Executive Summary and Profile
Executive Summary and Profile
Vision
The Tuscaloosa County School System (TCSS) has a rich heritage of educational progress dating back to 1871. The system is governed by a seven-member elected board of education that is “committed to meeting the educational goals of all students in a safe, learning environment.” This mission of the system supports its vision, that students “Learn, Grow, and Achieve” in the Tuscaloosa County Schools. The major goal of the system is to facilitate strategies to encourage rigor and relevance in the curriculum and relationships among all stakeholders.
The Tuscaloosa County School System is the ninth largest in the state of Alabama. Though one of the largest systems in both population and area, it is also one of the lowest funded, with limited local tax support. Thirty-two schools, located throughout the county, provide community-based learning centers for students enrolled in pre-kindergarten through grade twelve. The system consists of 18 elementary schools, 8 middle schools, 6 high schools, and 1 regional education center. Two of the elementary schools contain grades pre-kindergarten through second grade and two serve students in grades three, four, and five. The remaining elementary schools contain students in pre-kindergarten through the fifth grade. Students in grades six through eight are served at the middle schools. All of the high schools contain grades nine through twelve. Ten of the elementary schools and one middle school receive Title I funding. The Sprayberry Regional Education Center serves students with special needs and also houses the system’s gifted program for grades three through five. The current enrollment in the 32 schools is 18,096 students.
In 2008, the system opened two new elementary schools and one middle school to relieve overcrowding in the southern, northern, and eastern school zones. This year, the system opened a new high school and middle school that share a campus. Because of population shifts, the system closed a middle school at the end of the 2009/2010 school year.
Demographics of the County
Tuscaloosa County is the second largest county in the state with an area of 1,340 square miles. According to the US Census Bureau, the county has a population of 184,035 people. The school system reflects the demographics of the county, serving students in eleven communities.
The median age of the residents of Tuscaloosa County is 32 years. The county has 65,517 households of which 30 percent have children under the age of 18. The racial makeup of the county is 68 percent White, 30 percent Black, 1.3 percent Hispanic, and less than one percent other. The median income for a household in the county is $34,436 and the median income for a family is $45,485. Seventeen percent of the population lives under the line of poverty. Thirty-two percent are high school graduates, 16 percent have undergraduate degrees, and 12 percent attained graduate or professional degrees.
The workforce in Tuscaloosa County includes international businesses and industry such as Mercedes Benz International and JVC. Additionally, three institutions of higher education, two public school systems, and three medical facilities employ residents of the county.
Student Population
The student population of the school system is reflective of Tuscaloosa County with an enrollment of 68 percent white students and 32 percent non-white students. The non-white population of the system includes 27 percent black students, 3 percent Hispanic students, and 2 percent other students. Currently, there are 15 languages spoken by the English Learners (EL) in the system.
Forty-five percent of the students in the system are eligible for free or reduced meals. In two of the Title I elementary schools, over 90 percent of the students qualify. In the 9 other Title I schools, student eligibility ranges from 80 percent to 47 percent. In the system’s only secondary Title I school, 75 percent of the students qualify for free or reduced meals.
Tuscaloosa County has 2,399 students currently receiving special education services as defined by the Alabama State Code. Early intervention is also provided for preschool students who qualify for special education services. Gifted education is provided for students in grades one and two through a consultative model in the general education classroom. Students in grades three, four, and five receive gifted services through a center-based model for five hours per week. Secondary students are provided gifted education in seminar and honors classes at their local schools. The system currently has 1,116 students eligible for gifted services.
Student Performance
A school system must meet proficiency requirements in one of three grade spans (3-5, 6-8, and 9-12) in all indicators (reading, math, and additional academic indicator) in order to make Adequate Yearly Progress (AYP). According to the Alabama State Department of Education’s Adequate Yearly Progress Report for 2010/2011, Tuscaloosa County made AYP in two components: mathematics and additional academic indicators. TCSS did not make AYP for the sub groups Special Education in Reading. Fourteen elementary schools, five middle schools, and three high schools in the system made AYP in reading and mathematics proficiency as well as additional academic indicators.
No Child Left Behind (NCLB) mandates that all students be proficient by the 2013/2014 school year. Baselines, or starting points, for AYP in reading and math for grades 4, 6, 8, and 11, were established with the classes of 2003/2004. The baselines for grades 3, 5, 7, and 8 were established in 2004/2005. The Annual Measurable Objectives (AMO) will continue to escalate until they reach 100 percent in 2014. These benchmarks are based on the passing rates in both Reading and Mathematics on the Alabama Reading and Math Test in grades 3-8 (ARMT), the Alabama High School Graduation Exam (AHSGE) in grade 11, and the attainment of Individual Education Plan (IEP) benchmarks on the Alabama Alternate Assessment (AAA) in grades 3-8 and 11). The additional academic indicator for elementary schools is the attendance rate and the graduation rate for high schools.
In Tuscaloosa County, the faculties, administrator, and board members realize that being committed to raising achievement levels must be about raising expectations for all children throughout the system. Currently, the Tuscaloosa County Board of Education is participating in The Lighthouse Project through the Alabama Association of School boards. Originating in Iowa, this project focuses on training school boards to become more actively involved in student achievement with the core belief that all students can learn. Across the system, teachers and administrators are implementing Continuous Improvement Plans (CIP) that utilize on-going assessments to monitor and enhance student progress. The Tuscaloosa County 2010/2011 AYP Accountability Report, based on 2009/2010 data, confirms our belief that if we offer our students an education of excellence, they will respond.
Under federal law, all designated school improvement schools receiving Title I funds, must provide parents of every student within their schools notification explaining the designation options for parents. Due to consistent academic improvement, no Title I schools within the Tuscaloosa County School System are designated in need of improvement.
Hillcrest High School, Holt High School, and Northside High School made AYP in all three components. Brookwood High School and Tuscaloosa County High School did not make AYP. Students at Brookwood High and Tuscaloosa County High were proficient in reading and mathematics. Tuscaloosa County High met 16 of their 17 goals and are in School Improvement Year 2 Delay and Brookwood High met 12 of their 13 goals. Holt High School, in School Improvement Year 3 Delay, met 100 percent of their goals and will be cleared from delay of AYP status is made for the 2010/2011 school year. The average ACT score for the system for the 2009/2010 school year was 20.
Collins Riverside Middle, Duncanville Middle, Echols Middle, Northside Middle, and Lloyd Wood Middle made AYP in all components for the 2010/2011 school year. Brookwood Middle, Davis-Emerson Middle, and Hillcrest Middle did not make AYP in the areas of Reading and/or Math.
Buhl Elementary, Crestmont Elementary, Faucett-Vestavia Elementary, Flatwoods, Elementary, Holt Elementary, Huntington Place Elementary, Lake View Elementary, Matthews Elementary, Maxwell Elementary, Myrtlewood Elementary, Northport Elementary, Vance Elementary, Walker Elementary, and Westwood Elementary made AYP in all components. Brookwood Elementary did not make AYP in the areas of Special Education Reading and Math. Cottondale Elementary did not make AYP in the sub group of Free/Reduced Lunch. Englewood Elementary and Taylorville Primary did not make AYP in the areas of Special Education Reading and Math.
Utilizing longitudinal test data and other academic indicators, school leadership teams across the school system continue to collaborate in horizontal and vertical groups to exceed the goals set by No Child Left Behind. The following charts illustrate such data for the Tuscaloosa County School System.
