5 Year Strategic Plan for 2015-2016

Fentress County
Schools
5-Year Strategic Plan
2015-16
Submitted by
Mike Jones, Director of Schools
Table of Contents
Letter from the Superintendent..............................................................................................
3
Get to Know Our Board...........................................................................................................
4
Vision, Mission, and Core Values.............................................................................................
6
2014-2015 Accomplishments..................................................................................................
7
Core Value #1 - Exemplary Student Learning..........................................................................
 Effective Principals, Teachers, and Paraprofessionals.................................................
 90% Reading Goal........................................................................................................
 Clarkrange High School's ACT Scores Will Reach State Average..................................
 Early Post-Secondary Opportunities............................................................................
 Graduation Rate..........................................................................................................
 Technology..................................................................................................................
8
9
10
11
12
13
14
Core Value #2 - Collaborative Professional Learning Communities........................................
15
Core Value #3 - Engaging Families and the Community..........................................................
16
Core Value #4 - Commitment to Data Driven Decisions for Continuous Improvement..........
18
Core Value #5 - Viable Curriculum...........................................................................................
21
Core Value #6 - Safe and Healthy Schools...............................................................................
24
Career and Technical Education (CTE).....................................................................................
26
Clarkrange High School ROTC..................................................................................................
27
High School Athletics...............................................................................................................
29
2
Letter from the Superintendent
The Fentress County Board of Education, system educators (some employees are teachers, but
all of our employees are educators), and I not only invite, but welcome you to our school
system.
System goals are based on core values. Goals, when combined with best practices, will allow
our students to achieve new heights. Professional learning is embedded in our work and the
utilization of technology continues to engage our students in learning. It allows our teachers to
work smarter, not harder.
Our system is unique in that the majority of our ninth graders attend York Institute, a school
outside the Fentress County School District. It is imperative for both systems to work
cooperatively for the benefit of all students.
There are many challenges facing public education. Fentress County Schools will always strive
to provide an exemplary program of education for our children.
Sincerely,
Mike Jones
3
Get to Know Our Board
The Fentress County Board of Education is made up of 10 elected members. There are two
members per district. The success of our schools is due to a great deal of the leadership and
character of our school board. Our county is very fortunate to be served by such a
distinguished group.
Mr. Gary Tinch, Board Chairman. Mr. Tinch is a retired teacher
and administrator. Mr. Tinch taught 38 years at York Institute and
he also taught in Williamson County. He possesses a B.S., an M.A.,
plus 30-hours of post-graduate studies. He attended the
University of Tennessee Knoxville and Tennessee Tech University.
He has served over 20 years on the board.
Ms. Karen Cooper, Board Vice Chairperson. Ms. Cooper is the
Emergency Room nurse at Jamestown Regional Hospital. Ms.
Cooper has served on the board for 14 years. She also does
volunteer work with Manna House Ministries.
Mr. Bill Cody, Board Member. Mr. Cody is a retired educator. He
taught in elementary and in high school. He retired as a high
school principal. Mr. Cody possesses B.S. and M.A. degrees from
Tennessee Tech University. Mr. Cody retired with 33 years’
experience in education and is serving his second term on the
board.
Mr. Eddie Cook, Board Member. Mr. Cook is serving his 14th year
on the school board. Mr. Cook has previously served as chairman.
He owns and operates a trucking business.
Mr. Philip Hall, Board Member. Mr. Hall is a pharmacist and
business owner. Mr. Hall is a University of Tennessee Knoxville
graduate and received his Doctorate in Pharmacy degree from
Samford University. He currently owns and operates Hall’s Family
Pharmacy in Jamestown. Mr. Hall is serving his second term on
the board.
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Ms. Myla Leffew, Board Member. Ms. Leffew is serving her first
full term on the board. Ms. Leffew is a nurse and is a Home Health
Care executive.
Ms. Kathy Pritchett, Board Member. Ms. Pritchett is a retired
teacher with 34 years’ experience. She holds a B.S. degree from
Tennessee Tech University. She taught in both elementary and
high school. Ms. Pritchett has started a second career in the
medical industry. She is serving her second term on the board.
Ms. Lynette Pritchett. Ms. Pritchett is serving her first term on the
board. Ms. Pritchett possesses a B.S. degree from University of
Tennessee Chattanooga. Ms. Pritchett currently serves as the
C.E.O. of Jamestown Regional Hospital.
Ms. Barbara Pile. Ms. Pile is a retired educator. She retired with
30 years’ experience. She taught in both elementary and high
school. Ms. Pile is serving her third term on the board. Ms. Pile
possesses a B.S. degree from Memphis State University and M.A.
from Tennessee Tech University.
Ms. Kathy Williams, Board Member. Ms. Williams is a retired
teacher and county administrator. She taught for 37 years. She
possesses B.S. and M.A. degrees from Tennessee Tech University.
She is serving her first full term on the board.
The Role of the Board of Education
The Board will be guided by the general mandatory powers and duties of the Board as defined through
statutes which state or imply that a local Board of Education has full power to operate the local public
schools as it deems fit in compliance with state and federal mandates. The Board functions only when in
session.
5
Fentress County Schools
Vision, Mission, and Core Values
Fentress County Schools’ Vision:
Setting high expectations…Achieving excellence.
