rttt mous signed in december 2009
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Tennessee First to the Top
Local System Scope of WorkInstructions
The Scope of Work provides the plan for use of money designated for a local school system from the
Race to the Top grant. The funds are for a four-year period and the Scope of Work should specify use
for each year. General guidelines are as follows:
1. Total planned expenditures over four years must match the total amount designated for the
local system.
o Budgeted amounts for individual years may vary, but the minimum appropriation for
year 1 should be no less than 25% of the total LEA award. LEAs may request all of the
money in year 1 if justifiable to accomplish bold and innovative reform.
o Actual expenditures may fall within 90% - 110% of budgeted amount without
submission of a budget amendment.
o Money not spent during a designated year may be rolled to the ensuing year.
o In general, there are few restrictions on the use of RTTT funds except that they must be
related to the state proposal and not supplant existing expenditures. The purpose of the
grant is to provide bold and innovative reform that supports the State's approved Race to the
Top application. They must also
Payment of maintenance costs
Stadiums or other facilities primarily used for athletic contests or exhibitions or other
events for which admission is charged to the general public
Purchase or upgrade of vehicles
Improvements of stand-alone facilities whose purpose is not the education of
children, including central office administration or operations or logistical
support facilities
School modernization, renovation, or repair that is inconsistent with State law
2. Planned activities mustrelate to and support the state application. Allowable uses of RTTT
funds are outlined on a separate page and must be coded in the Scope of Work.
3. Planned activities that create recurring costs for the local system beyond the four-year scope
of the grant must be noted. The local funding body must attest that they are aware of the
recurring costs and that they acknowledge that these costs will become the responsibility of
the local funding body.
4. The Scope of Work may be submitted by a local system or by a consortium of systems. If
submitted by a consortium, all of the above stipulations apply to each participating system.
A lead system must be identified that will receive, disburse, and account for all funds.
Separate cost centers must be maintained by the lead system to account for all RTTT funds.
Instructions:
1. Each year of expenditures should be detailed on a separate sheet. Complete the system (or
consortium)
2. Complete the Scope of Work for each year. A sample sheet is included.
o Activity Describe the activity planned for supporting the state RTTT application.
o Correlation to state plan Code the activity to the appropriate aspect of the state grant
application using coding in chart on separate page.
o Correlation to TCSPP Provide a brief explanation of how this activity
supports the system TCSPP.
o Plan for Implementation Outline the system plan for implementing this activity.
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o Recurring expense Indicate if this use of funds will create recurring expenses for the
local system beyond the four-year scope of the funding. If a system indicates that any
recurring costs will be incurred in any planned area, the local funding agency must sign
the attestation on the signature page.
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Date Action
March 29, 2010 Announcement of RTTT award
April 19, 2010 Letter of announcement to local systems
April 21, 2010Jackson (West Tennessee Grand Division)
explanation of Scope of Work
April 22, 2010Nashville (Middle Tennessee Grand Division)
explanation of Scope of Work
April 23, 2010Knoxville (East Tennessee Grand Division)
explanation of Scope of Work
May 14, 2010 Scope of Workdue to Field Service Center
May 17-18, 2010 Field Service Center review of Scope of Work
May 19-20, 2010 Findings presented to DOE review team
State Department of Education
Tennessee Race to the Top
Timeline
May 21, 2010 Systems notified of disposition of Scope of Work
May 27, 2010 Resubmission of Scopes of Worknot meeting requirements
May 28, 2010 Final review of Scope of Work
June 1, 2010 Submission to USDOE of all Scopes of Work
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Elements of the State Reform Plan
B. Standards and Assessments (State Application pages 53-62)
(3) Supporting the transition to enhanced standards and high-quality assessments
C. Data Systems to Support Instruction (State Application pages 63-74)
(3) Using data to improve instruction:
(i) Use of local instructional improvement systems
(ii) Professional development on use of data
(iii) Availability and accessibility of data to researchers
D. Great Teachers and Leaders (State Application pages 75-118)
(2) Improving teacher and principal effectiveness based on performance: (pages 80-96)
(i) Measure student growth
(ii) Design and implement evaluation systems (iii) Conduct annual evaluations
(iv) (a) Use evaluations to inform professional development
(b) Use evaluations to inform compensation, promotion, and retention
(c) Use evaluations to inform tenure and/or full certification
(d) Use evaluations to inform removal
(3) Ensuring equitable distribution of effective teachers and principals: (pages 97-111)
(i) High-poverty and/or high-minority schools
(ii) Hard-to-staff subjects and specialty areas
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(i) Quality professional development (ii) Measure effectiveness of professional development
E. Turning Around the Lowest-Achieving Schools State Application pages 119-130)
(2) Turning around the lowest-achieving schools
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System:
$460,008
Correlation t ostate plan
Correlation t oTCSPP
B(3)
D (5)(i)Goals 1, 2, & 3
Provide professional development to teachers to ensure
awareness of new standards. Involve teachers in in-depth
revision of current local curriculum and pacing guides to reflect
new standards. Provide technology necessary to enable teachers
to maximize use of these guides thereby increasing teacher
Activi ty
Tennessee First to the Top
Local System Scope of Work
Total amount of award (over four years):
Jackson County
* If consortium, list all participating systems with lead system first
Year 1 (2010-11)
Plan for Implemen
Contract with curriculum experts in core subj
science first) to assist teachers in mapping s
guides across curriculum ($10,000). Provide
50 teachers for one day (50 days x $70 = $3
scheduled so as not to require substitutes).
Provide technology to enable teachers to util
B(3)
C(3) (i)Goals 1, 2, & 3
effectiveness & improving student learning.
Extend current local formative assessment measurements for use
in all classes grades K - 6 in all schools.
instructional practices ($19,250).
Involve 18 teachers in training to expand DIB
assessments to all classes in all schools gra
for 18 for one day, 18 teachers x $70 = $126
provide training and provide release time for
($5000)
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B(3) Goals 1, 2, & 3Support teachers as they transition to more stringent standardsand stricter assessments designed to increase teacher
effectiveness through professional development and enhanced
technology for their classrooms.
Provide hardware (including white boards, do
response systems, & interactive slates) softw
to enhance teaching practices to better addreper teacher) thus meeting student needs in t
reading/language arts, math, science, and so
performance on TCAP assessments includin
8, writing assessments, Gateway, and End-o
C(3)(ii) Goals 1, 2, & 3
Provide multi-day training for teachers on use of data (TVAAS,
TCAP, formative & summative assessments) for guiding
instructional decisions. (One full day of overview for all teachers,
then additional site- specific training utilizing each school's most
current data.)
First day training provided free of charge by s
Trainer for 4 additional days - $4000. Subst
(25 subs to be shared among school facultie
$1,750)
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D(2)
D(5)(I) Goals 1 - 4
Join with neighboring Clay, Macon, and Smith counties to provide
training for prospective administrative leaders. Shared training and
experiences will be designed to increase teacher effectivness &
increase student learning.
Pool $10,000 in funding with nearby Clay, Ma
a Leadership Academy for prospective admi
toward providing quality training (utilizing traifour systems) and provide stipends to approx
Jackson County.
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D(2)(ii) Goals 1-4
Priovide professional development on use of devaluation system and provide administrators aopportunities to participate in identifying data thprovides insight into teacher effectiveness. Proadministrators the technology necessary to useevaluation system and the necessary data inv
Provide professional development foradministrators & teachers on the new evaluationsystem, data training necessary to provideaccurate evaluations to allow systemadministrataors to pinpoint problems, offeringtargeted assistance to teachers, identifyingexemplar teachers , & improving instructionthrough increased teacher effectiveness
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D(2)(ii) Goals 1-4
Total budget for 2
Priovide professional development on use of datnew evaluation system and provide administratoteachers opportunities to participate in identifyingthat best provides insight into teacher effectiveneProvide administrators the technology necessarythe new evaluation system and the necessary da
involved.