Demographics
| | |
|Elementary Schools |18 |
| | |
|Middle Schools |8 |
| | |
|High Schools |6 |
| | |
|Other |1 |
| | |
|Grades |PreK, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 |
| | |
|Enrollment |18,080 |
Tuscaloosa County Schools
Enrollment
2010/2011
|School |Grade Levels |Number of Students |
|Brookwood Elementary School |Pre-K-5 |605 |
|Brookwood High School |9-12 |967 |
|Brookwood Middle School |6-8 |793 |
|Buhl Elementary School |K-5 |199 |
|Child Count | |229 |
|Collins Riverside Middle School |6-8 |543 |
|Cottondale Elementary School |K-5 |420 |
|Crestmont Elementary School |Pre-K-5 |323 |
|Davis-Emerson Middle School |6-8 |390 |
|Duncanville Middle School |6-8 |265 |
|Echols Middle School |6-8 |621 |
|Englewood Elementary School |3-5 |812 |
|Faucett-Vestavia Elementary School |K-5 |475 |
|Flatwoods Elementary School |Pre-K-5 |335 |
|Hillcrest High School |9-12 |1234 |
|Hillcrest Middle School |6-8 |791 |
|Holt Elementary School |Pre-K-5 |435 |
|Holt High School |9-12 |466 |
|Huntington Place Elementary School |3-5 |430 |
|Lake View Elementary School |K-5 |636 |
|Matthews Elementary School |K-5 |412 |
|Maxwell Elementary School |Pre-K-5 |508 |
|Myrtlewood Elementary School |K-5 |279 |
|Northport Elementary School |Pre-K-5 |500 |
|Northside High School |9-12 |427 |
|Northside Middle School |6-8 |346 |
|Sipsey Valley High School |9-12 |373 |
|Sipsey Valley Middle School |6-8 |412 |
|Sprayberry Education Center |Pre-K-5 |67 |
|Taylorville Primary School |K-2 |723 |
|Tuscaloosa County High School |9-12 |1552 |
|Vance Elementary School |K-5 |436 |
|Walker Elementary School |K-5 |690 |
|Westwood Elementary School |K-5 |324 |
|Unique Situations | |67 |
|Total Enrollment | |18,096 |
Faculty and Staff
|Certified Personnel |
| | |
| | |
|Teachers |1,118.30 |
| | |
| | |
|Librarians |41 |
| | |
| | |
|Counselors |39 |
| | |
| | |
|Administrators |56 |
| | |
| | |
|Central Office |12 |
| | |
| | |
|Total |1,266.30 |
|Classified Personnel |
| | |
| | |
|Support Personnel |165.91 |
| | |
| | |
|Central Office |58.5 |
| | |
| | |
|Transportation |230 |
| | |
| | |
|Total |790.50 |
| | |
| | |
|Grand Total |2,053.80 |
Number of Teachers by Five Year Experience Group
Educational Degrees
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Revenue
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Expenditures
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Tuscaloosa County AYP Five Year Data: Grades 3-5
| |Based on 2005-2006 Data |Based on 2006-2007 |Based on 2007-2008 |Based on 2008-2009 |Based on 2009-2010 |
| |2007 |2008 |2009 |2010 |2011 |
|Goals Met |27/27 |25/25 |27/27 |29/29 |27/29 |
|Overall Status |Made AYP |Made AYP |Made AYP |Made AYP |Did Not Make AYP |
| Reading Status |Made AYP |Made AYP |Made AYP |Made AYP |Did Not Make AYP |
|All Students |18.07 |16.29 |15.92 |13.20 |8.85 |
|Special Ed |-0.59 (CI) |-2.00 (2%) |-2.82 (2%) |-6.70 (2%) |-11.31 |
|American Indian/Alaskan |~ |~ |~ |~ |~ |
|Native | | | | | |
|Asian Pacific Islander |20.75 |24.85 |17.74 |19.75 |9.55 |
|Black |11.87 |9.46 |11.05 |6.68 |4.53 |
|Hispanic |18.46 |11.84 |11.96 |10.40 |2.20 |
|White |20.16 |18.64 |17.61 |15.47 |10.82 |
|Limited English Proficient |14.14 |14.45 |7.31 |6.38 |-1.11 |
|Free/Reduced |13.08 |11.54 |11.84 |9.23 |5.07 |
|Math Status |Made AYP |Made AYP |Made AYP |Made AYP |Did Not Make AYP |
|All Students |24.45 |19.19 |17.09 |13.72 |10.79 |
|Special Ed |3.59 |-3.14 (2%) |-3.87 (2%) |-9.21(2%) |-12.45 |
|American Indian/Alaskan |~ |~ |~ |~ |~ |
|Native | | | | | |
|Asian Pacific Islander |33.88 |32.92 |26.58 |21.25 |10.64 |
|Black |16.89 |12.45 |9.72 |4.04 |4.55 |
|Hispanic |27.73 |14.37 |16.57 |14.17 |8.53 |
|White |26.91 |21.47 |19.45 |17.01 |13.32 |
|Limited English Proficient |22.94 |17.66 |14.08 |12.90 |3.30 |
|Free/Reduced |18.47 |13.68 |11.08 |7.58 |6.35 |
|AAI Status |Made AYP |Made AYP |Made AYP |Made AYP |Made AYP |
|Attendance/Grad Rate |97% |97% |97% |97% |95% |
|Participation |Yes |Yes |Yes |Yes |Yes |
Tuscaloosa County AYP Five Year Data: Grades 6-8
| |Based on 2005-2006 Data |Based on 2006-2007 Data |Based on 2007-2008 |Based on 2008-2009 |Based on 2009/2010 |
| |2007 |2008 |2009 |2010 |2011 |
|Goals Met |23/23 |25/25 |25/25 |27/27 |28/29 |
|Overall Status |Made AYP |Made AYP |Made AYP |Made AYP |Did Not Make AYP |
| Reading Status |Made AYP |Made AYP |Made AYP |Made AYP |Did Not Make AYP |
|All Students |23.54 |23.34 |19.86 |18.76 |11.76 |
|Special Ed |-0.81 (CI) |-3.12 (2%) |-6.93 (2%) |-5.10 (SH) |-14.60 |
|American Indian/Alaskan |~ |~ |~ |~ |~ |
|Native | | | | | |
|Asian Pacific Islander |26.80 |31.56 |34.15 |17.00 |17.50 |
|Black |17.34 |17.97 |13.98 |12.21 |5.82 |
|Hispanic |15.05 |16.70 |21.25 |18.86 |7.95 |
|White |25.89 |25.42 |22.06 |21.33 |14.26 |
|Limited English Proficient |5.08 |15.89 |13.18 |4.28 |1.93 |
|Free/Reduced |16.86 |17.51 |13.59 |14.13 |6.89 |
|Math Status |Made AYP |Made AYP |Made AYP |Made AYP |Made AYP |
|All Students |37.61 |32.31 |28.21 |24.67 |18.60 |
|Special Ed |18.26 |12.06 |6.82 |5.35 |-5.22 |
|American Indian/Alaskan |~ |~ |~ |~ |~ |
|Native | | | | | |
|Asian Pacific Islander |44.13 |49.33 |47.15 |28.31 |27.44 |
|Black |30.29 |25.21 |21.50 |17.71 |12.74 |
|Hispanic |37.00 |27.96 |27.27 |26.37 |18.95 |
|White |40.12 |34.91 |30.74 |27.29 |20.90 |
|Limited English Proficient |32.24 |35.77 |25.12 |19.14 |14.02 |
|Free/Reduced |31.35 |25.67 |21.25 |18.32 |13.21 |
|AAI Status |Made AYP |Made AYP |Made AYP |Made AYP |Made AYP |
|Attendance/Grad Rate |96% |95% |96% |96% |94% |
|Participation |Yes |Yes |Yes |Yes |Yes |
Tuscaloosa County AYP Five Year Data: High School
| |Based on 2005-2006 Data |Based on 2006-2007 Data |Based on 2007-2008 |Based on 2008-2009 |Based on 2009/2010 |
| |2007 |2008 |2009 |2010 |2011 |
|Goals Met |19/21 |18/21 |17/21 |16/21 |18/21 |
|Overall Status |Did Not Make |Did Not Make |Did Not Make |Did Not Make AYP |Did Not Make AYP |
| |AYP |AYP |AYP | | |
| Reading Status |Did Not Make |Did Not Make |Did Not Make |Did Not Make AYP |Did Not Make AYP |
| |AYP |AYP |AYP | | |
|All Students |8.18 |7.15 |2.78 |1.89 |10.80 |
|Special Ed |-29.21 |-34.00 |-45.18 |-45.22 |-24.02 |
|American Indian/Alaskan |~ |No Data |No Data |~ |~ |
|Native | | | | | |
|Asian Pacific Islander |~ |~ |-11.00 |~ |~ |
|Black |-0.17 |-4.61 |-4.50 |-6.92 |-4.53 |
|Hispanic |1.00 |6.00 |-2.67 |-9.33 |-8.44 |
|White |10.97 |10.70 |5.66 |5.97 |3.34 |
|Limited English Proficient |~ |~ |~ |-26.00 |-25.36 |
|Free/Reduced |-0.39 |-0.78 |-5.64 |-5.53 |-4.70 |
|Math Status |Did Not Make |Made AYP |Did Not Make |Did Not Make AYP |Did Not Make AYP |
| |AYP | |AYP | | |
|All Students |17.52 |20.15 |14.93 |15.19 |10.80 |
|Special Ed |-20.87 |-13.86 |-22.92 |-21.61 |-24.02 |
|American Indian/Alaskan |~ |No Data |No Data |~ |~ |
|Native | | | | | |
|Asian Pacific Islander |~ |~ |23.00 |~ |~ |
|Black |8.70 |12.75 |9.02 |10.20 |4.52 |
|Hispanic |22.00 |20.33 |23.00 |16.33 |1.33 |
|White |20.15 |22.27 |16.74 |17.26 |13.36 |
|Limited English Proficient |~ |~ |~ |13.00 |-9.27 |
|Free/Reduced |7.91 |13.51 |8.71 |11.23 |4.86 |
|AAI Status |Made AYP |Did Not Make |Made AYP |Did Not Make AYP |Did Not Make AYP |
| | |AYP | | | |
|Attendance/Grad Rate |81% (IM) |78% |81% (IM) |81% |81% |
|Participation |Yes |Yes |Yes |Yes |Yes |
DIBELS Analysis
Tuscaloosa County Schools
|Grade |2005/2006 |2006/2007 |2007/2008 |
|TCSS |81 |81 |80.92 |
|Brookwood HS |72.28 |76.34 |76.96 |
|Hillcrest HS |89.68 |85.14 |85.61 |
|Holt HS |63.27 |59.05 |65.31 |
|Northside HS |90 |88 |92.11 |
|Tuscaloosa County HS |82.43 |83.05 |81.61 |
Major Trends Impacting the System
The vision of the Tuscaloosa County School System is for all students to “Learn, Grow, and Achieve.” This vision was developed with collaboration from various stakeholder groups including parents, teachers, administrators, board members, and community members. The support of the school board for this vision is evidenced in several trends that are currently impacting the system. These trends include the following system and state initiatives.
• The Alabama Association of School Boards’ Lighthouse Project, a two-year professional development commitment by board members that examines the relationship between school boards and high student achievement. The project is based on research by the Iowa Association of School Boards that compared districts with high levels of achievement to districts with low levels of achievement. The study indicated that “school boards in high-achieving districts are significantly different in their knowledge and beliefs than school boards in low-achieving districts.” The goal of the project is to use this study as a “lighthouse” to guide the
Board of Education in their efforts to improve student achievement. During the
course of this project, the TCSS District Leadership Team, which includes, but is not
limited to board members, teachers, administrators, community members, parents,
and central office leaders, has focused on instruction and identified the teacher as the
primary influence on student learning. This has the potential to change the culture
of the school system in the area of instruction and the professional growth of
educators, therefore, changing the achievement of students.