The vision provides the direction and helps establish a future for the district.
Fentress County Schools’ Mission:
Fentress County Schools will empower our students for THEIR tomorrow.
The mission is the fundamental purpose of the system.
Fentress County Schools’ Core Values:
 Exemplary Student Learning

Collaborative Professional Learning Communities

Engaging Families and the Community

Commitment to Data-Driven Decisions for Continuous Improvement

Viable Curriculum

Safe and Healthy Schools
Core values are the collective commitments that guide a system.
6
2014-2015 Accomplishments - Fentress County Schools
Test Proficiency
 3-8th grade Math had a 13.6% increase in proficiency, the highest gain in the state.
 Algebra I had a 19.6% increase in proficiency, the 5th highest gain in the state.
 Chemistry had a 50.1% increase, the highest in the state.
 Biology had 100% proficiency, the highest in the state.
 Clarkrange Chemistry was the 18th highest scoring school in the state.
Growth
 Fentress County is a Level 5 System for the 2014-15 school year and was a Level 4
System for the 2013-14 school year.
 Clarkrange High School and Pine Haven Elementary are Level 5 schools.
 Chemistry had a 99% Growth Measure Percentile, meaning the growth ranked in the top
1% in the state.
 English II and English III had a 97% Growth Measure Percentile, meaning the growth
ranked in the top 3% in the state.
 2nd Grade Reading had a 96% Growth Measure Percentile, meaning the growth ranked
in the top 4% in the state.
NWEA MAP (Universal Screener)
 78% of the system’s Kindergarten students and 72% of the 1st grade students scored at
or above grade level in Reading.
 Allardt Elementary had three grade levels scoring above 80% in Reading: Kindergarten
(86%), 1st (82%), and 2nd (86%).
 South Fentress Elementary had two grade levels scoring above the 80% in Reading:
Kindergarten (84%) and 1st (86%).
 79% of the system’s Kindergarten students and 75% of the 1st grade students scored at
or above grade level in Math.
 Allardt Elementary had two grade levels scoring at or above 80% in Math: Kindergarten
(81%) and 1st (81%).
 South Fentress Elementary had two grade levels scoring above the 80% in Math:
Kindergarten (94%) and 1st (87%).
Other
 2014 Director Jones was chosen Upper Cumberland Superintendent of the Year. He
competed for the State Superintendent of the Year.
 Fentress County Schools received AdvancED re-accreditation in December, 2014.
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Core Value #1
Exemplary Student Learning
Student learning is at the heart of all decisions in Fentress County Schools. It is the focal point
of the core values. All of the other values are built around this commitment.
Differentiation is viewed as an integral component of student learning. Differentiated
instruction is evident at all levels. Additional training will be provided and resources acquired
to assist teachers.
Other advanced coursework is accessible at the secondary level. Beginning in 2016-2017,
Clarkrange High School will offer its first Advanced Placement (AP) course. Advanced
Placement at the high school and multiple Career and Technical Education (CTE) offerings are
also available along with numerous Dual-Enrollment opportunities.
A new CNA class and Certified Manufacturing Degree are now being offered at Clarkrange High
School.
All Clarkrange students will take at least one on-line class before graduation.
A Summer Reading Program has been offered the last two years.
A Distance Learning Lab was installed at Clarkrange High School.
Fentress County Schools’ technology availability will be at the top of the Upper Cumberland
Region.
A one-to-one Chromebook computer has been purchased for all students in grades 6-12.
Every K-5 classroom is provided four desktop computers.
One-to-one initiative provides each teacher with a laptop.
Fentress County will ontinue to partner with Tennessee Tech University STEM Center to train
our students in Math and Science.
Fentress County will continue contracting with STEM Mobile for Students.
Fentress County will continue to offer a summer STEM Camp and Fine Arts Camp for
elementary students.
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Effective Principals, Teachers, and Paraprofessionals
Goal:
Maintain and grow highly effective principals, teachers, and paraprofessionals.
Key Practices:
 Provide principal coaching, follow-up and feedback consistently and with a focus on
improving instruction
 Support teachers and paraprofessionals through specific professional development
based on needs assessment
 Continue to provide and require the Reading Course for all new teachers,
paraprofessionals, as well as, booster sessions as needed
 Provide teachers and paraprofessionals opportunities for job-embedded training, as well
as, release time to observe an effective teacher/paraprofessional
Goal:
Empower school leaders in using data to inform instruction and improve teaching and learning.
Key Practices:
 Investigate district practices in using data to inform instruction
 Examine district-wide efforts to improve teaching and learning
 Check the adequacy of screening data (survey level assessments to drill down and
differentiate within Tier 1, including PASS and Phonics Survey in Tier I, In-program
Screening within II and III; easyCBM for Progress Monitoring Component for Tier II and
III)
 Support School Level Teams during planning, implementing, managing, and evaluating
adjustments to core instruction by grade, class, and small-group interventions
 Support Interventionists in planning, implementing, managing, and evaluating small
group and individual interventions
 Facilitate District-Wide RTI² meetings to evaluate and troubleshoot RTI² implementation
in the school and district
 Support and empower school leaders and teachers in using data to allocate instructional
resources at the system level
Goal:
Celebrate successes.