Provide professional development foradministrators & teachers regarding newevaluation system, including data trainingnecessary to provide accurate evaluations, thusallowing system administrators to pinpointproblems, offer targeted assistance, identifyexemplary teachers , & improve instruction
through increased teacher effectiveness.
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D(2)(ii) Goals 1-4
Total Budge
Priovide professional development on use of new evaluation system & provide administratopportunities to participate in identifying data provides insight into teacher effectiveness. Padministrators the technology necessary to uevaluation system & the necessary data invo
Provide professional development for administrators& teachers regarding the new evaluation system,including data training necessary to provideaccurate evaluations that allow systemadministrataors to pinpoint problems, offer targetedassistance to teachers, identify exemplary teachers, & improve instruction to increase teacher
effectiveness.
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TennesseeFirsttotheTo
LocalSystemScopeofW
yearbudgetmustmatchamountofaw
F
System: JacksonMadisonCountySchools
*Ifconsortium,listallparticipatingsystemswithleadsystemfirst
Totalamountofaward(overfouryears):
SummaryofFourYearScopeofW
Year Budget
201011 $
201112 $
201213 $
201314 $
Total
our
$
Year
Budget
Totalfour
RequiredSystemSignatures
Ihaveapprovedthe"ScopeofWork"foruseoffundsgeneratedbythe"RacetotheTop"grant,amfullycommit
DirectorofSchools
OnbehalfoftheBoardofEducation,IaffirmthattheBoardhasapprovedthe"ScopeofWork"foruseoffundsg
committedto
it
and
will
support
its
implentation.
Chair,BoardofEducation
OnbehalfofthefundingagencyfortheBoardofEducation,Iaffirmthatthefundingagencyisawarethat"Scope
Chair,LocalFundingAgency
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Tennessee Race to the Top
Scope of Work Summary
Jackson-Madison County School System
Years 1, 2, 3, 4
Each activity will have an evaluation component. Data will be collected and outcomeswill be assessed. This information will guide future district decisions.
Activity 1: Professional Development for School and District Administrators
Jackson-Madison County School System staff will contract with an external vendor forprofessional development opportunities customized to meet the needs of current schooland district leaders. The professional development will provide leaders with an increasedlevel of knowledge and skills necessary to turn around low performing schools and movea school from good to great in the area of student achievement. The 12 to 18 months ofprofessional development will be focused on accelerating student learning and leading
change while building and maintaining a strong team. The Jackson- Madison CountySchool System is willing to be the hub or host training for surrounding school districts ifthere is such interest.
Areas to be addressed include, but are not limited to:
Students with disabilities English language learners Reading, math and science instruction Creating a culture where ongoing learning is the norm for adults and students Instructional leadership in a No Child Left Behind environment Issues surrounding early childhood education
Delivery methods will include, but not be limited to:
Working as a cohort Job embedded professional development Simulations and role playing Case studies 360 feedback experiences Group discussions
Internal evaluation: $8,700.00Professional development: $315,000.00Total cost of activity: $323,700.00
The evaluation of this activity will include both qualitative and quantitative methods forformative and summative purposes. Focus groups of participants and stakeholders willbe conducted during December and May of each year. Protocols will include questionsregarding implementation fidelity, perceived efficacy, and questions related to thecontinual improvement process. Quantitative methods will include assessments ofstudent achievement scores for participants versus non-participants, using Analysis ofCovariance (ANCOVA) as the primary quantitative evaluation tool.
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Finally, a return on investment analysis will be conducted for this activity, based on thework of Fowler, 2005 (National Center for Education Statistics).
Activity 2: Alternative Graduation Option for students attending our high priority
high schools
Jackson-Madison County System staff has identified the need to provide two of our fivehigh schools with an alternative graduation option. These two schools are in eitherRestructuring 2 or School Improving 1 status. This alternative graduation option willprovide a nontraditional avenue to graduation, thus increasing the graduation rate in thedistrict and these schools in particular. This graduation option will provide onlineinstruction in an off-campus environment with the opportunity to attend a morning,afternoon and or early evening session. This allows students who may have the need toschedule around a job or children the opportunity to remain enrolled in school. Studentscan additionally obtain new credits during summer sessions. Our model will be studiedby an external evaluator to assess the value of this form of instructional delivery. It will
be used to inform future district decisions about alternative education for secondarystudents. The program focus will address the following district issues:
Achievement data Graduation rates Credits earned Attendance Retention Post-secondary plans/preparing students for productive careers and success in
postsecondary education
Education option for students who have not found success in a traditional schoolsetting
$236,935 for 2010 2011; $340,000 for 2011 -2012; $340,000 for 2012 2013;$345,000 for 2013-2014.Internal evaluation: $8,700.00Total cost of activity: $1,270,635.00
Evaluation of the Alternative Graduation Option will include both qualitative andquantitative methodologies. Focus groups of students, teachers, and administrators willbe conducted in December and May of each year. Protocols will include questions
regarding implementation fidelity, perceived efficacy, and questions related to thecontinual improvement process. Quantitative methods will consist of comparisons ofgraduation rates for participants and similar students participating in the regulargraduation option.
A return on investment analysis will be conducted for this activity, based on the work ofFowler, 2005 (National Center for Education Statistics).
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Activity 3: Content knowledge and instructional delivery based professionaldevelopment for math teachers serving students in grades 5-8
The new Tennessee mathematics standards cover more material at a greater depth than
previous standards, and therefore require increased teacher knowledge and a change inpedagogy. In order to attain higher student achievement, instructors will need to use moreefficient methodologies, which are undergirded by a paradigm shift in how students learn.The teacher is the most important link in assuring our students can meet more rigorouslevels of accomplishment and learning. Teachers will complete a pre and post assessmentof math content knowledge to inform the content of their professional development.
The following plan will be in place beginning in August 2010:
On yearly contracts, we will employ a math consultant for middle school math.
The consultant will focus on Tennessee mathematics standards Developing and implementing strategies to prepare special education students for
the math state testing
Implementing STEM concepts and resources Developing and implementing effective activities, strategies, and high level
questioning techniques
Connecting assessment & instruction on a daily basis Building capacity in teachers for rigor to understand and teach the rigorous
Tennessee math standards
The consultant will monitor and observe teachers during the school year in the middle
schools (grades 6-8) and provide four days of professional development during the schoolyear for grades 58.A monitoring instrument and evaluations will determine the success of the professionaldevelopment.
For year two, we will provide summer training for two weeks (grades 5-8) that willfocus on the student or teacher gaps in knowledge and the evaluations from year one.
For year four, the math consultant will work with new math teachers and follow up withthe math teachers in grades 5-8.
Math consultant: $100,000 per year for up to 200 days for years 1, 2 and 3; $50,000 for100 days in year 4.Ten days summer training for ninety teacher stipends - $135,000.00 (optional) mathteachers in grades (5-8). Pay stipend of $150.00 per day for years 1, 2 and 3.School day training- four days - substitute cost - $16,800.00 (grades 5-8) one for eachnine-weeks grading period for years 1, 2 and 3.Internal evaluation: $8,700.00Clerical Personnel for years 1,2,3 and 4: $750.00 per yearTotal cost of activity: $817,100.00
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Evaluation of this activity will include both qualitative and quantitative methodologies.Focus groups of teachers and administrators will be conducted after each professionaldevelopment session to determine the perceived efficacy of the session and focus on the
continuous improvement process. Qualitative methods will include comparisons pre-posttest scores on teacher content knowledge for those who participate in the program.Analysis of student achievement will be conducted using scale scores and TVAASscores, comparing achievement scores for students whose teachers have completedprofessional development with those who have not. Analysis of Covariance (ANCOVA)will be the primary quantitative evaluation tool.
Finally, a return on investment analysis will be conducted for this activity, based on thework of Fowler, 2005 (National Center for Education Statistics).
