jackson madison county memorandum of understanding and scope of work
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8/13/2019 Jackson Madison County Memorandum of Understanding and Scope of Work
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8/13/2019 Jackson Madison County Memorandum of Understanding and Scope of Work
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Revised 6-16-10
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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8/13/2019 Jackson Madison County Memorandum of Understanding and Scope of Work
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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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8/13/2019 Jackson Madison County Memorandum of Understanding and Scope of Work
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Revised 6-16-10
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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8/13/2019 Jackson Madison County Memorandum of Understanding and Scope of Work
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Revised 6-16-10
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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8/13/2019 Jackson Madison County Memorandum of Understanding and Scope of Work
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Revised 6-16-10
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8/13/2019 Jackson Madison County Memorandum of Understanding and Scope of Work
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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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