments, data, timelines, and feedback to work toward
completion of the TCSPP, TSIPP, Schoolwide Title, and SACS
documentation. Minutes, agendas,
and other appropriate documentation were generated to provide evidence of our
process both in the initial planning and in the working stages. These documents have been generated
in a more limited scope during 2006-07. As a part of the collaborative process, the superintendent conducts
monthly staff meetings. These
staff meetings include central office personnel and building level
principals. These meetings
include updates of information, needs and concerns, noteworthy items, and
coordination of the planning process.
The superintendent also conducts parent and teacher advisory committee
meetings on a regular schedule.
These meetings provide these stakeholder groups with information that
gives insight into concerns, needs, and successes. Information relative to the school and system level
improvement process is reviewed.
Minutes, agendas, and other appropriate documentation are generated. The collaborative process also includes the meeting of system and
school level committees and advisory groups to develop plans, programs, and
strategies and to assess these areas relative to programmatic concerns and
with reference to improvement planning. Minutes, agendas, and other
appropriate documentation are generated. Collaboration is an integral part of improvement planning at the
school level as well. The
instructional leadership team leads school level improvement planning. Grade level, as well as team, hub,
programmatic, and subject area groups also engage in improvement planning
that focuses on data, student learning, implementation strategies, and
evaluation of results. There is
also a principalÕs parent advisory group that function in much the same way
as the superintendentÕs parent advisory group. Minutes, agendas, and other documentation are
generated. |
|
Evidence of Alignment of
Data and Goals - Narrative Response Required |
|
What evidence do we have that proves alignment between our
data and our goals? Evidence of alignment between our data and our goals is
found within the documentation of the TCSPP itself and within the TSIPP or
Executive summary at the school level.
We have a series of aggregated and disaggregated data that has enabled
us to identify areas of strength and areas in need of improvement for the
system and school levels. Data
sources include State Report Card and the Report Cards for the system and the
individual schools. We have
collected information from the TVAAS data website. We have conducted surveys of stakeholder groups. These surveys include, but are not
limited to, Comprehensive Needs Assessment, Professional Development Surveys,
Family Friendly Schools Survey developed by Dr. Steve Constantino, and
Intersession Assessment Surveys.
We have collected information at the school level in programmatic
areas to identify strengths and areas for improvement. We have reviewed our curriculum
practices, instruction practices, assessment practices, and organizational
practices. As we have analyzed
the data from a variety of sources, we have identified strengths and areas
for improvement. Only after
identifying strengths and areas for improvement did we develop our
goals. Our goals attempt to
utilize identified strengths to address areas in need of improvement. |
|
Evidence of Communication with All Stakeholders-
Narrative Response Required |
|
What evidence do we
have of our communication of the TCSPP to all stakeholders? Evidence of
communication of the TCSPP to all stakeholders is a part of our collaborative
process documentation. We have
kept minutes, agendas, and documentation of our collaborative process. Included in either our system or
individual school level documentation are items of communication evidence
such as phone call notes or phone logs (personally or phone system
generated), emails, interoffice memos, letters and letter follow-ups,
newspaper announcements, information on our website, information on our local
television cable system, meeting agendas/minutes, meeting flyers and sign-in
sheets. Evidence of
communication is also found in many of our individual programmatic
information pieces as it relates to specific aspects of our program planning,
implementation, or assessment. |
|
Suggestions for the Process- Narrative Response
Required |
|
What suggestions do we
have for improving our planning process? Our planning process in
its basic form is a sound process.
To improve the process there are a few things that should be
considered:
|