Activity 4: Provide online training modules addressing the effective use of value-addedand formative assessment data to inform classroom instruction and create higher student
achievement
The purpose of value-added and formative assessment data is to help teachers makeinformed instructional decisions. Teachers who can effectively read and interpret theirdata reports are better prepared to use the data to influence instruction, create flexiblegroupings and adjust time spent on certain topics.
Battelle for Kids online modules will be provided as follows:
Schedule training for teachers during the 2010 2011 school year Pay a stipend to teachers ($150.00) who complete three 6 hours modules in(value-added and formative assessments) Year 3 and 4 will involve training for newly hired teachers to the district A monetary bonus will be provided for a school when 100% of certified teachers
have completed training modules. (optional)
Years 1 and 2 - $546,300 per yearYears 3 and 4 $67,500 per yearInternal evaluation: $8,700.00Clerical Personnel years 1,2,3, and 4: $750 per yearTotal cost of activity: $1,239,300.00
The efficacy of this activity will be evaluated using both qualitative and quantitativemethodology. Focus groups of teachers who have participated in the activity, and schooladministrators who supervise these teachers, will be conducted at the completion of theBattelle for Kids online module. Focus group protocols will include questions regardingperceived efficacy and questions related to the continual improvement process.Quantitative methods will consist of comparisons of student achievement scores (scalescores and TVAAS scores) of students whose teachers have completed the module versus
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those whose teachers have not completed the module. Analysis of Covariance(ANCOVA) will be the primary quantitative evaluation tool.
A return on investment analysis will be conducted for this activity, based on the work ofFowler, 2005 (National Center for Education Statistics).
Activity 5: Implement a reading and math curriculum for students in grades K -8
that blends a strong technology component with consistent, effective teacher led
instruction
To meet the needs for NCLB subgroups that are now learning more rigorous standards,we will create a curriculum aligned to state standards that blends teacher direction andtechnology centered instruction. Teachers and administrators will benefit from ongoingprofessional development, mentoring and modeling.
The following areas will be addressed:
Alignment to our pacing guide Pre and post assessments Expansion of differentiated instruction Increased levels of data analysis Increased use of web-based instruction Timely data Multiple intelligences
Reading and math curriculum: $625,000.00Internal evaluation: $8,700.00Total cost of activity: $633,700.00
No recurring costs that will not be pulled from discontinuation of less effective programs
The efficacy of this activity will be evaluated using both qualitative and quantitativemethodology. Focus groups of teachers who have implemented the curriculum andschool administrators who supervise these teachers will be conducted in December andMay of each year of the activity. Focus group protocols will include questions related toimplementation fidelity, perceived efficacy and questions related to the continualimprovement process. Implementation fidelity will be monitored by the curriculum andinstruction department using a checklist containing valid and reliable measures.
Quantitative methods will consist of comparisons of student achievement scores (scalescores and TVAAS scores) of students whose teachers have fully implemented thecurriculum versus those whose teachers have not, or only partially implemented thecurriculum. Analysis of Covariance (ANCOVA) will be the primary quantitativeevaluation tool.
A return on investment analysis will be conducted for this activity, based on the work ofFowler, 2005 (National Center for Education Statistics).
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Tennessee Race to the Top
Scope of Work Summary
Jackson-Madison County School System
Activity 1: Technology Justification Statement
Laptops and handheld computers will be used during the contract with an external vendor
to seamlessly integrate online learning, technology and professional development. Wewill pilot state evaluations and walkthroughs on the mobile devices. Mobile access to
current student information, quantitative and narrative data on the laptops will allow
school and district administrators to create compelling graphs and comparative statisticalanalysis of broad groups of teachers across departments and even across campuses within
the district. Training will included multimedia and online learning with interactive
discussion forums. Additional reading materials and internet reference sites and
examples from actual classrooms will be a part of the professional development trainingthat school and district administrators will receive.
Laptops and handheld computers will increase teacher effectives with on demandinformation and data to assist in instruction and increase student achievement in a single
classroom and throughout the school. Our internal evaluation of activity one will include
examining the relationship between school administrators completing the externalvendors professional development and student achievement. Folders with teacher
observations and evaluations will improve the quality of our data collection and easily
generate reports to meet school and district needs
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System:
$684,037
Correlation to
state plan
Correlation
to TCSPP
B(3) Goal 1, 2, 3
Year 2 (2011-12)
Tennessee First to the Top
Local System Scope of Wo
Total amount of award (over four years):
Marshall County Schools
Plan for Implementa
Students will explore an idea, concecentral to STEM curriculum areas. Se-portfolios consisting of multiple tasstudents' progress. (see #1)
Activi ty
Increase STEM literacy so 6-8 students canlearn deeply and think critically by creatingdomain projects in which students complete anintensive set projects.
* If consortium, list all participating systems with lead system first
B(3) Goal 4
B(3) Goal 1, 2, 3
D(5)(i)(ii) Goal 1, 2
E(2) Goal 2
Tota
Extend state training by providingcomprehensive interventions to schools whichhave D's and F's on TVAAS inreading/language, science, social studies, and
In order to make sustainable improvwill contract with consultants such aImprovement Network's Leadership Framework System.
Teachers will develop an electronic portfolio tomaximize their learning and professionaldevelopment.
E-portfolios will engage teachers in evaluation of their learning. They wicollaboratively with other teachers inarea and grade level.(see #3)
Teachers will learn what to teach and test bydeveloping, aligning, and auditing theircurriculum.
Consultants will train teachers on hcurriculums to meet students' needs
Launch a district-wide public relationemphasize the importance of gettingobtain good jobs.
Focus on improving student achievement by
strengthening corporate leadershipand
maximize the effectiveness of corporatephilantropy.
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System:
$684,037
Correlation to
state plan
Correlation
to TCSPP
B(3) Goal 1, 2
Year 4 (2013-14)
Increase STEM literacy so ALL students canlearn deeply and think critically by creatingdomain projects in which students complete anintensive set projects.
Tennessee First to the Top
Local System Scope of Wo
Total amount of award (over four years):
Marshall County Schools
* If consortium, list all participating systems with lead system first
Plan for Implementa
Students will explore an idea, concecentral to STEM curriculum areas. Se-portfolios consisting of multiple tasstudents' progress. (see #1)
Activi ty
D(5)(i)(ii) Goal 1, 2
D(2) Goal 1,2
D(5)(i) Goal 1, 2
B(3) Goal 4
Project Inspire will focus on improving studentachievement by strengthening corporateleadershipand maximize the effectiveness ofcorporate philantropy.
Financial incentives will be offered for certifiedstaff for continuous improvement in contentareas on TVAAS.
Teachers will develop an electronic portfolio tomaximize their learning and professionaldevelopment.
Use technology to offer convenient &sustainable professional development usingPD 360 resources
E-portfolios will engage teachers in evaluation of their learning. They wi
collaboratively with other teachers inarea and grade level.(see #3)
Financial incentives will be offered sfaculties whose students show 1 yeaon TVAAS.
Teachers identified as needing suppwill use PD 360 to improve their teacfor tracking, reflection, and follow-upfollow their teachers' progress
Education is the most critical public shaping individual lifecourse
Tota
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System:
$684,037
Budget
171,000
$171,000
171,000
171,034
2010-11
2013-14
Year
Summary of Four-Year Scope of Wo
2012-13
2011-12
Tennessee First to the Top
Local System Scope of Work
* If consortium, list all participating systems with lead system first
Total amount of award (over fou r years):
Marshall County Schools
$684,034.00
Director of Schools
Chair, Board of Education
TEA Representative (O*
Total Four-Year Budget
On behalf of the funding agency for the Board of Education, I affirm that the funding agency is aware that "Scope orecurring costs beyond the four-year scope of the grant and that they acknowledge that these costs will become th
On behalf of the Board of Education, I affirm that the Board has approved the "Scope of Work" for use of funds genand will support its implementation.
I have approved the "Scope of Work" for use of funds generated by the "Race to the Top" grant, am fully committedcan be paid from curent level LEA funding do not require a funding agency sign off.