• The Adopt-A-School Program is an initiative, supported by the West Alabama Chamber of Commerce for 25 years, which provides each school with at least one business partner. The business partners support the schools through funding for field trips, activities, incentives for students, tutoring, and various other ways.
• A state initiative, The Alabama Reading Initiative (ARI), continues to impact instruction across the system. Each elementary school has a state funded reading coach who facilitates professional development, analyzes data, supports the school literacy efforts, and collaborates with the school system to make improvements in coaching, teaching, and student achievement. Additionally, the state Regional ARI Staff supports the implementation of the initiative in the system by providing literacy team training, content literacy training, and other professional development.
• Professional development in the area of Strategic Teaching for secondary teachers is currently provided for two high schools in the system. Consultants from ARI are hired through Title II funding to provide the training.
• Seventeen elementary and secondary schools participate in The Alabama Math, Science, and Technology Initiative (AMSTI). The state provides extensive professional development in math and science which includes training in content and teaching methodology. Materials, including science kits and math manipulatives are provided for each teacher.
• The N. Joyce Sellers Foundation for Excellence is a non-profit community organization whose primary mission is to provide private funding directly to the classroom. The foundation was renamed in honor of Dr. Joyce Sellers who served the system for 30 years and was the first woman to be named superintendent. The foundation provides educational opportunities for students through field trips, audio-visual equipment, and projects.
• The Tuscaloosa County Aspiring Administrators’ Academy was launched in the 2009/2010 school year. The system initiative provides extensive training and experience, based on the Alabama Standards for Instructional Leaders, for 15 teachers who hold administrative certification but are not practicing administrators. Local school personnel and central office leaders provide the training.
• The Holt Community Partnership is an initiative supported by the Alabama Consortium for Educational Renewal (ACER) to involve citizens in the improvement of education, safety, and unity in their community. Four schools in the system are located in the Holt school zone, including one high school, two elementary schools, and one middle school. Faculty members, central office personnel, students, and parents collaborate to work on community projects. Teaming among the 4 schools encourages a seamless transition across grade levels.
• The Tuscaloosa County Reading Educators (T-CoRE) is a middle school professional learning group led by a local teacher and supported through Title II funding. The group of teachers meets monthly to study literacy instruction.
• The use of technology as a learning tool, for the delivery of instruction, for school safety, and professional development is a major focus of the system. Several programs are utilized by the system to enhance learning for students including the Destiny Library Management system, New Century Learning, Renaissance Learning, IXL, STI Assessment, and others. Schools also use data projectors, interactive white boards, response pads, and document cameras to support instruction. The Credit Recovery Program provides instruction through a technology lab setting to students needing assistance with graduation requirements. Administrators are provided Blackberry or iPhone devices to enhance communication across the system. Several schools use video surveillance to assist with school safety. Professional development is supported through an online professional leave request program and some schools utilize PD 360, an online professional development program. Data management includes the STI student information program, the STI Assessment program, TMA Facility Work Order System, and online employment application, and the NextGen Financial System.
• Career Technical Education is a vital component of the Tuscaloosa County School System, providing students with skills to prepare them for the workforce. The system has 37 career-technical education teachers within 14 middle and high school settings. The courses offered include agriscience, architecture and construction, cooperative education, health sciences, and family and consumer science. The program is enhanced through partnerships such as The Tuscaloosa County Career Technical Council, the Shelton State Community College Summer Technology Exploration Program, and TEACH Alabama, which includes courses related to teaching careers.
• Growth patterns within Tuscaloosa County and the need for new construction is a major trend across the school system. The system opened two new elementary schools in the 2007/2008 school year and one new middle school. Because of shifting growth patterns, one middle school was closed at the end of the 2009/2010 school year. The system also opened one middle school and one high school at the beginning of the current school year.
Major Strengths
The system’s strengths can be found in the areas of leadership, teacher quality, collaboration among stakeholders, challenging curriculum, and community support and partnerships. A major strength is teacher recruitment and support with 60 percent of certified employees holding Masters Degrees or higher. The system also provides National Board for Professional Teaching Standards support for teachers. In addition, mentor programs at the local schools provide teachers support.
A challenging curriculum, founded on the Alabama Course of Study, is also a strength of the system. Advanced placement courses produce high expectations of performance for students pursuing college. Career technical courses, as well as academic classes, set high expectations for students interested in business and industry fields. Curriculum guides, pacing guides, progress monitoring, and benchmark assessment support implementation of the curriculum. Continuous Improvement Plans at local schools drive the instructional process and support the system plan.
Through partnerships with business and industry, community service agencies, institutions of higher learning, and governmental agencies, the system is enhanced with community support and collegial relationships.
Needs
Areas of need include continued financial planning in an environment of proration and reduced funding, continued improvement for student achievement in the subgroup of special education, implementation of practices for continued progress in reading and mathematics, and continued partnerships with students for increasing the graduation rate. Though the system has made progress to ensure that inclusive opportunities for students with special needs are provided throughout the district, further improvement is needed in this area.
Standard 1
Vision & Purpose
STANDARD: The system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the system.
Impact Statement: A system is successful in meeting this standard when it commits to a purpose and direction that is shared system-wide. The leadership establishes expectations for student learning aligned with the system’s vision that is supported by system and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and district effectiveness. The system’s vision guides allocations of time and human, material, and fiscal resources.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.
Definitions of Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
| |Not Evident |Emerging |Operation|Highly | |
|INDICATO| | |al |Functiona| |
|RS | | | |l | |
| | | | | | |
|In | | | | | |
|fulfillm| | | | | |
|ent of | | | | | |
|this | | | | | |
|standard| | | | | |
|, the | | | | | |
|system: | | | | | |
|1.2 |Communicates the system’s vision and purpose to build stakeholder understanding | | |X | |
| |and support | | | | |
|1.3 |Identifies system-wide goals and measures to advance the vision | | |X | |
|1.4 |Develops and continuously maintains a profile of the system, its students, and | | | |X |
| |the community | | | | |
|1.5 |Ensures that the system’s vision and purpose guide the teaching and learning | | |X | |
| |process and the strategic direction of schools, departments, and services | | | | |
|1.6 |Reviews its vision and purpose systematically and revises them when appropriate | | |X | |
Focus Questions
Please respond to the following questions regarding the processes that are in place to support the school system’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school system’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. What is the process for establishing and building understanding of a commitment to the
vision statement among the school system and its stakeholders?
The Tuscaloosa County Board of Education committed to a two-year study of student achievement through The Lighthouse Project, an initiative of the Alabama Association of School Boards. Board members, along with stakeholders from various other groups, participate in monthly study sessions to examine their beliefs about student learning, to study system data, and set goals for improvement. As a result, the system developed a new vision statement in the 2009/2010 school year in collaboration with teachers, administrators, board members, community members, and central office personnel. The vision statement encompasses the values and beliefs of the Tuscaloosa County School System that all students “Learn, Grow, and Achieve.” In addition to this revised vision, a new mission statement and beliefs were developed to guide the system’s continuous improvement process. The establishment of the vision included the following activities.
• Participation in The Lighthouse Project
• Survey of stakeholders concerning their beliefs about learning and leadership
• Survey of stakeholders regarding the system’s instructional goals
• Review of previous vision, mission, and beliefs
• Creation of a District Leadership Team
• Meetings with various stakeholders to identify core beliefs about learning
• AdvancED Standards’ Team Leaders’ Meetings
• Advisory Council Meetings
• Board Meetings
After receiving input through this process, the leadership team reviewed data from surveys and meetings. A draft vision was created and input solicited from various stakeholder groups. The final copy of the vision statement was developed from this input and communicated through the system’s website, in principals’ meetings, teachers’ meetings, central office staff meetings, the system’s Administrative Retreat, and through written communication. The system continues to build understanding and commitment of its vision through the following procedures.
• Participation in The Lighthouse Project
• Posting of the vision, mission, and beliefs in the central office, local schools, website, district newsletters, and the Parent/Student Information Guide
• Review of the vision at various stakeholder meetings
• Superintendent’s presentations
• State of the Schools Address
• Development of Continuous Improvement Plans
• Revision of the system’s strategic plan
2. What is the system’s process for maintaining and using information that describes the
school system, its programs, services, and schools and their performance?
The Tuscaloosa County School System utilizes various forms of data to guide district and local school decisions. This information is the foundation of decisions regarding programs, services, and resources. The local schools’ Continuous Improvement Plans drive the system’s goals through the dissaggregation of data pertinent to student achievement. Professional development goals and school culture goals are also addressed to support instruction. The system maintains and uses this information through the following processes.
Maintaining Information
• Software Technology Information, Inc. (STI) student and employee data management program
• STI Assessment for benchmark testing
• System website
• Local schools’ websites
• Continuous Improvement Plans
• STI Professional Development management program
• Response to Instruction Problem Solving Teams
• Technology survey
• The Lighthouse Project surveys
• District calendar
• Data meetings
• DIBELS website
Utilizing Information
• Professional development
• District profiles
• Alignment of instruction for K-12
• Review and revision of Parent/Student Information Guide
• Involvement in the Parent Leadership Academy
3. How does the leadership ensure that the system’s vision, purpose, and goals guide the work
of the school system and its schools?