Key Practices:
 Recognize teachers and present a plaque for tenure and test score achievements at
school board meetings
 Celebrate teacher effectiveness, achievement and TVAAS data during county-wide
Professional Development Day
9
90% Reading Goal
Goal:
By the spring of 2019, 90% of Fentress County’s 3rd grade students will be reading at or above
grade level on a nationally normed test.
This year’s kindergarten students will be 3rd graders in the spring of 2019. On the fall
MAP test, 57.1% scored at or above the 50th percentile. To reach this goal, the
following targets need to be met:
Spring of K – 66%
Spring of 1 – 74%
Spring of 2 – 82%
Spring of 3 – 90%
Key Practices:
 Direct instruction reading model including whole group and workshops
 Professional development of teachers and paraprofessionals on the Direction
Instruction Reading Model
 Continued efforts to assure that teachers are working in their areas of greatest strength
and most effective teaching
 Stay consistent to the expectations and non-negotiables outlined in the Fentress County
Reading Initiative
 Provide classroom level fidelity checks through instructional walk-throughs and
observations by consultants
 Track student data, universal screener, progress monitoring, classroom grades
 Use of decile charts to track student growth
1. All classes will develop pacing grades with virtual alignment, differentiated
instruction and appropriate formative assessments.
2. Data will drive decisions within system.
 Continue to develop an effective Response to Intervention and Instruction Program that
is individualized, targets students skill deficits, and is a collaboration of multiple
stakeholders
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Support the Reading Initiative through resources such as instructional materials and
personnel
Implement and ensure schedules are conducive to learning recommendations with
identified common planning for PLCs and time built in for transitions
Continue partnership with the Upper Cumberland Reading Foundation as a charter
member, and by providing local personnel to be the Chair through release time funded
through grants
Goal:
All students will begin school ready to learn.
Key Practices:
 Provide Ready for Kindergarten classes for parents of children ages 1-4 to teach them
how to prepare their children to enter kindergarten on grade level.
Clarkrange High School ACT Scores Will Reach the State Average
Goals:
 Clarkrange High School will meet or exceed the state ACT Composite Benchmark of 21
over the next 5 years.
 Clarkrange High School will improve more than 0.3 per year.
 Clarkrange High School will increase the number meeting ACT College Readiness
Benchmarks.
Key Practices:
 Provide ACT Professional Development for teachers
 Give ACT Case Benchmarks in 9, 10, 11 grades, set student goals and work on the
standards students do not know
 Monitor student progress towards ACT standards mastery, designate a time to
specifically focus on ACT
 Use Study Island Career Readiness resource, ACT Practice Test
 Create ACT Student Leadership Team
 Use Strategies that work:
Setting school improvement goal around ACT
Conversations with students, parents, and staff about the importance of ACT
Recognition for achievement and improvement
Teaching the standards tested
Setting school improvement goal around ACT
Coaching students for the ACT
Practice tests with data analysis
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Change the school mindset
Embed the ACT Goal/s in the culture of the whole school
Stakeholders must understand the value and importance of student ACT performance
PR plan should include the benefits of good ACT scores
Early Post-Secondary Opportunities
Goal:
Clarkrange High School students will graduate ready for post-secondary or to enter the work
force.
Key Practices:
Earn Post-Secondary Credits in High School:
 Well established dual-enrollment program with Roane State Community College
 Continue Mechatronics class, allowing students to earn hours at TCAP
 Coordinate with York Institute when feasible for students to earn TCAP hours in Welding
Become Familiar with Post-Secondary Learning Expectations and Requirements
 All juniors take ACT in the spring
 Dual-enrollment provides experience with college expectations and requirements
 FAFSA workshops with 100% completion of FAFSA
 College application deadlines emphasized
 All students apply to some form of post-secondary institution or enlist with the military
 Have opportunities for students to talk to college recruiters either at an assembly or
college/career fair
Develop Confidence and Study Skills Necessary for Success in Post-Secondary Coursework
 ACT prep software during focus time
 CASE Ready exams administered twice during the academic year
 Dual-enrollment courses taught interactively, hybrid, in person and on the web available
 Plan to offer first AP course no later than 2017-2018
Make More Informed Decisions About Post-Secondary Plans and Career Goals
 Host College/Career Day for all high school students
 Attend Upper Cumberland College and Career Fair and TTU each fall
 Visit college campuses with TNAche Grant Funding
 Bring in guest speakers from colleges and post-secondary institutions to talk about
college life
 Alumni return to talk about college with underclassmen
 Training sessions for TNPromise
 Attend annual college summit for juniors
 Participate in “Junior Day Out” to visit a college or post-secondary institution of choice
funded by TNAche grant
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Decrease the Time and Cost of Completing a Certificate or Degree
 Eligible 11th and 12th grade complete dual-enrollment college credit courses
 Implement an AP program beginning with 1 course before 2017-2018
 Complete industry safety modules in Mechatronics
 Take CNA class and test for certification before graduation
 Job shadow to find career interest
 FAFSA workshops
 Scholarship opportunities
 District pays for industry tests, CNA tests, and will pay for AP exams
Graduation Rate
Goal:
Clarkrange High School graduation rate will meet or exceed the state average.