Required System Signatures
Total four-year budget must match amount o
Chair, Local Funding Agency
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RACETOTHETOPSCOPEOFWORKFORMARSHALLCOUNTY20102011
Activity1:IncreaseSTEMliteracyso912studentscanlearndeeplyandthinkcriticallybycreatingdomain
projectsinwhichstudentscompleteanintensivesetofassignmentswitheportfolios.
CorrelationtoStatePlanB(3)StandardsandAssessments(3)Supportingthetransitiontoenhancedstandardsand
highqualityassessments.
CorrelationtoTCSPPGoal1Improvemathscoresandperformance;Goal2Improvereading/languageartsscoresand
performance;Goal3Improvegraduationrate.
PlanforImplementationandOverview Teachers
will
create
inquiries
for
their
students
designed
to
explore
an
idea,
concept,
or
practicecentraltoaparticularcurriculumarea.Asanextensionoftheseprojects,
studentswillcreateeportfoliosconsistingofseveraltaskstoshowstudentsprogress
overtimeandinasubject.Thiscombinesprojectbasedlearningwithdigitalmedia.Self
evaluations,feedbackfromotherstudents,andrubricsbyteacherswillcomprisethe
portfolio.Teamsoffourteachers,onefortechnology,oneformath,oneforscience,
andoneforlanguagearts,willcraftthethemeandcontentstandardsintosignificant,
meaningfulquestionsthatengagethestudentsandhelpthemfocus.Atleastoneofthe
teammemberswillbeonewhohastheprimaryresponsibilityforstudentinstruction
withinthatyear.AcadreofProjectFacilitatorswillcompleterubricsontheeportfolios
andsuggestwaystoimprovethecontent.Thisgroupwillbringaccountabilityand
structuretotheprocessbyofferingspecificrecommendationsformanagingand
evaluatingaproject.Thispersonmayinteractwithstudentsonlineormayfacilitateat
theschoolwherethestudentsareenrolled.TheProjectfacilitatorswillreceivea
stipend. Withtheemphasisontestresults,ourcurriculumsarebecomingsonarrowed
that21stcenturyskillsarefallingtothewayside.Principalswillreviewtheresultsofthe
rubricsandevaluationstodetermineifthereareadditionaltrainingsorresourcesthat
arecriticaltotheprojectssuccess. Aportionofstudentseportfolioswillbeshared
withthestatedepartmenttoillustratehowperformancebasedassessmentsprovidea
richer,moreopenendedcurriculumandmoreaccuratelyassesstheskillsofour
students.
Thedistrictwillcontractwithconsultantstotrainteachersonhowto:
1. Designrigorousandrelevantstandardsbasedprojectsthatengagestudentsin
authenticlearningactivities;
2. Teach21stskillsincludinginformationmedialiteracy,technologyliteracy,critical
thinkingandproblemsolvingskills,creativethinkingskills,communicationskills,
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collaborationskills,crossculturalskills,leadershipskills,socialskills,self
directionskills,andaccountability.
3. Teachandlearnonline.
ThedistrictwillbuildsupportivecommunitieswithinthedistrictbylaunchingaProject
Laboratory.Thelaboratorywillofferprojectplanningtoolkitsandlinkstositesuseful
designingdomain
projects.
Moderators
will
available
to
the
teachers
to
address
issues
and
concernsthatteachersmayhave.TheProjectLaboratorywillhaveacollaborationfeature
wheremultipleteacherscanconnectandplanactivities.ThegoalsoftheProject
Laboratoryaretoenableteachersto:
1. Aligntheirprojectgoalsandobjectiveswithstateandlocalstandards;
2. Exploretheirroleasacoach,mentor,ortutoringuidingstudentsthroughthe
projects;
3. Designcollaborativelearningactivitiesthatsupportstudentlearning;
4. Developformativeandsummativeassessmentsforevaluatingprojectsandstudent
outcomes.
Wewant
the
Project
Laboratory
Moderators
to
mimic
the
methods
we
expect
teachers
to
useintheirclassrooms.Drivebycoachingisnotacceptable.Wewillrecruitmoderators
whowillbepartnerswiththeclassroomteacherbysupportingteachingandlearning.
Thesemoderatorswillbepaidastipend.TheModeratorgroupandtheDistinguished
TeacherEvaluatorgroupmayormaynotbethesamepersonnel.
Asthefocalpointforthisidea,studentsareanintegralpartinitssuccessorfailure.
Schoolswillidentifystudentambassadorswhocaninteractwithteachers,administrators,
andschoolsbysharinginformation,makeprofessionaldevelopmentconnectionsfor
teachersbasedontheirlearningexperiences,andcollaborateonidentifiedchanges.The
venueforthiswouldbestudentaccessandparticipationintheProjectLaboratory.
ThedistricthasSharepoint2007inplacetoserveastheplatformfortheeportfolios
andhasserverspacetocreateaMoofoliousingMoodle.
KeypersonnelTeachers,Supervisors,Principals
BudgetConsultants $3,892
StipendforModerators $1,500X17.3%(benefits,etc)=1759.5X4PERSCHOOL=$7036
X3SCHOOLS=$21,108
Sciencelabmaterialsfor91210,000
Total $35,000
RecurringExpenseNone
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Evaluation1. WrittenrecommendationsandmeetinglogsfromtheStudentAmbassadorswhich
reflectthechangesinteacherpreparednessandtrainingwillbeusedtoimprove
theprogram.Tenpercentofthestudentadvisorycouncilwillbespecialeducation.
2. 100%ofthestudentswillbeengagedinthisactivity;85%ofthestudentswill
achievearating
of
3on
the
rubric
scale
of
1to
5.
Sixty
percent
of
the
special
educationstudentswillachievearatingof3ontherubric.100%oftheSp.Ed.and
ESLstudentpopulationwillparticipate.
3. LogsfromtheProjectLaboratorymentorsreflectingteacherpreparednessand
participationwillbesharedwithprincipalsandotheradministratorsandbethe
basisforreorganizationoftheactivityinsubsequentyears.
4. Rubricresultsfromprojectevaluationswillbeusedtoassessqualityandcontentof
theprojects.
5. Eachstudentwillshowevidenceofstartingaprojectandportfolio.
6. Theteacherteamswillevaluateeachotherontheparticipationoftheirteam
members.
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Activity2:Identifyeducatorswhodemonstratechangeinpracticeandapplicationofpedagogicalcontent
andbuildanonlinecommunityofpractice,support,andmentoring.
CorrelationtoStatePlanDGreatTeachersandLeaders;(5)Provideeffectivesupporttoteachersandprincipals;(i)
Qualityprofessional
development
CorrelationtoTCSPPGoal1Improvemathscoresandperformance;Goal2Improvereading/languageartsscoresand
performance;Goal3Improvegraduationrate.
PlanforImplementationandOverview Mentoringiskeyindevelopingnoviceteachersandsupportingthedevelopmentof
experiencedteachers.Thegoalistoachieveguidedandsupportedstudyandmentoring.
Throughavirtualinteractivewebbasedcommunity,teacherswillinteractwithotherteachers.
Eachschoolsmentoringprogramwillbedesignedspecificallyfortheschoolsstaff,size,and
instructionalapproach.Menteeswillbenefitthroughthedevelopmentofknowledgeandskills;
mentorswill
benefit
through
the
development
of
leadership
and
communication
capabilities;
schoolswillbenefitthroughthesharingofideasandexpertise.Insubsequentyearswewillbuild
supportivecommunitieswithteachersaroundthestate,culminatinginadayofsharingideas
thatworked.