Various methods are used to ensure that the system’s vision, purpose, and goals guide the work of the school system. The following practices are examples of the methods that provide the communication necessary for monitoring and reviewing the system’s vision and goals throughout the year.
• The Lighthouse Project study sessions
• Board of Education work sessions
• Central Office Administrative Team Meetings
• Curriculum and Instruction Staff Meetings
• Principals’ Meetings
• Continuous Improvement School Leadership Teams’ Meetings
• Monitoring and review of Continuous Improvement Plans
• Walkthroughs at schools
4. What process is used to ensure that the vision and purpose of the school system remain
current and aligned with the system’s expectations in support of student learning and the
effectiveness of the school system and its schools?
The school system revised the vision, mission, and beliefs in the spring of 2010. The District Leadership Team will continue to study system data, review improvement plans, and make adjustments as needed to ensure that the purpose of the system remains current and aligned to student achievement.
Current
Revision of the vision, mission, and beliefs is based on stakeholder input and the development of new system goals and strategic plan.
Aligned
Goals based on student achievement data are supported through the following methods:
• Use of scientifically-based researched strategies and programs
• Response to Instruction Training
• ARI, AMSTI
• Administrator training based on the national and state leadership standards
• Common assessments
• Strategic Teaching Training
• Differentiated Instruction Training
• English Learners Training
• Aspiring Administrators’ Academy
• New Teachers’ Meetings
• Use and sharing of best practices
• Participation in The Lighthouse Project
Overall Assessment
Operational: The school system has committed to a shard purpose and direction. The system and its schools have clearly defined expectations for student learning aligned with the system’s vision that is supported by system and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance, and system and school effectiveness. The vision guides allocations of time and human, material, and fiscal resources.
Standard 2
Governance & Leadership
STANDARD: The system provides governance and leadership that promote student performance and system effectiveness.
Impact Statement: A system is successful in meeting this standard when it has leaders who are advocates for the system’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders function with clearly defined authority and responsibility and encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.
Definitions of Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
|INDICATO|Not Evident |Emerging|Operation|Highly | |
|RS | | |al |Functiona| |
|In | | | |l | |
|fulfillm| | | | | |
|ent of | | | | | |
|this | | | | | |
|standard| | | | | |
|, the | | | | | |
|system | | | | | |
|operates| | | | | |
|under | | | | | |
|the | | | | | |
|jurisdic| | | | | |
|tion of | | | | | |
|a | | | | | |
|governin| | | | | |
|g | | | | | |
|authorit| | | | | |
|y that: | | | | | |
|2.2 |Recognizes and preserves the executive, administrative, and leadership authority of the | | | |X |
| |administrative head of the system | | | | |
|2.3 |Ensures compliance with applicable local, state, and federal laws, standards, and | | | |X |
| |regulations | | | | |
|2.4 |Implements policies and procedures that provide for the orientation and training of the | | | |X |
| |governing board | | | | |
|2.5 |Builds public support, secures sufficient resources, and acts as a steward of the | | |X | |
| |system’s resources | | | | |
|2.6 |Maintains access to legal counsel to advise or obtain information about legal | | | |X |
| |requirements and obligations | | | | |
|2.7 |Maintains adequate insurance or equivalent resources to protect its financial stability | | | |X |
| |and administrative operations | | | | |
|In fulfillment of this standard, the system has leadership that: | | | | |
|2.8 |Provides for systematic analysis and review of student performance and school and system| | |X | |
| |effectiveness | | | | |
|2.9 |Creates and supports collaborative networks of stakeholders to support system programs | | | |X |
|2.10 |Provides direction, assistance, and resources to align, support, and enhance all parts | | |X | |
| |of the system in meeting organizational and student performance goals | | | | |
|2.11 |Provides internal and external stakeholders meaningful roles in the decision-making | | |X | |
| |process that promote a culture of participation, responsibility, and ownership | | | | |
|2.12 |Assesses and addresses community expectations and stakeholder satisfaction | | |X | |
|2.13 |Implements an evaluation system that provides for the professional growth of all | | | |X |
| |personnel | | | | |
Focus Questions
Please respond to the following questions regarding the processes that are in place to support the school system’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school system’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. What is the process for establishing, communicating, and implementing policies and
procedures for the effective operation of the school system and its schools?
The Tuscaloosa County Board of Education is the governing body for developing and approving policies. The members of the board are elected, therefore, the will of the people is implemented
through representational government. Policies and procedures are developed collaboratively with input from various stakeholders. The system is committed to involving various stakeholders in the process and district leaders strive to stay responsive to current trends and issues as policies and procedures are established.
Establishment of Policies and Procedures
• Recognition that a need or issue that requires attention
• Discussion with a variety of stakeholders (public comments, administrators, school personnel, board attorney)
• Submission to Policy Review Committee for review and revision
• Recommendation of policy to the Board of Education for first reading and final approval
• Distribution of the policy to Principals to be implemented system wide
• Posting of the new policy of the system website
Communication of Policies and Procedures
• Approved policies are filed in a policy manual in each school and at the central office
• Approved policies are posted on the Tuscaloosa County School System website
• Implementation of policies is discussed and distribution clarified at administrator meetings
• Local school administrators inform their faculty and staff of policy changes
Implementation of Policies and Procedures
• The superintendent recommends proposed policies to the Board of Education
• School administrators share and enforce approved policies with school personnel
• Central office personnel and school administrators receive a copy of the new or revised policy to place in the policy manual
• New polices are reviewed at Principals’ Meetings
Tuscaloosa County contracts with the Board Attorney to manage language and content as it applies to the Code of Alabama.
2. What process does the system’s leadership use to evaluate system effectiveness and its
impact on student performance?
The system strives to enhance learning through continuous improvement, professional learning, and leadership development. Various instruments to evaluate system effectiveness and the impact on student performance are utilized. The local schools analyze data, review goals, and plan instruction accordingly. The following tools and processes are used to inform instructional decisions and facilitate improvement.
Data Collection: State Tools
• DIBELS: Grades K-5
• ARMT: Grades 3-8
• ASA: Grades 5 and 7
• SAT 10: Grades 3-8
• AAA
• ACCESS: English Learners
• AHSGE
• EDUCATE Alabama
• PEPE
Data Collection: System Tools
• Pacing Guides and Curriculum Maps
• Math Quarterly Benchmark Assessments
• Harcourt Reading Assessments
• K-2 Standards Based Report Card
• Local Schools Continuous Improvement Plans
• New Century Assessments
• Think Link Assessments
• Instructional Walkthroughs
• Annual Surveys
• Superintendent’s Advisory Council
• Classified Advisory Council
• Principals’ Advisory Councils
• Federal Programs Advisory Council
• Parent Advisory Committees
Analysis of Data
• Data Meetings
• School Leadership Teams
• Principals’ Meetings
• Walkthroughs
• Continuous Improvement Plans
• Quarterly Benchmark Assessments
• DIBELS
• Harcourt Assessments
• Professional Learning Communities
District Decision-Making
• Response to Instruction
• Problem Solving Teams
• Federal Programs Advisory Council
• Policy Committee
• Lighthouse Project Surveys and Meetings
• Administrative Team Meetings
• Principals’ Meetings
• System Improvement Plan
• SAC
• CLAC
• PAC
3. In what ways are stakeholders, including system and school staff, given opportunities to
provide leadership and to contribute to the decision-making process?
The school system believes that leadership is the driving force of an effective instructional program. The system is committed to developing leaders throughout the organization. The vision of the school system is facilitated through continuous improvement and shared decision making among various stakeholders including teachers, support personnel, administrators, counselors, parents, students, and community members. The following processes and professional growth opportunities support the system’s vision.
• Principals’ Meetings and Professional Development
• Aspiring Administrators’ Academy
• School Leadership Teams
• ARI Literacy Teams
• Superintendent’s Advisory Council
• Classified Advisory Council
• Principals’ Advisory Council
• The Lighthouse Project Surveys
• District Leadership Team
• PEPE Surveys
• System Curriculum Committees
4. What policies and processes are in place to ensure equity of learning opportunities and
support for innovation?
The Board of Education has adopted policies and implemented processes to ensure equity for all students. The following policies and processes support the system’s beliefs that all students should receive a quality education.
Policy File BBBC: Members of the board are encouraged to attend (at Board expense) local, state, and national conventions and conferences pertaining to educational improvement of Board members, to visit local schools, and to affiliate with and attend conferences and workshops presented by the State and National School Boards’ Association.
Professional publications and documents of the school system shall be made available to board members for information and data pertaining to professional development.
Policy File IAA: It shall be the policy of the Board that the school system shall place an equal emphasis upon the non-discriminatory provision of educational opportunities for students. No student shall be denied the benefits of any education program or activity on the basis of race, color, creed, national origin, age, sex, homeless status, marital status, non-English speaking ability, or migrant status. Programs offered by schools within the school system shall be open to all students in compliance with applicable outside agency guidelines, statutory and judicial requirements, and Board policy.
Policy File JCD: The Board shall not tolerate conduct by any student in the school system which materially interferes with or substantially disrupts achievement of an atmosphere conducive to learning. Such conduct shall not be permitted on school property, in any school building, or at any school related function or activity. Violators shall be subject to appropriate disciplinary measures designed to assure that no student interferes with the rights of others to receive a quality education. Students shall receive adequate notice of local school codes of conduct as approved by the Board, the Superintendent, and the principal. All codes of conduct shall assure educational opportunity for all students.
Processes
Professional Development opportunities, interventions, and programs, including, but not limited to the following, are provided by the system to ensure that all students have a quality education.