Key Practices:
 Conduct home visits
 Reward students through Renaissance Program for good attendance
 Provide credit recovery
 Create a personal education plan
 Monitor academic, behavior, attendance and EOC testing information and intervene
when students are failing in any of the four areas
 Graduation Coach who monitors credit attainment
 Principal meets one-on-one with students that are struggling and tries to set goals and
motivate them in positive manner
 Teachers inform principal of struggling students
 Students must appear in court after 5 unexcused absences
We boast a graduation rate of 98.5%. Clarkrange High School has not only achieved full SACS
accreditation, but has also been listed as one of America’s Best Schools in US News and World
Report 2007, 2008, 2009, 2010, 2012, 2013 and 2014.
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Technology
Goal:
Implement and sustain the use of Chromebooks into classrooms 6-12th grades district-wide to
prepare students for college and career.
Key Practices:
 Use Chromebooks to focus on content to improve writing
 Use Chromebooks to better prepare our students for new testing environments, giving
them regular practice with item types they will have on TNReady
 Use Chromebooks for Keyboarding
 Use Chromebooks to support Math content, with a focus of use in Tier II and III Math
 Use Chromebooks for creating, sharing and collaborating
 Sustain the use of Chromebooks in the classroom through on-going professional
development
 Addition of devices in grades 3-5 to continue implementing with a goal of 1:1 devices in
grades 3-12
 All teachers will have laptops
Goal:
Support students in grades 3-5 using technology to prepare for college and career.
Key Practices:
 Staff all classrooms K-5th with four desktop computers
 Use 4-5th grade classroom computers for Keyboarding
 Use 4-5th grade classroom computers to support Math and Writing
 Use the computer labs to give students in grades 3-5 more time for Keyboarding and use
of Technology (lab teachers go to classrooms for 6-8th grade lab times so the lab is free)
 Addition to Chromebook devices in grades 3-5 to continue implementing with a goal of
1:1 devices in grades 3-12
Goal:
Improve and increase broadband and wireless throughout the district.
Key Practices:
 Replace access points for saturation
 Update switches to handle the broadband necessary to implement 1:1 district-wide
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Core Value #2
Collaborative Professional Learning Communities
The entire focus of a Professional Learning Community (PLC) is anchored in student learning.
Collaboration is a key component of a PLC. In a PLC, collaboration represents a systematic
process in which teachers work together interdependently in order to impact their classroom
practices in ways that will lead to better results for their students, for their team, and for their
school.
Fentress County Schools has participated in embedded professional learning in the realm of
Professional Learning Communities. Both the school and the district function as a PLC.
Common assessments also play a critical role in this work. Common assessments are not only
mechanisms of a guaranteed curriculum, but they are an integral component of a PLC. These
assessments guide the instructional work in each school and classroom and are the avenue for
providing students with appropriate levels of intervention, remediation, and extensions. In
addition, Fentress County Schools is researching RTI² (Response to Instruction and Intervention)
models. The system implemented the initial components of this practice during the 2013-2014
year.
PLCs are checked for fidelity by administrators.
Common assessments are developed by teachers.
Different intervention methods are being explored.
School RTI² meetings are attended by Central Office personnel.
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Core Value #3
Engaging Families and the Community
When parents are involved, students achieve more, regardless of socioeconomic status,
ethnic/racial background, or the parents’ education level.
The more extensive the parent involvement, the higher the student achievement.
When parents are involved, students exhibit more positive attitudes and behavior, are more
likely to graduate, and are more likely to attend post-secondary education.
The benefits of involving parents are not confined to the early years; there are significant gains
at all ages and grade levels.
The most accurate predictor of a student’s achievement in school is the extent to which that
student’s family is able to (1) create a home environment that encourages learning; (2)
communicate high, yet reasonable, expectations for their children’s achievement and future
careers; and (3) become involved in their children’s education.
The research also stresses the prominence the community plays in the role of engagement. The
vast importance of the community can never be underestimated.
Families and the community are partners in Fentress County Schools’ educational endeavors.
They play a critical role through a variety of methods. They offer academic support, provide
educational resources and funding, and offer leadership and guidance for our schools and the
system.
Goal:
Educate the community and parents on the importance of early literacy development.
Key Practices:
 Facilitate Ready! Classes for parents of children birth to five years old
 Advertise “Read 20 Minutes a Day” on buses, local business signs, school banners,
report cards, radio ads, and email signatures
 In partnership with local businesses and community members, host Summer Reading
 Continue partnership with Headstart on transitioning students into Kindergarten
 Provide books to children at school-level sporting events (high school basketball games)
 Pre-K Celebration will be held each spring. This program highlights skills.
 Parents read 20-minutes a day with their child
 Continue student and parent grade-level meetings at the secondary level that focus on
ACT, TNReady and other pertinent topics
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Popsicle Parties are held in each Pre-K to orientate families to the school setting. This
helps the students and families become familiar with procedures and to meet other
families that will become their student’s schoolmates.
Participate with TNCEP – Nutritional Education Program partnered with UT Extension
service to provide information regarding the importance of good nutrition and learning
Participate with Coordinated School Health and the Fentress Co Health Council to
provide health-related information to families and the importance of good health habits
for successful student engagement
Encourage at-home visits
Goal:
Foster two-way communication between the school system, community and parents.