Wewillincludetheparticipationof20peopleintheNewTeacherCentermodel(NTC)
bytheUniversityofMemphis.WehaveapproachedMilanSpecialSchoolDistrictabouttaking
partinaconsortiumplan.Theirproposalconsistsofthreetwodaytrainings.Thefirsttwoday
sessionwouldbeanIntroductiontoMentoring;thesecondtwodaysessionwouldbeCoachingandObservationStrategies,andthethirdtwodaysessionwouldbeSettingProfessionalGoalsandCoachinginComplexSituations. Wewillawardtheteacherswhodemonstratechangeinpracticeandapplicationof
pedagogicalcontentaDistinctiveTeacherdesignation.Thiscadreofeducatorswillforman
onlinecommunityofpractice,support,andmentoringforotherteacherswithintheirschools
andacrossthedistrict.Theywillbetrainedfortheirresponsibilitiesbyparticipatinginthe
districtsextensionofthestatestraining.TheteacherswhoparticipateintheNTCwillbepartof
theconsortiumthatidentifiestheDistinctiveTeacheralongwithprincipalsandother
administrators.
Teacherswillbethelinksthatmakeprofessionaldevelopmentappropriateandeffective
byactivelydevelopingprofessionaldevelopmentcoursesfortheirpeers.Themajorityofour
teachersdeclaretheircomfortzonetobethatofapassivelearnerratherthanbecomingan
interactiveprofessionalwhocreatessolutions.Wewillcoachthoseteacherstorestructurethis
predispositionandbecomeactiveparticipantsintheirtrainingandthetrainingoftheirpeers..
Thegoalistoachieveguidedandsupportedstudyandmentoring.Throughavirtualinteractive
webbasedcommunity,teacherswillinteractwithhighereducationconsultantsandother
educatorstodiscusstheirchallengesandtoseekadviceonovercomingobstacles.
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Teacherswilldevelopanelectronicportfoliotomaximizetheirlearningandprofessional
development.Theportfolioswillengageteachersinreflectionandevaluationoftheirlearning
therebyextendingthestatesprofessionaldevelopment. Theymustcreatetheportfolios
collaborativelywithteachersintheirsubjectareaand/orgradelevel.Thecollaboration
createsinterdependence,individualaccountability,interaction,andaccesstoothers
expertise.
Budget$390feeX3twodaysessions=$1170x20people=$34,000(8forhighschool/10forK8/2
centraloffice)
Lodgingandfood=$3400+mileage$60percarx8cars=$480totals$3880
Substitutes=$68x6days=$408x18teachers=$7344
StipendforDistinctiveTeachers=$500X17.3%=586.50x45teachers=$26,392.50
Total $71,616.50
ReoccurringExpenseNo
Evaluation1. PresurveysandpostsurveysofNTCparticipantswillbedone.Tenpercentofthe
mentoringteacherswillbespecialeducationteachers.2. Reflectionswrittenbyparticipantsstoredineportfolios.Eachteacherparticipatingin
theMentorprogramwillhaveaneportfoliowithreflectionsavailable.Everyteacher
newtothesystem,toagradelevel,oracontentareawillcompletetheportfolio.3. Weblogparticipationwillbeusedtoevaluatesuccess.100%ofthementeeswill
completetheportfolio.10%ofallteachersoverallwillbeginaportfolio.4. Improvementofintargetedteacherneedsbymentorsandadministratorswillbeused
toguideprincipalsindevelopingappropriateprofessionaldevelopmentandinservice
training.
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Activity3:Identifyteacherswhousevirtualenvironmentstoenhanceandenergizelearningandsupport
theirideaswithtraining.
CorrelationtotheStatePlan:DGreatTeachersandLeaders;(5)Provideeffectivesupporttoteachersandprincipals
CorrelationtoTCSPP:Goal1Improvemathscoresandperformance;Goal2Improvereading/languageartsscoresand
performance;Goal3Improvegraduationrate.
PlanforImplementationandOverview: Teacherswillembraceaconstructivisteducationalapproachbyworkingcollaboratively
withothersaroundtheworldinordertocreatestudentswhoarecompetitiveandglobally
minded.Onesuchmethodistoflattenorlowerclassroomwallssothatinsteadofworking
isolatedandalone,classesarejoinedvirtuallytobecomeonegiantclassroom.Theworlds
greatestchallengesareborderless,andourclassroomscanbetheimpetusthatdesigns
solutions.Wewillalsouserealcommunityissuesastheimpetusforauthenticlearningas
teachers,students,
and
community
partners
will
collaborate.
Students
need
to
become
more
awareoftheissuesandneedsintheircommunitiesanddeveloptheskillsandconfidenceto
addressthem.Wewantourstudentstoshowmoreconcernfortheircommunitiesandfeelthey
canmakeadifference.TeamsfromthehighschoolswillparticipateintheKC3(KidsCreating
CommunityContent),anationalcontestthatchallengesmiddleandhighschoolteamsto
developandpresentanengagingvideoconferenceprogramabouttheircommunity. Thedistrictreceivedtwograntswhichplaceddistancelearninglabsineveryschool.The
threehighschoolshavethelabsinplace,andthefiveelementaryschoolsandmiddleschoolwill
havetheminplaceinthefall.However,additionaltrainingisneededtoobtaintheneededbuy
infromclassroomteachers. TheCenterforCollaborationandInteractiveLearningCenter(CILC)
willservetoadvancestudentinvolvementonavarietyofprojects.Theprofessional
developmentarmofCILCwilljoinwiththedistricttoactivelymentorandcoachstudentsand
teachersonhowtodevelop,engagein,andreflectoncollaborativeprojects.Veryfewofour
currentlyenrolledstudentshaveaformativerecollectionofthe20thcentury.Wewillmeetthe
21stcenturyneedofstudentstoworkinaresponsiveinformationenvironment,toshare
personalexperiences,toformlearningcommunities,tohaveanaudience,andtocommunicate.
WewillreformourteachersintobeingMasterLearners.Wehaveisolatedpocketsofteaching
withdistancelearning,buttheyareextremelysmall.Budget
$5,000forconsultants(suchasDavidWarlick)toworkwithteachers.
$5,000forteachertraining
ReoccurringexpenseNo
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Evaluation1. Twentyfivepercentofteacherswillhaveacollaborativeprojectstartedattheendof
theyear.2. AtleastoneclassfromeachschoolwillparticipateintheKC3projectwithCILC.3. Preandpostsurveysofconsultantassistancewhichevaluatetheexpectationsof
collaborativelearningwiththerealityofwhatoccurredintheclassroom.4. Anincreasednumberofteacherswillshareprofessionaldevelopmentideaswithother
teachers.Particularfocuswillbegiventocrosscurricularconversations.
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Activity4Focusonimprovingstudentachievementbystrengtheningcorporateleadershipandmaximize
theeffectivenessofcorporatephilanthropy.CorrelationwithStatePlan
B. Standards and Assessment; (3) Supporting the transition to enhanced standards and high-
quality assessments.CorrelationwithTCSPP
Goal3improvegraduationrate;Goal4 improveCTEperformance
PlanforImplementationandOverview Thedistrictwillpartnerwithbusinesstoprovidehandsonexperientiallearningactivitiesthat
strengthenacademicskills,developpersonalleadershipabilities,andbuildcommunity
connections.Whileinvolvingcorporatevolunteersinschoolsisnotanewconcept,skillsbased
volunteeringislesscommonandcanoffercorporationsanopportunitytobringuniquevalueto
theirphilanthropyprograms.Theinfusionofideas,morethandollars,iswhatisimportant.The
ideaswillbeusedtoformtheCommunitySchool.
TheCommunitySchoolwillhaveaboardmadeupoftheDirectorofSchools,Chairmanofthe
SchoolBoard,MCEAPresidentordesignee,andleadersfromtheMarshallCountybusinessand
industryarea.Theboardwillpartnerwithbusinesseswho,inturn,workwithgroupsofstudents
toprovidehandsonexperientiallearningactivitiesthatdevelopleadership,strengthen
academicskills,andbuildcommunityconnections.
Whenstudents
learn
by
doing
and
then
teach
others,
they
learn
more
deeply.
For
example,
the
studentapprenticeswillnotjuststudybroadcasting,theywillcreatetheirown;theydontjust
usetheweb,theydesignwebpages.Theresultisauthenticlearning.