• New Teachers’ Training (topics include: classroom management, special education, English Learners, assessment, technology, and teacher leadership
• New Employees Orientation
• ARI New Hire Training
• Administrators’ Professional Development Plans
• Continuous Improvement Processes
• Literacy Training
• AMSTI Professional Learning Groups
• Principals’ Meetings
• Strategic Teaching Training
• Response to Instruction
• Assessment Training
• Technology Training
• Differentiated Instruction Training
Interventions
• Response to Instruction
• Credit Recovery
• High Hopes funding for AHSGE remediation
• Career Cruising fir 8th grade students
• Extended School Year for students with special needs
• Title I support
• 21st Century Schools
• Tuscaloosa County School System’s Literacy Framework
• Continuous Improvement Plans
• Advance Placement Classes
• Pacing Guides and Curriculum Maps
• Harcourt Core Reading Program
• Quarterly Benchmark Assessments
• ARI
• AMSTI
• N. Joyce Sellers Educational Foundation
• The Lighthouse Project
Overall Assessment
Operational: The school system has leaders who are advocates for the system’s vision and improvement efforts. The leaders provide direction and systematically allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation. While these processes and conditions are being implemented, the implementation is not systemic across the system, and the results are varied.
Standard 3
Teaching & Learning
STANDARD: The system provides research-based curriculum and instructional methods that facilitate achievement for all students.
Impact Statement: A system is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. The system ensures that teachers use proven instructional practices that actively engage students in the learning process; provide opportunities for students to apply their knowledge and skills to real world situations; and give students feedback to improve their performance.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.
Definitions of Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
| |Not Evident |Emerging |Operation|Highly | |
|INDICATO| | |al |Functiona| |
|RS | | | |l | |
| | | | | | |
| | | | | | |
|In | | | | | |
|fulfillm| | | | | |
|ent of | | | | | |
|this | | | | | |
|standard| | | | | |
|, the | | | | | |
|system: | | | | | |
|3.2 |Establishes expectations and supports student engagement in the learning process, | | |X | |
| |including opportunities for students to explore application of higher order | | | | |
| |thinking skills and investigate new approaches to applying their learning | | | | |
|3.3 |Ensures that system-wide curricular and instructional decisions are based on data | | |X | |
| |and research at all levels | | | | |
|3.4 |Supports instruction that is research-based and reflective of best practice | | | |X |
|3.5 |Supports a curriculum that challenges and meets the needs of each student, reflects| | |X | |
| |a commitment to equity, and demonstrates an appreciation of diversity | | | | |
|3.6 |Allocates and protects instructional time to support student learning | | |X | |
|3.7 |Maintains articulation among and between all levels of schooling to monitor student| | |X | |
| |performance and ensure readiness for future schooling or employment | | | | |
|3.8 |Supports the implementation of interventions to help students meet expectations for| | | |X |
| |student learning | | | | |
|3.9 |Maintains a system-wide climate that supports student learning | | | |X |
|3.10 |Ensures that curriculum is reviewed and revised at regular intervals | | | |X |
|3.11 |Coordinates and ensures ready access to instructional technology, information and | | | |X |
| |media services, and materials needed for effective instruction | | | | |
Focus Questions
Please respond to the following questions regarding the processes that are in place to support the school system’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school system’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. How does the system ensure the alignment and articulation of curriculum, instructional
strategies, and assessments in support of the expectations for student learning?
The Tuscaloosa County School System (TCSS) utilizes the Alabama Course of Study as the primary source for curriculum content standards in kindergarten through the twelfth grade. These standards are derived from the Alabama State Department of Education, adopted by the Alabama State Board of Education, and are specific for each grade. These minimum standards facilitate instruction and curriculum development in the district. The TCSS has emphasized high expectations and rigor at all levels.
TCSS also implements all federal guidelines related to the No Child Left Behind Act of 2001 to provide a consistent and cohesive education program for all students in the system. All students have equal opportunities to access and maintain educational excellence in all areas of learning. This is evident through the curriculum development, effective teaching practices, and analysis of student performance by subgroups within schools, clusters, and the district.
Common assessments in the area of mathematics have been developed, using the STI Assessment program, for students in kindergarten through the eighth grade which have allowed for a better analysis of student performance during the instructional period. Teachers are able to adjust the instruction and provide needed interventions in order for student to gain mastery on specific skills. The elementary schools also use Dynamic Indicators of Early Literacy Skills (DIBELS) and Harcourt Reading Program assessments to monitor the progress of students,
A variety of meetings are held to promote collaboration among teachers and staff working with students in the content areas. Data and cross-curriculum meetings are held at local schools to analyze data and plan curriculum to help guide instruction leading to student success. Pacing guides and curriculum maps are implemented for guiding teacher planning and coordinating course of study skills with scope and sequence for student success on state and local assessments.
State assessments include DIBELS, the Alabama Reading and Math Test (ARMT), Stanford Achievement Test, 10th Edition (SAT 10), the Alabama Direct Assessment of Writing (ADAW), the Alabama Science Assessment (ASA), ACCESS for English Learners, the Alabama Alternate Assessment (AAA), and the Alabama High School Graduation Exam (AHSGE). Additional methods of preparation to help students excel on standardized tests include software programs that can be both independent and teacher-guided such as USA Test Prep and Odyssey Ware. Students are also provided opportunities for credit recovery throughout the year. The system administers the EXPLORE for eighth grade students and the PLAN for tenth grade students, as well as the PSAT, in order to determine college readiness. ACT research information provides critical data for our schools in identifying areas pf strength and areas of need for college preparation.
2. In what ways does the system promote and support the implementation of research-based
instructional strategies, innovations, and activities that facilitate achievement for all
students?
The Superintendent of TCSS serves as the instructional leader. Members of the Board of Education are also instrumental in the decision making that helps drive instruction in the local schools. In January 2010, the Board of Education committed to The Lighthouse Project, a two-year training in instruction and school board leadership. Based on the Iowa Lighthouse Project, a ten-year study that examined the relationship between school boards and student learning, the project is led by a trained member of the Alabama Association of School Boards. The TCSS Board meets monthly, along with various stakeholders, for in-depth studies of areas such as understanding the role of the board in student achievement, clarifying the current status of student learning, establish as district-wide leadership continuum, creating a clear focus for learning, understanding and monitoring a district’s work culture, professional development, implementing corrective action, building community connections, and having deliberative policy development. These studies deepen understanding and enhance board members’ knowledge and skills in making the best decisions for the system.
The system has a Response to Instruction (RTI) Leadership Team as well as a System Problem Solving Team to direct and support efforts to provide high quality instruction and intervention matched to students’ needs with progress monitoring to assist in educational decisions. As part of the professional development in the implementation of RTI, all school administrators received initial training and continue to receive follow-up training regarding strategic teaching, differentiated instruction, and organizing school problem-solving teams. Teachers are also being trained on strategic teaching in middle and high schools, using strategies and processes from the Alabama Reading Initiative (ARI), which has been implemented in all elementary schools.
Professional development encompasses a wide variety of programs and disciplines, including ARI training for all elementary schools and best practices t raining at the middle and high school levels. All schools evaluate their programs, create needs assessments, and develop continuous improvement plans to address those needs. Regular reviews ensure that plans are flexible and continuous. Walkthrough observations are conducted by local school personnel and central office personnel in all schools to obtain data for evaluation school programs. Math professional development is provided throughout the system because of achievement data in this area. Differentiated supervision in the area of math instruction is supported through training for individual teachers. One of the goals of the central office administration is to develop professional learning communities among building principals, a strategy which is intended to manifest itself in similar organizations at the school level with the result of increased professional learning and student achievement.
The Directors of Elementary and Secondary Instruction are available to guide and assist all thirty-two schools with professional development, curriculum and instructional strategies, and effective teaching, utilizing the talents of faculty in the system as well as the UA/UWA In-service Center, the Alabama State Department of Education, contracted providers, and online programs. They also work with reading coaches and content area teachers to assess and provide appropriate instruction and intervention for students.
Funds obtained through federal programs are used for direct impact on student learning, allocated based on committee decisions with the guidance of the Directors of Elementary and Secondary Instruction, as well as principals, teachers, and other central office staff. Evaluations of federal programs are conducted to determine the success of the programs supported by these funds. In addition, partnerships with community agencies are supported through grant monies.
3. What processes are implemented to ensure that all staff members are well-prepared to
support and implement the district’s expectations for student learning?
Professional development opportunities are designed to meet the unique needs of the local schools and the district to provide support to teachers and staff in the area of instruction and student learning. Data and cross curriculum meetings are held at local schools to analyze data and plan instruction. School clusters also collaborate in regards to curriculum and instruction and student needs in the feeder pattern. Teacher mentors are provided for new teachers, as well as professional development that focuses on critical issues of novice teachers.
The district follows the instructional time that is determined by state guidelines for each content area. The local schools ensure uninterrupted instructional time by scheduling other activities during times that do not interfere with reading and math instruction. Teachers plan instruction during common planning times, grade level meetings, and department meetings to support consistent instructional decisions.
The ARI serves as the framework in the elementary schools for reading instruction. The TCSS Literacy Framework is based on these best practices. Reading coaches in all of the elementary schools assist with implementation of the core reading program and provide on-going professional development based on the needs of their students. Seventeen schools, both elementary and secondary, participate in the Alabama Math, Science, and Technology Initiative (AMSTI), which provides professional development, instructional resources, and support by state specialists. Additionally, four of the system’s schools, two elementary, one middle, and one high school, are partners with the Alabama Consortium for Educational Renewal (ACER). Faculty, staff, parents, students, and community leaders work collaboratively with faculty from The University of Alabama to provide opportunities for students and teachers to increase success and achievement. Active engagement among stakeholders involved in this initiative in research opportunities, professional development, and social outreach contributes to improved teacher practices and student performance.