Key Practices:
 Sustain the “call system” as a means of deploying information
 Host Stakeholder Advisory Council meetings bi-annually
 Annually, host school level events such as Grandparent’s Breakfast and Veteran’s Day
Programs
 Disseminate and collect information at registration day, mid-nine weeks conferences,
and parent/teacher conferences, including school calendars and TNReady brochures
 Participate with other organizations, such as the Health Council, to coordinate efforts
and maximize effectiveness
 Annually survey staff, parents, and students to gather perspective data.
 Continue hosting the Appalachian Service Project
 Parents and caregivers will attend READY! For Kindergarten workshops for at least one
year prior to entering school.
 Parents will read 20 minutes every day with their child.
 High quality Pre-K programs will be available for at-risk students in all four elementary
schools.
 TEIS Partnership will be provided for students 15-36 months old meeting requirements
for developmental delay to develop school readiness skills.
 A Parent Lending Library through TEIS/Pre-K will provide educational materials to assist
parents with ideas for learning.
 READUp Opportunities will be provided for children birth to 8 years old. Free books will
be distributed and information packets will be given to parents regarding the
importance of sending your child to school ready to learn.
 Parents will attend Kindergarten Registration Day to receive information to assist and
transition from home or Pre-K to school.
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Core Value #4
Commitment to Data Driven Decisions
For Continuous Improvement
The commitment to continuous improvement is a primary objective of Fentress County Schools.
Data is the driving force behind the decision-making process. The commitment to utilizing data
for continuous improvement is noted as one of the critical keys to substantive student growth
and change.
Fentress County Schools is dedicated to making data driven decisions that guide the
improvement process. Data is used daily in the school setting as a primary component in the
teaching-learning cycle. Teachers use student data to plan lessons, differentiate instruction,
and conduct data conferences. This is evident at the central office level. Data is collected to
gather feedback, construct strategies and goals, and to plan for improvement programs and
processes.
Goal:
Fentress County Schools is committed to analyze all available test data to assist in making
strong data driven decisions in curriculum development and personnel placement.
Key Practices:
 Creation of Power Points to analyze and track student achievement at the district and
school levels. These track by subject and grade level and by the cohort of students. This
has been done for all available tests. These will have to be recreated this year with the
change to the TNReady, once it is learned what type of reports will be generated and
the data that will be available.
 Creation of Power Points to compare school performance by grade-level and subject
 Use of decile charts to analyze student growth on the universal screener. This is done
for the district, school, classroom, and intervention groups. The district data specialist
creates district and school level charts and teachers/paraprofessionals create classroom
and intervention group charts.
 Use of spreadsheets to track student growth and proficiency on the universal screener.
This is done for the district, school and teacher.
 Analysis of TVAAS to track yearly growth at the district, school, teacher, and student
level. Quadrant charts are also created to compare growth at all subjects and grade
levels, to compare school growth, and to compare district growth to other districts in
the Upper Cumberland CORE.
 Annual presentation of the previous school year’s performance at the August School
Board Meeting, including both achievement and growth data
 Principal presentations to the School Board of student performance after each
administration of the universal screener
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Continue to use school improvement plan throughout the year to enhance growth
Data boards displayed in all schools
Goal:
Inform stakeholders of all current and relative data.
Key Practices:
 Three times per year, principals will share school level MAP data at school board
meetings.
 Educate the community of data through newspaper articles, radio ads, and school-level
banners recognizing a 3, 4, or 5 on TVAAS annually.
 Hold bi-annual Stakeholder Meetings to inform stakeholders of data.
 Annually, host school-level awards banquets sponsored by school board.
 Display data boards in all schools.
Goal:
Make decisions based on concrete data.
Key Practices:
 Student focused through the use of data to plan instruction and place students during
the RTI² process
 Utilize MAP data to place students in K-8th grade homerooms in a systematic consistent
approach, yearly
 Use benchmark data to adjust pacing of instructional content
 Ensure both academic and non-academic data is referenced to inform policies and
procedures
 Use trend data to determine program effectiveness
 Annually, develop professional learning plans with principals, central office staff, and
teachers to improve areas of weaknesses identified through standardized test data
 Access and utilize teacher effect data for teacher placement and for identifying teacher
leaders
Goal:
Celebrate successes.
Key Practices:
 Recognize teachers and present a plaque for tenure and test score achievements at
school board meetings
 Celebrate teacher effectiveness, achievement and TVASS data during county-wide
Professional Development Day
19
Goal:
Investigate district practices in using data to inform instruction.
Key Practices:
 Check the adequacy of screening data (survey level assessments to drill down and
differentiate within Tier I including PASS and Phonics survey in Tier I, in-program
screening within II and III; easyCBM for progress monitoring component for Tier II and II)
 Support and mmpower school leaders and teachers in using data to allocate
instructional resources at the system level
Current Tests Administered:
 TNReady – 3rd-11th
 NWEA MAP – K-8th
 STAR – 9th-12th
 Children’s Progress – Pre-K
 SAT 10 – K-2nd
 ACT/PLAN/EXPLORE
 CHS Case for Plan and Explore – Benchmarks
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Core Value #5
Viable Curriculum
Fentress County Schools strongly adheres to the belief that a guaranteed and viable curriculum
is a necessity for achieving a top-notch system. This ensures that all students have an equal
opportunity to learn and guarantees that the curriculum being taught is what is being assessed.