Principalswillbepartneredwithbusinessleaderstolearnhowotherscreateavisionforchange
andmanagebudgetsandstaffinanenvironmentotherthanschools.Meetingswillalternate
betweentheschoolbuildingandthebusinesssoeachpartnermayseehowtheotherhalf
works.
TheCommunitySchool Boardwillcreateasummerteacherinternshipprogram.Thesummer
internshipprogramwillallowteachersanopportunitytospendoneweekataregionalemployer
learningaboutthebusinessandtheneedsofindividualstosucceedintheworkplace
environment.As
aresult
of
the
experience,
teachers
will
develop
standards
based
projects
or
unitsforimplementationintheclassroomwiththeirstudents.Duringtheinitialyearofthe
project,thedistrictwillpaytheparticipatingteachersastipendduringtheirinternship.Firsta
teacherwilldeveloparelationshipwithanemployer.Therelationshipandexperienceinthat
businessshouldleadtothedevelopmentofacurriculumunit.Theunitwillnotonlybe
implementedwiththeteachersclass,impactingmanystudents,butsharedwithotherteachers
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whoalsoimplementit. Theimpactwillbemuchbroaderthansimplyontheteacherandthe
employer.
BudgetStipendforteacherinternships$500X17.3%=586.50x45teachers=$26,392.50
Total=$27,000
ReoccurringExpenseNo
Evaluation1. EvaluationbyCommunityBoardoftheeffectivenessoftheprogram.Awrittenplanwillbe
developedtoimplementthechanges.2. Anevaluationofthestandardsbasedprojectsdevelopedbyteacherinternswillbe
reviewed.100%oftheparticipatinginternswillreturntotheirclassrooms,develop,teach,
andsharetheirlessonsorunitsorprojectswiththeirstudentsandpeers.
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Activity5:Create a Learning Guild using distance learning labs to extend the training the state provides.
Correlation to the state plan:
B. Standards and Assessment; (3) Supporting the transition to enhanced standards and high-
quality assessments.
Correlation to TCSPP:
Goal 3-improve graduation rate; Goal 4-improve CTE performance
Plan for Implementation and Overview:
ThestatehasanimpressiveandhighlyeffectiveplanforreachingthefourFirsttotheTopinitiativesofcreatingandsupportingteachersandleaders,standardsandassessments,struggling
schools,anddata.Whatthelocaldistrictfacesishowtopreservetheteacherstimeinthe
classroomwhileensuringtheyreceivethestatestraining.Throughavirtualinteractive
communityusingvideoconferencinglabs,teacherswillinteractwithhighereducationconsultants
andothereducatorstodiscusstheirchallengesandtoseekadviceonovercomingobstacles. We
want to extend the training the state offers without stressing teachers by removing them from their
classrooms. To succeed a teacher must be prepared, have access to the internet, time to devote
to the training, and a reason to participate. Wewillpresentourteacherswiththeopportunityforfacetofaceteacherprofessional
developmentwiththeirtrainerswithoutbarriersinrelationtotechnologyskills.
Facetofaceviavideoconferencingisaveryeffectivemeansofmodelinginstructionalmethods.
Sevenofourschoolswillhavemobilevideoconferencelabswhichtheycanhaveintheir
classroomswhiletheyconnectwiththeirtrainerswithstudentspresent.
ThedistrictwillestablishLearningGuildstoprovideteachersaccesstolearningresourcesforuse
intheclassroom.Peermentoringandteachercommunitieswillssupportthestateinitiatives.The
connectionscantakeplacewhentheteachersneedsupport.Itwillsupportarangeofteachers
learningstyleswhileofferingthepotentialofreachinglargepopulationsofteachers.
Whilethe
district
has
videoconference
carts
or
labs
in
all
of
its
schools,
acentralized
lab
that
is
dedicatedtotrainingisneededsotheschoolslabsremainavailabletotheteachersfor
classroomwork.
Budget:
CentralizedVideoconferenceLab$27,000
ReoccurringExpense:
No
Evaluation:1. PreandpostsurveysofteacherswhoparticipateintheLearningGuildswillbereviewedto
assesstheimpactoftheLearningGuildonteachersinstruction.2. FiftypercentoftheteacherswillactivelyparticipateintheLearningGuild.AlloftheProfessional
LearningCommunitieswillcommunicateatleastonceintheinitialyearwithaPLCinanother
schooldistrict.
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System:
$2,158,115
Correlation to
state plan
Correlation to
TCSPPKey Perso
Tennessee First to the Top
Local System Scope of Work
Total amount of award (over
four years):
Sullivan County Schools
* If consortium, list all participating systems with lead system first
Contract with vendor similar to PD360to provide personalized staff
develo ment l inked to needs
Year 1 (2010-11)
Activi ty Plan for Implementation
D(4)(i)(ii) TCSPP Goal 1Board Goal 2
Staff
developmsupervisPrincipal
identified in teacher evaluations,assessed at time of delivery, andevaluated in terms of studentperformance on teacher future growthplans. Monitoring will be reportedelectronically to insure regularparticipation toward completion ofteacher growth plan.
Provide specific staffdevelopment to support
teacher performance needsand school goals. This will
augment any state providedPD.
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B(3)
E(2)
TCSPP Goal 2
Board Goal 1
Principal
graduatiocoach
Contract with a graduationcoach at a high school at
risk for possible shortfalls inperformance
Contract with a graduation coach on a120 day contract at Sullivan East HighSchool. Graduation coach will providespecific support and intervention byidentifying and monitoring highly at-riskstudents as early as ninth grade. Timewill be spent interacting with
staff/students to support andencourage success and to monitorprogress. Part of the day will be spentmonitoring the DOT lab in whichstudents take on-line computercourses that will help them becomeeligible for graduation within four years.
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B(3)TCSPP Goal 4
Board Goal 1D
Principalteacherstargetedsubjectsdistrict aschool le
Augment math instructionwith software and handheldtechnology capable ofproviding formativeassessment feedback tostudents and teachers at
Increase classroom engagementutilizing handheld technology devicesand supporting software at SullivanEast High School, Blountville Middle,Bluff City Middle, and Sullivan Middleto improve student performance in
technolocoaches
schools at risk for possibleshortfalls in performance
.trained and use technology daily toaugment instruction
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B(3)
TCSPP Goal 4
Board Goal 1A &
1D
PrincipalTeachers
Enhance curriculum withsupport software that willincrease studentengagement and learning atschools at risk for possibleshortfalls in performance
Provide and implement programs suchas Study Island or A+ Learning atSullivan East High School, Bluff CityMiddle School and Blountville MiddleSchool to increase student classroomengagement in academic areas.Professional development for teacherswill be incorporated uponimplementation. Emphasis atBlountville Middle will be on improvingstudent performance in all math andreading for subgroups of economicallydisadvantaged students and students
D(2)D(5)
TCSPP Goal 4Board Goal 2
AssistanDirector Schools
Develop and implement a prospectiveadministrators institute utilizing localand possibly regional personnel. Paystipends to trainers for moduledevelopment. Purchase necessaryprint materials and supplies.
Train teachers identified asprospective administrators.
with disabilities. Emphasis at SullivanEast will be upon overall student math
performance.
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B(3)C(3)(i)
D(5)(i)
TCSPP Goal 4Board Goal 1B
StaffDevelopSupervisCurriculu
supervisTechnolosupervis
B 3TCSPP Goal 4 Curriculu
Contract with a coach to conducttraining and modeling the use of STEMactivities for teachers anticipated to beassigned to future Ketron school,currently under construction as a
STEM focused school, and forteachers at North High School whichwill receive the Ketron students fortheir high school experience.
Pay stipend to teachers in identifiedareas to develop and revise curriculummaps and pacing guides to optimize
Develop curriculum maps fornon core areas that willintegrate core subjects,career technical courses,
Provide support and staffdevelopment in identificationand use of activities forlesson plans that supportinclusion of STEM inclassrooms.