Collaboration at the annual TCSS Administrative Retreat established the focus for the school year, to meet the needs of all students through Response to Instruction. During the retreat, strategic teaching was emphasized and modeled, and recreated by several schools for their faculties. Currently, a professional development committee for administrators is developing a follow-up plan to expand and deepen their skills as instructional leaders. Principals are evolving into system leaders through their participation in this professional learning community, The Lighthouse Project, and other district wide initiatives. Teachers are also becoming school and system leaders as they participate in The Lighthouse Project, lead professional development, and serve on various school and district committees.
Another method of ensuring that staff members are prepared to support the district’s expectations for student learning is through the Aspiring Administrators’ Academy. This initiative trains classroom teacher who hold administrative certification, exposing them to the global aspect of education and providing opportunities to learn how overall school and district issues and decisions affect student learning.
4. How does the system ensure that all students and staff have access to comprehensive
information, instructional technology, and media services?
Guidance counselors facilitate the success of students through teaching and learning by meeting regularly with individual and/or groups of students to address academic, social, and emotional aspects. Career interest and development begins in the elementary schools to provide exposure to many fields. At the middle school level, career interests are further developed through a career inventory. The focus expands in secondary schools to encompass the Career Cruising models and SUCCESS, with kits for elementary, middle, and high school that enable students to explore career paths.
Alabama Student Assistance Program (ASAP) funds are used to provide mentors and tutors for high school students who are need assistance with the AHSGE. Partnerships with The University of Alabama and grant monies also provide access to tutoring software and online curricular for both after school and summer programs. Collaboration among the guidance counselors provides financial assistance for students needing additional resources to participate in these programs.
Library Media Specialists serve an essential role in all schools in the district by assisting teachers with learning opportunities, book studies, and whole and small group literacy instruction. All elementary and middle schools have access to the Accelerated Reader program to provide support for students. The Destiny library program is provided in all schools for media management and AVL access. Each media center also has Internet access.
The TCSS uses a variety of technology resources in the instructional setting which include but are not limited to video conferencing equipment, interactive white boards, and assistive technology for students with special needs, computer software, school and district websites, and communication via email. Parents have access to STI Home which enables them to monitor student progress. School Messenger, a communication system, enables the district and schools to send announcements and conduct surveys through the telephone system and email. ACCESS labs allow for delivery and reception of distance learning courses and intra-system conferences and presentations. The New Century program is available in the middle schools and some of the elementary schools to provide students with practice and remediation. The IXL math program, based on the course of study content standards, is also used in the elementary schools to provide additional intervention and practice for students.
Tuscaloosa County students have access to a vast amount of growing technology resources within the district. This includes over 6,000 desktop and laptop computers, mobile labs, printers, data projectors, smart boards, interactive response pads, document cameras, digital cameras, digital microscopes, and scientific probes. A variety of software applications, such as New Century, IXL, PACE, Harcourt, STAR, AHSGE review, Multimedia courses with Web Publishing, Adobe, Read 180, and keyboarding programs, provide practice for students in needed skills. High schools are able to offer ACCESS Web and IVC Distance Learning courses.
Several technology-related courses are offered in computer labs for middle and high school students. All courses are aligned with the Alabama Course of Study Technology Standards. TCSS career technology programs are in State compliance with Business and Industry Certification and offer the necessary equipment, materials, and lesson plans to support instruction.
TCSS classrooms are currently being adapted into 21st century learning environments by providing the necessary technology tools and equipment along with teacher training. This expansion is due to the system’s commitment five years ago to upgrade the overall network infrastructure. The current network is state-of-the-art and continues to be upgraded as newer products and solutions become available. All campuses are connected via Fiber Optic cabling with a district wide WI-FI wireless access at all schools. Recently, server migration into VMWare virtualization has been completed, creating the ability to expand and consolidate application and storage solutions while decreasing operation overhead cost. Network security is multi-layered and offers firewall protection, traffic packet shaping, content filtering and logging, Email archival, Intrusion Prevention (IPS), anti-virus, and malware protection. The district has 85mbps Internet connection to Alabama Super Computer via fiber optics to The University of Alabama network operation hub (AREN).
The TCSS English as a Second Language (ESL) Program provides services that enable Limited English Proficient (LEP) students to be come competent in comprehension, speaking, listening, reading, and writing the English language. The ESL program emphasizes mastery of English language skills and content area concepts so that students are able to participate effectively in the academic programs of the school system. The program provides access to curriculum and information through ESL teachers and tutors who serve all schools, working with principals, teachers, students, and parents.
Overall Assessment
Operational: The school system implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. The system demonstrates evidence of alignment between curriculum and instructional practices with systematic implementation across the system.
Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide frequent opportunities for students to apply their knowledge and skills to real world situations. Teachers give students regular feedback to improve their performance.
Standard 4
Documenting & Using Results
STANDARD: The system enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and system effectiveness.
Impact Statement: A school system is successful in meeting this standard when it uses a comprehensive assessment system based on clearly-defined performance measures. The assessment system is used to assess student performance on expectations for student learning, identify gaps between expectations for student learning and student performance, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to system and school leaders, teachers, and other stakeholders in understanding student performance, system and school effectiveness, and the results of improvement efforts.
Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.
Definitions of Indicators Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
| |Not |Emergi|Operat|Highly |
|INDICATORS |Evident |ng |ional |Functiona|
| | | | |l |
|In fulfillment of this standard, the system: | | | | |
|4.1 |Establishes and implements a comprehensive assessment system, aligned with the system’s | | | |X |
| |expectations for student learning, that yields information which is reliable, valid, and | | | | |
| |bias free | | | | |
|4.2 |Ensures that student assessment data are used to make decisions for continuous improvement| | | |X |
| |of teaching and learning | | | | |
|4.3 |Conducts a systematic analysis of instructional and organizational effectiveness, | | |X | |
| |including support systems, and uses the results to improve student and system performance | | | | |
|4.4 |Provides a system of communication which uses a variety of methods to report student | | | |X |
| |performance and system effectiveness to all stakeholders | | | | |
|4.5 |Uses comparison and trend data from comparable school systems to evaluate student | | |X | |
| |performance and system effectiveness | | | | |
|4.6 |Demonstrates verifiable growth in student performance that is supported by multiple | | | |X |
| |sources of evidence | | | | |
|4.7 |Maintains a secure, accurate, and complete student record system in accordance with state | | | |X |
| |and federal regulations | | | | |
Focus Questions
1. How is the assessment system currently used throughout the school system and its schools to guide analysis of changes in student performance?
In Tuscaloosa County, our faculties, our administrators, our board members, parents, and all stakeholders realize that being committed to raising achievement levels must be about raising the expectations of achievement in all students throughout the system. Across the system, teachers and administrators are implementing Continuous Improvement Plans that utilize on-going assessments to monitor and enhance student progress.
State summative assessments used for defining action plans for continuous improvement include:
• Alabama High School Graduation Examination (AHSGE)
• Stanford Achievement Test (SAT 10)
• Alabama Reading and Math Test (ARMT)
• Alabama Science Assessment (ASA)
• Alabama Direct Assessment of Writing (ADAW)
• Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
• Alabama Alternate Assessment (AAA)
• Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs)
In addition to the state assessments, our school system has taken a proactive approach to make sure all students graduate and are adequately prepared to enter college or the workforce. Standards-based instruction is provided in all classrooms and formative grade-level assessments are administered to monitor student mastery of required content. The following formative assessments and other instructional tools are used throughout the school year to make daily instructional decisions:
• STI Math Assessments (K-8)
• Harcourt Reading Assessments (K-5)
• IXL Math
• Career Cruising
• ACT’s EPAS system (EXPLORE, PLAN, and ACT) and USA Test Prep
• Running Records
• Dynamic Indicators of Basic Early Literacy Skills (DIBELS) progress monitoring
• STAR
• New Century
STI Math Assessments, Harcourt Reading Assessments, EXPLORE and PLAN are used to measure student progress and to determine areas of weakness. Based on the results from these assessments, we realign curriculum and instructional strategies when needed. Teachers use formative assessments to measure the extent to which students have learned curriculum standards during the school year. The results from the formative assessments guide the instruction in whole group, small group, and intervention lessons. Faculty members help the students see where they are and where they need to be. These assessments provide a longitudinal approach to educational and career planning, assessment, teacher support and evaluation. The same constructs are measured at different time points, allowing for meaningful comparisons over time.
Other indicators and evaluative tools used to guide analysis of changes in student performance include the following:
• ALSDE school report cards
• Adequate Yearly Progress (AYP) reports
• Individualized Education Plans (IEPs)
• Response to Instruction Plans
• Progress reports
• Report cards
• STI course rosters
• Graduation rate
• Continuous Improvement Plan Reflections and Projections
• Lighthouse surveys
• Free/reduced lunch information
• PRIDE surveys
• Attendance reports
• Student Incident Report (SIR)
• Educate Alabama
• Technology Impact Survey
• Teacher attendance reports
• Parent involvement
• Informal assessments
• Previous PEPE profile
2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by the system, its schools, and stakeholders to aid the performance of individual students?