Fentress County Schools follows the curriculum as outlined by the Tennessee Department of
Education. Pacing guides are utilized in Mathematics at the elementary level with a map that
outlines the essential content for the entire year.
A guaranteed and viable curriculum is evident through the use of common assessments.
Common assessments are administered across the system. Nine-week Math assessments are
given at the elementary level that reflect the curriculum maps and key curricular objectives for
each grading period.
Goals:
 Local curriculum and assessments will adhere to state standards for students to be
college and career ready.
 Provide teachers and paraprofessionals opportunities for job embedded training, as well
as release time to observe an effective teacher/paraprofessional.
Goal:
Implement and sustain the use of Chromebooks into classrooms 6-12 district-wide to prepare
students for college and career.
Key Practices:
 Use Chromebooks to focus on content to improve Writing
 Use Chromebooks to better prepare our students for new testing environments, giving
them regular practice with item types they will have on TNReady
 Use Chromebooks for Keyboarding
 Use Chromebooks to support Math content, with a focus of use in Tier II and III Math
 Use Chromebooks for creating, sharing and collaborating
 Sustain the use of Chromebooks in the classroom through on-going professional
development
 Addition of devices in grades 3, 4, and 5 to continue implementing with a goal of 1:1
devices in grades 3-12
 All teachers will have laptops
 Staff all classrooms K-5 with four desktop computers
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Goal:
Support students in grades 3-12 using technology to prepare for college and career.
Key Practices:
 Use 4-5th grade classroom computers for Keyboarding
 Use 4-5th grade classroom computers to support Math and Writing
 Use the computer labs to give students in grades 3-5 more time for Keyboarding and the
use of Technology (lab teachers go to classrooms for 6-8th grade lab times so the lab is
free)
 Addition of Chromebook devices in grades 3-5 to continue implementing with a goal of
1:1 devices in grades 3-12
Goal:
Improve and increase broadband and wireless throughout the district to enhance on-line
testing.
Key Practices:
 Replace access points for saturation
 Update switches to handle the broadband necessary to implement 1:1 district-wide
Goal: By the spring of 2019, 90% of Fentress County’s 3rd grade students will be reading at or
above grade level on a nationally normed test.
Key Practices:
 Direct Instruction Reading Model including whole group and workshops
 Professional development of teachers and paraprofessionals of the Direction Instruction
Reading Model
 Continued efforts to assure that teachers are working in their areas of greatest strength
and most effective teaching
 Use of decile charts to track student growth
 Annually, all curriculum is reviewed and adjusted with input from teachers
 The curriculum taught in the classroom is analyzed through focused lesson plan reviews
and instructional walk-throughs to ensure it correlates with the written curriculum
 Assessments are identified, analyzed, or developed (with a backwards approach) to
ensure they align to the curriculum
 Grade level/subject matter teams are provided flexible opportunities to meet to discuss
the instructional curriculum and benchmark assessments
 Teachers can identify their essential content and standards when asked
 Teachers and parents are important contributors to the textbook adoption process and
standards review
 Assessments are reviewed for relevancy annually
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Goal:
Curriculum is focused enough that it can be adequately addressed in the time allowed to
teachers.
Key Practice:
 Teachers annually participate in calendaring their curriculum through the pacing process
with a focus on the major work of the grade
 Pacing guides will include virtual alignment, differentiated instruction, and appropriate
formative assessments.
 Pacing teams are provided flexible opportunities to meet and adjust pacing due to
benchmark data or school closures
 Annually, schedules are developed with recommended instruction times, common
planning for PLCs, and transition time identified
 Principals develop one and two hour delay schedules, ensuring the same class is not cut
or shorted each time
 School trips are limited to one per year, unless approved by the Director, and all Reading
instruction must be made up or doubled before missing
 Classroom interruptions are minimized
Goal:
All students have the opportunity to learn the curriculum.
Key Practices:
 All parents and students have access to the curriculum and the assessment calendar via
the website
 All students have the opportunity to participate in offered courses
 Teachers and parents serve on textbook committees
Goal:
Data are analyzed and used regularly to measure student mastery of the curriculum.
Key Practices:
 Reading and Math Decile Charts are created in grades K-8 using the results of the
universal screener
 Pre-K teachers analyze the results of the Children's Progress test and visually identify
each student's areas of strength and weakness
 High school teachers analyze the data from Study Island to identify areas of weakness to
focus to improvement the student's chances of meeting the ACT benchmark
 Math benchmark data is reviewed, teachers reteach, and submit reteach forms to the
central office
 The district analyzes teacher and student usage of MICA
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Core Value #6
Safe and Healthy Schools
Goals Safe Schools:
 Provide mandatory trainings and drills yearly at all schools, for example: fire,
tornado, bomb threats, etc.