Board Goal 1B Supervis
D(2)(iii)(iv)TCSPP Goal 4Board Goal 2
Staffdevelopmsupervis
ntegrat on o act v t es anconnections with core curriculum
standards.
If applicaple for Spring
2011, provide support andtraining for teachers andadministrators in use of newteacher evaluation system.
Contract with former teacherevaluation persons to serve as trainersand coaches for teachers andadministrators to train personnel inprocedures and supportimplementation of new teacherevaluation process (to be developed bySDE).
,and special education withSTEM activities to reflect
core standards.
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B(3)C(3)(i)(iii)D(2)(i)
TCSPP Goal 4Board Goals 1A,1B, 3
Curriculu
supervisTechnolosupervis
Contract with a vendor like d2sc toprovide a fully integrated, web based,K-12 software platform that features acomprehensive curriculum planningtool that incorporates all statecurriculum frameworks and supportseach objective with web based and
locally developed instructionalresources. It would also be integratedwith an assessment managementfeature that would enable districtwideformative assessments and teachermade tests. An included teachergradebook with a parent portal wouldfacilitate family communication andprogress monitoring.
Extend current curriculummaps and formative
assessment tools to acomprehensive web basedresource that will alsoincorporate a parent portal.
D(3)(i)(ii)TCSPP Goal 4
Board Goals 1A, 2
Negotiabitem betwBOE andSCEA,Humanresourcesupervis
Provide hiring bonus for newor transferring teachers intohard to staff areas.
Pay $2,000 one time bonus toteachers hired or transferred into
subject areas certified by the board ashard to staff. These would includespeech and language pathologists,chemistry teachers, physics teachers,teachers of calculus and upper levelmath, and teachers of worldlanguages. This is proposed to be inplace through the 2013-2014 schoolyear.
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B(3)C(3)(i)(ii)(iii)
TCSPP Goal 1Board Goals 1C,
3
Technolo
supervisAttendansupervisPrincipal
Provide phone and emailautomated contact system to
improve communication withstakeholders, resulting in anincrease in studentattendance.
Contract with vendor similar toSchoolMessenger to provideenhancement to phone and emailsystems that enables automatedcontacts with parents and staff relatedto attendance, safety, communityinvolvement, and academic progress.
Our emphasis is to use this tool toincrease attendance and parentinvolvement in the daily academicperformance of each child to insureimproved levels of learning. Specifictargets include students who missedmore than 10 days in 2009-2010 SYwho are expected to improve in TCAPperformance.
Total budget 2010-11
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System:
$2,158,115
Correlation to
state plan
Correlation
to TCSPP
Year 2 (2011-12)
Provide funds to schools identified as possible performance shortfalls to be e
* If consortium, list all participating systems with lead system first
Activi ty Plan for Implementa
Tennessee First to t he Top
Local System Scope of Wo
Total amount of award (over four years):
Sullivan County Schools
B(3)E(2)
4 Board Goal
1A
C(3)(i)(iii)D(5)(ii)
TCSPP Goal4 Board Goal
1A
D(2)D 5
TCSPP Goal4 Board Goal
Develop and implement a prospectivinstitute utilizing local and possibly rPa sti ends to trainers for module d
support of the school improvement plaby the leadership team. Funding wou
need and anticipated intervention costhis plan will more specifically address
Training would be delivered in a two dwith real data to school teams that wotraining all teachers at their rerspectivdata and identify school needs. Particwould receive stipends of $300 per dawould be receive stipends for extra wodeveloping modules.
Train teachers identified as prospectiveadministrators
Coordinate, deliver and monitor training forschool data teams to develop capacity in theirrespective schools to self assess school needs.
possible shortfalls in performance based upon
test and report card data.
2
Purchase necessary print materials
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D(3)(i)(ii)TCSPP Goal4 BoardGoals 1A, 2
B(3)C(3)(i)(ii)(iii)
TCSPP Goal1 Board
Goals 1C, 3
Provide phone and email automated contactsystem to improve communication withstakeholders.
Contract with vendor similar to Schoprovide enhancement to phone and enables automated contacts with parelated to attendance, safety, command academic progress. Our emphatool to increase attendance and parethe daily academic performance of ehigher levels of learning.
Provide hiring bonus for new or transferringteachers into hard to staff areas.
Pay $2,000 one time bonus to teachtransferred into subject areas certifiehard to staff. These would include slanguage pathologists, chemistry teateachers, teachers of calculus and uand teachers of world languages. Tbe in place through the 2013-2014 s
Tota
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System:
$2,158,115
Correlation to
state plan
Correlation
to TCSPPActivi ty Plan for Implementa
Provide funds to schools identified apossible performance shortfalls to b
* If consortium, list all participating systems with lead system first
Year 3 (2012-13)
Tennessee First to the Top
Local System Scope of Wo
Total amount of award (over four years):
Sullivan County Schools
B(3)E(2)
4 Board Goal
1A
C(3)(i)(iii)D(5)(ii)
TCSPP Goal4 Board Goal1A
D(2)D(5)
TCSPP Goal4 Board Goal
recommended by the leadership teabe based upon need and anticipated
Amendments to this plan will more sthis activity.
Training would be delivered in a twoinstitute with real data to school teamcharged with training all teachers at schools to analyze data and identifyParticipants in institutes would receiper day, and trainers would be receiextra work toward developing modu
Develop and implement a prospectivinstitute utilizing local and possibly rPay stipends to trainers for module d
Coordinate, deliver and monitor training forschool data teams to develop capacity in theirrespective schools to self assess schoolneeds.
possible shortfalls in performance based upontest and report card data.
Train teachers identified as prospectiveadministrators
Purchase necessary print materials
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D(3)(i)(ii)TCSPP Goal
4 BoardGoals 1A, 2
B(3)C(3)(i)(ii)(iii)
TCSPP Goal1 Board
Goals 1C, 3
Pay $2,000 one time bonus to teachtransferred into subject areas certifiehard to staff. These would include slanguage pathologists, chemistry teateachers, teachers of calculus and uand teachers of world languages. Tbe in place through the 2013-2014 s
Provide phone and email automated contactsystem to improve communication withstakeholders.
Contract with vendor similar to Schoprovide enhancement to phone and enables automated contacts with parelated to attendance, safety, command academic progress. Our emphatool to increase attendance and parethe daily academic performance of ehigher levels of learning.
Provide hiring bonus for new or transferringteachers into hard to staff areas.
Tota
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8/13/2019 RTTT MOUs Signed in December 2009
75/97
System:
$2,158,115
Correlation to
state plan
Correlation
to TCSPP
Year 4 (2013-14)
Activi ty
Tennessee First to the Top
Local System Scope of Wo
Total amount of award (over four years):
Sullivan County Schools
* If consortium, list all participating systems with lead system first
Plan for Implementa
Provide funds to schools identified apossible performance shortfalls to b
B(3)
4 Board Goal
1A
C(3)(i)(iii)D(5)(ii)
TCSPP Goal4 Board Goal
1A
D(2)D(5)
TCSPP Goal4 Board Goal
Coordinate, deliver and monitor training forschool data teams to develop capacity in theirrespective schools to self assess schoolneeds.
possible shortfalls in performance based upontest and report card data.
Train teachers identified as prospectiveadministrators
recommended by the leadership teabe based upon need and anticipated
Amendments to this plan will more sthis activity.
Training would be delivered in a twoinstitute with real data to school teamcharged with training all teachers at schools to analyze data and identifyParticipants in institutes would receiper day, and trainers would be receiextra work toward developing modu
Develop and implement a prospectivinstitute utilizing local and possibly rPay stipends to trainers for module dPurchase necessary print materials
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8/13/2019 RTTT MOUs Signed in December 2009
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System:
$2,158,115
Budget
571,700
648,500
583,500
354,415
Tennessee First to the Top
Local System Scope of Wo
* If consortium, list all participating systems with lead system first
Total amount of award (over four years):
Sullivan County Schools
Summary of Four-Year Scope of W
2010-11
Year
2011-12
2013-14
2012-13
$2,158,115.00
Director of Schools
Chair, Board of Education
President, Sullivan CountyEducation Association
*
On behalf of the Board of Education, I affirm that the Board has approved the "Scope of Work" for use of fundsand will support its implementation.
