jackson madison county memorandum of understanding and scope of work

8/13/2019 Jackson Madison County Memorandum of Understanding and Scope of Work

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System: JacksonMadisonCountySchools

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Totalamountofaward(overfouryears):

SummaryofFourYearScopeofW

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201112 $

201213 $

201314 $

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RequiredSystemSignatures

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DirectorofSchools

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Chair,BoardofEducation

OnbehalfofthefundingagencyfortheBoardofEducation,Iaffirmthatthefundingagencyisawarethat"Scope

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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.


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.



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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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jackson madison county memorandum of understanding and scope of work

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