 Update security for our schools and transportation
 Continue to keep emergency operation plans updated
 Work with all Fentress County Emergency Personnel
 Attend Homeland Security and TEMA trainings
 Working to get Suicide and Bullying trainings for teachers online to better
accommodate staff
 Continue Bullying Hotline available for system
 Continue to submit all reports to state in a timely manner in compliance for
grants
 Have GPS system available on school buses
 Have access-controlled doors at all schools, Allardt Annex and Central Office
 Security cameras and GPS are monitored by E 911 Center
 New radio system in all schools
 Conduct safety audits in all schools
 Continue random drug dog searches in all schools
Goals Health and Nutrition:
 Increase knowledge of Coordinated School Health to help improve the Fentress
County School System and the health of our students
 Continue to ensure that all screenings and reports required for the state are
done and submitted on time:
Screenings include: B/P, height and weight for grades K, 2, 4, 6, 8, and 10
Vision/Hearing for P, K, 2, 4, 6, 8, and 10 and all V/H as needed
Scoliosis for 6th grade only
Pacer for grades 2, 4, 6, 8 and 10
 Reports: Mid-Year, Quarterly e-plan, Nursing (Data Compliance Report) and CSH
Annual District Application
 Represent the school system to the best of our ability on committees and
meetings
 Continue to oversee school nurses and communicate health related information
to community as needed per Director of Schools
 Continue to work with principals to make sure students are receiving 90 minutes
of PE/PA per week and are in compliance with the 90 minutes activity law
 Continue to serve needed students with Back Pack Program
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Work with cafeteria staff to make sure they are following state and federal
guidelines to provide healthy meals for students
Continue to work on upgrades for cafeterias and kitchens
Be persistent in increasing knowledge of the Federal Lunch Program to ensure
our Food Service Program is successful
Continue CEP Free Lunch Program
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Career and Techical Eduation (CTE)
The FFA program allows students to excel in many areas. The last two years, all four of our
individual Public Speaking contestants have won First Place in our District, and placed in the top
six and the Sectional level. The Clarkrange FFA Chapter continues to be top in the state for
Agriscience Fair Projects. Over the past 4 years we have had 8 state winners as well as national
recognition with 8 bronze national awards. Over the last 4 years we have had 12 students
reach the ultimate goal of achievement with the American FFA Degree. Last year, set a chapter
record with 6 young men achieving this goal. In the last three years, we have had 6 regional
Proficiency Award winners. One student was recognized as a state winner, and went on to be
noticed as a National Bronze winner.
Our chapter has been recognized as a State Superior Chapter every year for the last 10 years.
Three years ago, we were selected as a Bronze level National Chapter Award Winner. The
Clarkrange FFA has received the Upper Cumberland District High Point award for 14 of the last
15 years.
FCCLA Accomplishments
The 2014-15 school year was a very productive year for Clarkrange FCCLA. Some of our
accomplishments included:
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4 members attended FCCLA National Leadership Conference in San Antonio, Texas
where they served as Room Consultants and Evaluators for STAR Events
7 members attended FCCLA Cluster Meeting in Little Rock, Arkansas
2 members competed in FCCLA State STAR Events at State Leadership Conference in
Nashville, Tennessee and received a Silver Award
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2 members were recognized at State Leadership Conference for having competed Power
of One projects
Clarkrange FCCLA competed Community Service Projects involving Head Start, Signature
Healthcare, Senior Center, Relay for Life, and others.
The 2015-16 school year has started off well for Clarkrange FCCLA. Some of our
accomplishments include:
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3 members attended FCCLA National Leadership Conference in Washington, DC
2 members received Silver Awards in National STAR Events Competition
3 members attended the National Cluster Meeting in Indianapolis, Indiana
Fentress County is the first in our area to develop a Certified Manufacturing Degree. This was
developed in conjunction with Battelle for Kids.
Clarkrange is partnering with TCAT of Huntsville, Tennessee to offer a Certified Nursing
Assistant Degree.
Clarkrange High School ROTC
Each year, the Clarkrange High School ROTC competes nationally against 1,600 other JROTC
programs in the College Options Foundation Academic and Leadership Bowls and regularly
finishes in the top half of the nation.
Annually, the Clarkrange ROTC takes 8-10 cadets to the Army’s 5-day Cadet Leadership Camp at
the Bluegrass Army Depot in Richmond, Kentucky. At this camp, cadets live and operate under
military training conditions with students from 12-15 other schools where they learn advanced
leadership in challenging group conditions.
Through extracurricular activities, the Clarkrange High School JROTC provides opportunities for
students to be involved in after-school events that provide purpose and further develop
teamwork, responsibility, and discipline. The Raider and Rifle Teams were started five years
ago and both have grown in popularity and success. There are generally 30-40 students that
stay after school three days a week to train on the Raider and Rifle Teams.