The Tuscaloosa County School System uses a variety of communication methods to report student performance to all stakeholders. The following informational sources are used to ensure results are communicated in a timely and relevant manner:
• STI Home
• Elementary weekly folders
• Elementary weekly newsletters
• Progress reports
• Student report cards
• AHSGE, SAT 10, ARMT, ASA, and ADAW results are sent home shortly after the school receives them from ALSDE
• ALSDE report card
• Tuscaloosa County School System website
• Individual school websites
• Parent conferences
• Newspaper articles in The Tuscaloosa News and The Northport Gazette
• Annual reports on all state-required tests to Board members
• The Public Relations department works will all media outlets to continuously report assessment results in a consistent and timely manner
The school system utilizes the following procedures to ensure the data results are analyzed and communicated in a way that enhances student performance. When accountability reports are received at the beginning of each school year, the central office administrators analyze the system and individual school data, prepare a press release, and provide packets of information for principals, school board members, and directors of instruction. Test data is analyzed across grade levels and is tracked longitudinally for three to five years. The central office team meets to study disaggregated data posted on the Accountability Reporting System page of the Alabama State Department of Education Website for the system and local schools. The central office team meets with each school principal and guidance counselor to review their test results. At the local school level, principals and guidance counselors share system, school, and individual student assessment results at regularly scheduled faculty meetings. The superintendent also shares test results at the annual State of the Schools meeting.
School faculty and staff then examine the data in more detail in departmental, grade level, across grade level, continuous improvement team, vertical team, and cluster meetings. Data is charted longitudinally and vertically. Faculty and staff examine specific student results to determine the effectiveness of current programs, and to guide in course planning and individual student remediation. Individual student test results are interpreted by faculty members and used to develop classroom instructional plans as well as individual student intervention plans. These plans are monitored regularly by the teacher and the principal to determine their effectiveness and the next steps. Principals and continuous improvement teams conduct walkthroughs and provide feedback to ensure that efforts are being made by the faculty and staff to impact student learning. Teams utilize the specific action steps when developing Continuous Improvement Plans and Action Plans at both the district and local school levels.
Student test results and parent reports are distributed and interpreted individually in a timely manner. The principals encourage teachers to discuss student test results at student and parent conferences. Parents also receive progress reports and report cards which keep them informed about student test scores. On a daily basis parents can monitor students’ grades by using STI Home.
Our school system provides a calendar of test dates in the various publications such as the Student/Parent Information Guide, Tuscaloosa County School System website () and on local school websites. The website also provides a link to the Alabama State Department of Education (alsde.edu). Schools’ Continuous Improvement Plans are posted on individual school websites.
3. How are data used to understand and improve overall effectiveness of the school system and its schools?
The Tuscaloosa County School System gathers, analyzes, and evaluates data to help the system and individual schools better understand student achievement. Based on data analysis and individual student needs, Continuous Improvement Plans (CIP) are developed each year by principals, teachers, staff, parents, and other stakeholders. The plans are detailed with a summary of strengths and weaknesses. Each school writes a detailed plan outlining programs and practices that will be implemented during the year. It also contains a timeline of when the plan should be monitored. Throughout the school year the central office staff conducts walk-throughs at the local school to ensure continuous improvement. Local school principals and teachers also conduct walkthroughs to evaluate the effectiveness of the plan.
The most effective use of assessment information is used at the local school. Teachers and staff review individual student performance, class performance, and grade performance. Schools use data from multiple sources to determine student and program effectiveness. SAT 10, ARMT, ASA, ADAW, ACCESS and AHSGE results are used to identify areas of strength and weakness within the curriculum. Student assessment data is reviewed to determine individual student progress over time. The overall goal is for each student to be proficient in all content standards.
Meetings are held to examine and evaluate data collected during the school year. Assessments are used to identify areas of concern for the class and individual students. The data reviewed is used to assist in identifying students in need of more intensive instruction. An item analysis is used to develop class and individualized student remediation plans. Teachers collaborate to develop a plan of action for the class and individual students.
The following remediation and intervention efforts are provided to improve overall student performance:
• Small intervention groups
• Intensive intervention groups
• Credit Recovery
• Response to Instruction Process
• Differentiated Instruction
•
The following resources are provided to improve overall student performance:
• Curriculum Maps and Pacing Guides
• ARMT Item Specifications
• Teacher Made Tests
• STI math assessments
• Harcourt reading assessments
• AHSGE remediation
• Credit Recovery
• USA Test Prep
• Reading Coaches at all elementary schools
• Professional Development
Leadership Teams utilize standardized test results to analyze overall effectiveness of the school. Each school develops a Continuous Improvement Plan based on student data.
4. How are staff members across the system and its schools trained to understand and use data to impact teaching and learning in the classroom?
At the annual summer administrative retreat, the district assessment coordinators conduct an orientation session on how to interpret and analyze data received on all assessments. Using information obtained at the annual accountability meeting, the assessment coordinators provide an overview of Alabama’s accountability system to familiarize participants with the vocabulary and requirements of the state accountability system. Topics of discussion include Adequate Yearly Progress goals (participation rate, proficiency rate, additional academic indicators) and disaggregation of data. Instruction includes modeling on how to interpret longitudinal data. Examples of reports, graphs, and charts from previous years are provided for principals to use when training teachers on how to analyze data for the current school year. The principals go through the process of how to use these results to write the Continuous Improvement Plan.
The central office staff train principals, assistant principals, counselors, reading coaches, department chairs, and other teacher leaders to interpret and analyze test results. Conducting data meetings and walkthroughs, modeling professional conversations, preparing item analyses, and providing feedback to teachers are included in professional development sessions. The central office provided training to all elementary and middle schools from STI math coaches on how to interpret standardized test and how to identify gaps in the curriculum. They reviewed data from the last 3 years. Keeping in mind that the ultimate goal is continuous improvement, the central office staff assists schools in developing an action plan based on the identified areas of need.
Overall Assessment
Highly Functional: The school system use a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results, including multiple measures of individual student achievement that assess higher order thinking skills and are of adequate technical quality. The assessment system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, design and improve instructional strategies and practices, and determine interventions to improve and enhance student performance. The assessment system yields timely and accurate information that is meaningful and useful to system/school leaders, teachers, and other stakeholders in understanding student performance, system and school effectiveness, and the results of improvement efforts for individual students and groups and subgroups of students.
Standard 5
Resource & Support Systems
STANDARD: The system has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.
Impact Statement: A system is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, meets special needs, and complies with applicable regulations. The system employs and allocates staff well-qualified for their assignments. The system provides ongoing learning opportunities for all staff to improve their effectiveness. The system ensures compliance with applicable local, state, and federal regulations.
Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.
Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.
Definitions of Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
| |Not Evident |Emerging |Operation|Highly | |
|INDICATO| | |al |Functiona| |
|RS | | | |l | |
| | | | | | |
| | | | | | |
| | | | | | |
|In | | | | | |
|fulfillm| | | | | |
|ent of | | | | | |
|this | | | | | |
|standard| | | | | |
|, the | | | | | |
|system: | | | | | |
|5.1 |Establishes and implements processes to recruit, employ, retain, and mentor qualified| | | |X |
| |professional and support staff to fulfill assigned roles and responsibilities | | | | |
|5.2 |Establishes and implements a process to assign professional and support staff based | | |X | |
| |on system needs and staff qualifications as may be required by federal and state law | | | | |
| |and regulations (i.e., professional preparation, ability, knowledge, and experience) | | | | |
|5.3 |Establishes and implements a process to design, evaluate, and improve professional | | |X | |
| |development and ensures participation by all faculty and staff | | | | |
|5.4 |Ensures that staff are sufficient in number to meet the vision and purpose of the | | |X | |
| |school system and to meet federal and state law and regulations, if applicable | | | | |
| |Financial Resources | | | | |
|5.5 |Engages in long-range budgetary planning and annually budgets sufficient resources to| | |X | |
| |support its educational programs and to implement its plans for improvement | | | | |
|5.6 |Ensures that all financial transactions are safeguarded through proper budgetary | | | |X |
| |procedures and audited accounting measures | | | | |
| |Physical Resources | | | | |
|5.7 |Maintains sites, facilities, services, and equipment to provide a safe, orderly, and | | |X | |
| |healthy environment | | | | |
|5.8 |Establishes and implements written security and crisis management plans with | | |X | |
| |appropriate training for stakeholders | | | | |
|5.9 |Implements processes and plans for maintaining and improving sites, facilities, and | | |X | |
| |equipment | | | | |
|5.10 |Provides technology infrastructure and equipment that is up-to-date and sufficient to| | |X | |
| |accomplish the system’s goals | | | | |
| |Support Systems | | | | |
|5.11 |Provides and coordinates support services that meet the health, counseling, | | |X | |
| |nutrition, safety, co-curricular, transportation, and special learning needs of all | | | | |
| |students | | | | |
|5.12 |Provides student support services coordinated with the school, home, and community | | |X | |
Focus Questions
1. What is the school system’s process for recruitment, induction, placement, development,
evaluation and retention of qualified professional and support staff across the system and
its schools?
The Tuscaloosa County School System is committed to providing students with qualified teachers and effective school leaders. Central Office staff and school administrators work together to make every effort to employ and retain the most qualified personnel available for each position. The Human Resources Department maintains current policies for hiring and recruiting all staff positions in Tuscaloosa County. All vacancies are posted on the Tuscaloosa County School system website and the State Department of Education (Teach in Alabama) website.