Total Four-Year Budget
Required System Signatures
I have approved the "Scope of Work" for use of funds generated by the "Race to the Top" grant, am fully comm
Total four-year budget must match amo
Chair, Local Funding Agency
On behalf of the funding agency for the Board of Education, I affirm that the funding agency is aware that "Scoprecurring costs beyond the four-year scope of the grant and that they acknowledge that these costs will becom
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82/97
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8/13/2019 RTTT MOUs Signed in December 2009
83/97
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8/13/2019 RTTT MOUs Signed in December 2009
84/97
System:
$54,786
Correlation to
state plan
Correlation
to TCSPP
D(5)(i) C(3)(ii) Goals 1, 2
Year 1 (2010-11)
Provide on-site Professional Development forteachers regarding formative assesment.Teachers will be trained to administer theassessment and interpret the data in order to
Tennessee First to t he Top
Local System Scope of Wo
Total amount of award (over four years):
State Special Schools- West Tennessee School for the Deaf
* If consortium, list all participating systems with lead system first
Plan for Implementa
Contract with outside vendor to provAugust 2010. Pay a $100 stipend toteachers for one day of training.
Activi ty
C(3)(ii) Goals 1, 2
D(5)(i) Goals 1, 2, 3
D(5)(i) Goals 1, 2, 3
make instructional decisions.
Provide Professional Development foradministrators on mentoring effective teachersincluding strategies for evaluation and growthplanning.
Provide formative assessment to be used toobtain academic levels of individual students ingrades 3 through 6.
Provide Professional Development forinstructional staff on research based strategies
for increasing student achievement andapplication of these strategies.
Acquire assessment through outsidemeasure and track individual studenperformance for school year 2010-2
Attend local NTC Mentor Training coday sessions. Also, attend TennessEducation Evaluation Trainings as to
Purchase Marzano materials and prtraining for teachers to acquire spec
improve student achievement. Pay stipend to teachers that attend.
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85/97
Tota
-
8/13/2019 RTTT MOUs Signed in December 2009
86/97
System:
$54,786
Correlation to
state plan
Correlation
to TCSPP
D(5)(i) C(3)(ii) Goals 1, 2
Plan for Implementa
Contract with outside vendor to provAugust 2010. Pay a $100 stipend toteachers for one day of training.
Activi ty
Tennessee First to t he Top
Local System Scope of Wo
Total amount of award (over four years):
State Special Schools- West Tennessee School for the Deaf
* If consortium, list all participating systems with lead system first
Year 2 (2011-12)
Provide on-site Professional Development forteachers regarding formative assesment.Teachers will be trained to administer theassessment and interpret the data in order to
C(3)(ii) Goals 1, 2
D(5)(i) Goals 1, 2, 3
D(5)(i) Goals 1, 2, 3
Acquire assessment through outsidemeasure and track individual studenperformance for school year 2010-2
Attend local NTC Mentor Training coday sessions. Also, attend TennessEducation Evaluation Trainings as to
Purchase Marzano materials and prtraining for teachers to acquire specimprove student achievement. Pay
stipend to teachers that attend.
make instructional decisions.
Provide Professional Development foradministrators on mentoring effective teachersincluding strategies for evaluation and growthplanning.
Provide formative assessment to be used toobtain academic levels of individual students ingrades 3 through 6.
Provide Professional Development forinstructional staff on research based strategiesfor increasing student achievement and
application of these strategies.
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8/13/2019 RTTT MOUs Signed in December 2009
87/97
Tota
-
8/13/2019 RTTT MOUs Signed in December 2009
88/97
System:
$54,786
Correlation to
state plan
Correlation
to TCSPP
D(5)(i) C(3)(ii) Goals 1, 2
Year 3 (2012-13)
Provide on-site Professional Development forteachers regarding formative assesment.Teachers will be trained to administer theassessment and interpret the data in order to
Tennessee First to t he Top
Local System Scope of Wo
Total amount of award (over four years):
State Special Schools- West Tennessee School for the Deaf
* If consortium, list all participating systems with lead system first
Plan for Implementa
Contract with outside vendor to provAugust 2010. Pay a $100 stipend toteachers for one day of training.
Activi ty
C(3)(ii) Goals 1, 2
D(5)(i) Goals 1, 2, 3
D(5)(i) Goals 1, 2, 3
make instructional decisions.
Provide Professional Development for
administrators on mentoring effective teachersincluding strategies for evaluation and growthplanning.
Provide formative assessment to be used toobtain academic levels of individual students ingrades 3 through 6.
Provide Professional Development forinstructional staff on research based strategiesfor increasing student achievement and
application of these strategies.
Acquire assessment through outsidemeasure and track individual studenperformance for school year 2010-2
Attend local NTC Mentor Training coday sessions. Also, attend TennessEducation Evaluation Trainings as to
Purchase Marzano materials and prtraining for teachers to acquire specimprove student achievement. Pay
stipend to teachers that attend.
-
8/13/2019 RTTT MOUs Signed in December 2009
89/97
Tota
-
8/13/2019 RTTT MOUs Signed in December 2009
90/97
System:
$54,786
Correlation to
state plan
Correlation
to TCSPP
D(5)(i) C(3)(ii) Goals 1, 2
Plan for Implementa
Contract with outside vendor to provAugust 2010. Pay a $100 stipend toteachers for one day of training.
Activi ty
Tennessee First to t he Top
Local System Scope of Wo
Total amount of award (over four years):
State Special Schools- West Tennessee School for the Deaf
* If consortium, list all participating systems with lead system first
Year 4 (2013-14)
Provide on-site Professional Development forteachers regarding formative assessment.Teachers will be trained to administer theassessment and interpret the data in order to
C(3)(ii) Goals 1, 2
D(5)(i) Goals 1, 2, 3
D(5)(i) Goals 1, 2, 3
Acquire assessment through outsidemeasure and track individual studenperformance for school year 2010-2
Attend local NTC Mentor Training coday sessions. Also, attend TennessEducation Evaluation Trainings as to
Purchase Marzano materials and prtraining for teachers to acquire specimprove student achievement. Pay stipend to teachers that attend.
make instructional decisions.
Provide Professional Development foradministrators on mentoring effective teachersincluding strategies for evaluation and growthplanning.
Provide formative assessment to be used toobtain academic levels of individual students ingrades 3 through 6.
Provide Professional Development forinstructional staff on research based strategiesfor increasing student achievement andapplication of these strategies.
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8/13/2019 RTTT MOUs Signed in December 2009
91/97
Tota
-
8/13/2019 RTTT MOUs Signed in December 2009
92/97
System:
$54,786
Budget
13,700
13,700
13,700
13,686
Summary of Four-Year Scope of Wo
2012-13
2011-12
Tennessee First to the Top
Local System Scope of Work
* If consortium, list all participating systems with lead system first
Total amount of award (over fou r years):
State Special Schools- West Tennessee School for the Deaf
Year
2010-11
2013-14
$54,786.00
Director of Schools
Chair, Board of Education
TEA Representative (O*
Total four-year budget must match amount o
I have approved the "Scope of Work" for use of funds generated by the "Race to the Top" grant, am fully committedcan be paid from curent level LEA funding do not require a funding agency sign off.
On behalf of the funding agency for the Board of Education, I affirm that the funding agency is aware that "Scope ofrecurring costs beyond the four-year scope of the grant and that they acknowledge that these costs will become th
On behalf of the Board of Education, I affirm that the Board has approved the "Scope of Work" for use of funds genand will support its implementation.
Required System Signatures
Total Four-Year Budget
Chair, Local Funding Agency
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8/13/2019 RTTT MOUs Signed in December 2009
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8/13/2019 RTTT MOUs Signed in December 2009
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