The Clarkrange High School Raider Team is a Co-Ed team that is a physically-engaging outdoor
athletic squad. Being in shape is what this team is all about. They run, execute sit-ups, pushups, pull-ups, swim, build rope bridges, climb ropes, rock climb, rappel, and other physical
activities outdoors. They push, pull, flip or carry: ammo cans, railroad ties, telephone poles,
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tires, hummers, trucks, boats, people, litters, sandbags, back packs, logs, chains and ropes. The
Raider Team also conducts map reading, orienteering courses, first aid, leadership reaction
courses, cross-country rescue, knot tying, relay courses, obstacle courses, escape and evasion
courses. They compete and train all year long, in and out of state, at high schools, universities
and colleges. The team competes in 12-15 tournaments per year that require extensive
training and teamwork to be successful. The Raiders organize into 10 cadet male, female or coed teams to compete against 10-50 other schools per competition. The team camps out
overnight at “away” competitions and has won 1st place overall at 20 out of 22 competitions in
the past two years. They have won the 2014 All Service JROTC Raider Nationals Championship,
and the JROTC Raider Tennessee State Championship two years in a row and have competed in
the Raider National Championship three years in a row (placing 16 th, 6th, and 10th).
The Clarkrange High School Rifle Team competes in 8-10 matches yearly in the Cumberland
Plateau Air Rifle League and 4-6 large tournaments in Tennessee, Kentucky and Alabama. A
rifle competition consists of a four-cadet team firing targets in the three positions of prone,
standing and kneeling. Of the four years of league competitions, the team has won all four
regular season titles and two tournament championships (this year’s has not been held yet);
with an overall record of 34-2. The team was the 2015 Civilian Marksmanship Program
Tennessee State Champions. Also in 2015, the team was a two-time qualifier to National
Regional Tournaments in Alabama and the varsity won Second Place Overall and the JV won
First Place Overall in a 5-state regional match at Fort Knox, Kentucky. Teams have placed 6th
and 8th in the Tennessee High School State Championship matches in Nashville.
2015-2016 Rifle Team
Cumberland Plateau Air Rifle League: Undefeated 8-0 record. Regular season champions and
automatic berth in tournament championship on December 14 (4th year in a row). One team
member is league overall top shooter and another team member is league overall third place
shooter.
The team placed 14th out of 48 teams at Montgomery Bell Rifle Classic in Nashville on October
16.
The team placed 5th out of 23 regional Army JROTC teams and 23rd in the nation out of all Army
JROTC teams in the Civilian Marksmanship Program JROTC Postal Match. The team should
receive an invitation to compete in the Army JROTC Service Championship in Alabama in
February 2016.
2015-2016 Raider Team
In eight competitions this semester, the Raiders defeated 2,500 cadets from 217 teams and
were undefeated in Tennessee and Kentucky.
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The team won the JROTC Raider Tennessee State Championship.
The team brought home over 70 trophies, 60 medals and finished 10th in the nation.
The team is number one in the nation at “One Rope Bridge Construction”, with a time of 95
seconds.
High School Athletics
Clarkrange High School has a long history of athletic achievement.
Basketball
Lady Buffaloes
 42 Consecutive Years With A Winning Record
 22 State Tournament Appearances
 8 State Championships
 2 State Runner-Up
 45 Players Receiving College Scholarships
 28 All-State Players
 4 Honorable Mention All-Americans
 1 Class A Miss Basketball Recipient
 4 Others Named As Finalists For Class A Miss Basketball
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Teams Have Been Honored By Tennessee House of Representatives
Teams Have Been Honored By United States Congress
Lady Buffaloes Head Coach
 Career Information: Clarkrange High School Teacher 1976/Coach 1977 to present
 Head Coach of Clarkrange Lady Buffaloes for 38 years

Records:
Wins 1104, Losses 236
22 State Tournament Appearances
8 State Championships
2 State Runner-up
45 Players have signed college scholarships
28 All-State Players
1 Class A Miss Basketball Recipient
4 Finalists for Class A Miss Basketball
4 Honorable Mention All-American Players
Teams have been honored by the Tennessee House of Representatives and also
Honored by the United States Congress

Coaching Honors:
District Coach of the Year 14 times
Inducted TSSAA Hall of Fame 2009
Nashville Tennessean Coach of the Year 2 times
Tennessee Athletic Coaches Association
Statewide Coach of the Year 3 times
Tennessee All-Star Team Coach 2 times
East West All-Star Coach 2 times
National High School Athletic Coaches Association Southeast Coach of the Year 1992
Basketball Coaches Association of Tennessee 2012-2013 Class A Coach of the Year
Buffaloes Head Coach
 Records:
Record vs Single A 182-140
Record vs Non Single A 45-118
Overall Record 227-258
2014 District Tournament Champions
2012 and 2014 Regular Season District Champions
4 Sub-State
1 State
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2012 Tri-Lakes Conference Coach of the Year
2013 Herald-Citizen All Upper Cumberland Co-Coach of the Year
2014 District 7A Coach of the Year
Baseball
Clarkrange High School Baseball has been re-energized in the past 6-years. A massive parent
and community booster program has resulted in $100,000 of private funded improvements to
the baseball facilities. Clarkrange High School baseball field is a nominee for the Tennessee
Baseball Coaches Association (TBCA) “Field of the Year” in 2016. The past two years Clarkrange
High School Baseball resulted in consecutive District Champions. In 2014, Clarkrange High
School Baseball achieved their first State Ranking in baseball. That team was ranked number 9
in Class A. This year Clarkrange High School is the favorite in the district. The sky is the limit for
Clarkrange High School Baseball. The team is ready to compete for a TSSAA State
Championship.
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