Recruitment
• TCSS attends recruitment days at local colleges such as UA Red Day at the University of Alabama, the University of West Alabama, the University of Montevallo, Alabama A & M University, the University of Alabama in Huntsville, the University of Alabama in Birmingham, Athens College, the University of North Alabama, Stillman College, Auburn University, and Alabama State University
• TCSS partners with multiple universities for student internships
• Utilizes Teach in Alabama website to provide direct communication and expanded information
• The Tuscaloosa County School System web site is maintained and updated
Induction
• TCSS provides New Employees Orientation
• TCSS provides New Teachers’ Training for new-to-the system teachers and new-to-teaching teachers
• Teacher mentors are provided by local schools
• Directors of Elementary and Secondary Instruction and Special Education work with new personnel as issues arise, offer support, and provide resources and materials
• ARI Training/AMSTI Training
• Instructional Walkthroughs
Placement
The Tuscaloosa County School System implements procedures to ensure staff members are sufficient in number to meet the vision and purpose of the system and to meet applicable federal and state laws and regulations through the following procedures:
• Reviews state allocations, student population in the schools, projected growth in each school, stated needs, qualifications of staff members, class-size caps, certification of personnel, intent forms submitted by staff, Personnel and Course Code Manual, the Alabama Administrative Code for special education case manager requirements and any other special situations that may arise at local schools
• Identifies Foundation Program Units earned based on the number of students enrolled during the previous year’s Average Daily Membership
• Identifies growth units provided by the state department
• The Superintendent, the Deputy Superintendent, the Senior Director of Human Resources, and the Chief School Financial Officer work with principals and directors to estimate staffing at each of our schools
• The Human Resources Department reviews all certifications and qualifications
• The Human Resources Department places all intended/selected candidates on the board agenda for approval of all new hires
• The Senior Director of Human Resources assists newly appointed building principals in the interview and selection process
• Background checks are conducted on all new hires
• Central office administrators and building principals are selected by the leadership team of the school district
Development
• Provides high-quality professional development opportunities, based on standards as outlined by the Alabama State Department of Education and the district vision, mission, and beliefs
• Provides Continuous Improvement Plans at each school to identify specific local school needs in professional development
• Provides evaluation instruments for input and direction on areas of need
• Utilizes STI PD to post Tuscaloosa County professional development opportunities and state department opportunities
• Certified staff that show leadership qualities are encouraged to pursue administrative certification at one of the regional accredited universities
• Individuals holding an administrative certification are given the opportunity to participate in the Aspiring Administrators’ Academy
In addition the following departments also offer learning opportunities for support personnel to enhance their employees’ skills:
• Transportation Department: annual bus CDL training (recertification)
• CNP Department: updates training for all lunch room managers monthly
• CNP Department: annual updates training for all workers in sanitation and production management
• Technology Department : training at technology conferences
• Nursing Department: as required by the Alabama State Board of Nursing
• Special Education Department: Alabama Administrative Code training; SETS training (SPE computer data program); para-educator training
• Finance Department: Alabama Association of School Business Officials (AASBO) Certificate Program, Payroll/Personnel Certificate Program, and Local School Financial Management Certificate Program
• Local School Bookkeepers: monthly training by the Finance Department staff
Evaluation
• Utilizes EDUCATEAlabama to provide observation in five contents: knowledge, teaching and learning, literacy, diversity and professionalism
• Conducts formal and informal observations throughout the school year
• Non-tenured certified personnel participate in a full evaluation process for three years
• Tenured certified personnel participate in the evaluation process every three years
• All certified personnel participate in professional development based on their individual Professional Development Plans (PDP) or Professional Learning Plan (PLP) every year
• Classified personnel participate in an observation evaluation which includes, but is not limited to, attendance, punctuality, initiative, cooperation, flexibility, confidentiality, perseverance, job judgment, skills, quality of work, productivity, safety, public relations, conduct, physical condition, use of work time, and the ability to accept constructive criticism.
Retention
The Tuscaloosa County School System strives to retain personnel through the following methods:
• Professional development opportunities
• National Board for Professional Teaching Standards training support for teachers
• Instructional staff members that work with all teachers to improve the quality of instruction, reduce the perception of teacher isolation, and support teacher needs
• Mentoring program at the local schools
• New Employee Orientation, training, and support
• Provides an opportunity for input from all employees
o Superintendents Advisory Council (SAC) : a 44 member committee made up of certified employees from all schools, parents, and central office staff
o Classified Employees Advisory Council (CLAC): a 30 member committee of non-certified employees and central office staff
o Principals’ Advisory Council (PAC): a committee at each local school
o Elementary Principals: the superintendent and central office staff meet with elementary principals monthly
o Secondary Principals: the superintendent and central office staff meet with secondary principals monthly
o Administrative Retreat: two days of training for all principals, assistant principals, and central office staff which provides an opportunity for input to the school district leadership
o Surveys: conducted at least annually
The Tuscaloosa County School System, an equal opportunity employer, endeavors to retain quality certified and support personnel. The school system promotes a positive employment environment and has adopted a policy prohibiting any and all forms of harassment based on race, color, sex, national origin, disability, age and religion. Sexual Harassment training is also provided at the district and local school level.
2. How does the leadership ensure that the allocation of financial resources is supportive
of the system’s vision, programs, services, and its plans for continuous improvement?
The leadership of the Tuscaloosa County School System ensures that the allocation of all financial resources support the vision, mission, and beliefs of the district through fiscal accountability reviews, continuous input from stakeholders, and monitoring of budgets and programs. The system has procedures to clearly establish and communicate short and long-term goals and link financial resources to those goals in support of continuous improvement. The overall focus of expenditures is on student learning, and all expenditures are evaluated to insure they support this objective. Each school receives money based on student population and needs. Each school also has a local budget committee that votes on the local PD, instructional support, technology, and common purchases budgets when funds are available. The Examiners of Public Accounts ensure each school is following proper procedures and laws according to the guidelines.
The annual operating budget process for the next fiscal year begins shortly after the current fiscal year has begun. The Superintendent and Chief School Financial Officer stay abreast of state budget plans well before the legislative session begins and communicate continuously with the board of education, administrative staff, principals, and others through email, SAC, PAC, CLAC, principals meetings, and other correspondence. Input from members of the board of education, parents, administrators, teachers, and support staff is requested and used to develop the budget. Since the majority of the district’s funding comes from state revenues, the district must have an approved state budget before the district budgeting process can be finalized. Estimates of local revenues, allocations of state and federal revenues, along with input previously received is used to develop the upcoming year’s budget. The budget is developed around the educational needs of the students using the mission, vision, and beliefs as core values. We believe the annual school budget is a financial representation of our school district’s educational programs. The budgeting process includes a review of the previous year’s progress in educational areas to determine areas in need of improvement. An attempt is made annually to insure we fund programs that are working and improving the quality of education for our students.
We are required by Alabama Code Section 16-13-140 to hold two public budget hearings to share our plans with the public and seek input from the public concerning the proposed budget and the allocation of resources. Each hearing is held during a scheduled board meeting in a place and at a time convenient for the general public to attend.
Monthly, the Chief School Financial Officer provides several financial reports to the board of education members and makes an oral report to the public and the board on highlights from the reports. These reports include a comparison of current month expenditures to the same period in the prior year, current year year-to-date expenditures as compared to the prior year year-to-date numbers, budget to actual comparison, a monthly check register, each for all major funds. These reports demonstrate accountability to the public and are intended to make financial reports transparent so all can ensure our financial resources are supporting the educational programs of our students. Additionally, the monthly check register, a set of monthly financial statements for each month, the annual budget, and the Annual Audit Statement are required to be posted on the school system web site.
Federal funds are coordinated through eGap at the ALSDE to ensure coordination of all federally funded programs to ensure that funds are used to support continuous improvement goals, and to maximize the use of all the funds. Special Education IDEA VIB, Special Education ARRA, Title I, Title II, and Title IV are sources of federal funds. Allocation of these funds is based on needs assessment determined by collected data.
Local school accounts are monitored by the building principal with the established checks and balances of a required purchase order before items are purchased. An annual audit by the Examiners of Public Accounts is conducted annually and the results are posted on the Examiners web site. Individual schools develop budgets for state appropriated money by selecting a budget committee, receiving input from the entire faculty and staff, presenting the budget to the entire faculty and staff and voting for the acceptance or denial of the budget proposed. Each of these areas ensures that the allocation of financial resources supports the systems goal of continuous improvement.
3. How does the school system ensure, support, and monitor the provision of resource and support services that meet the needs of all students?
The Tuscaloosa County School System provides a multitude of services for children in the areas of health, counseling, nutrition, safety, co-curricular, transportation, and special learning needs. These services are available on an as-needed or continuing basis to all students and are coordinated with the academic program to guarantee maximum instructional time.
To provide students with the knowledge and skills base to become contributing members of a global society, the Tuscaloosa County School System promotes the development of decision-making skills through a variety of alternative opportunities which include:
• Problem Solving Teams: each local school has a collaborative team(s) to serve at-risk students. This team is designed to meet the diverse needs of general education students who are at risk of school failure, dropping out, or have chronic academic and/or behavior challenges. This school-based team creates an individualized student plan for each at risk student.
• Response to Instruction Plan: Tuscaloosa County School System has developed an RTI plan to ensure that general education students experiencing academic difficulties are given appropriate intervention. Students receive Tier 1, Tier 2, and Tier 3 instruction in academic areas before a referral is made to Special Education (SPE).
• 504 Services: services are provided to any student requiring accommodation through a 504 plan. Each local school has established a 504 committee to review referral, eligibility and plan writing. Tuscaloosa County School System adheres to all federal and state regulations regarding 504.
• Special Education Services: offered to all Tuscaloosa County students ages 3-21 who have severe physical, mental, or emotional needs and meet the ALSDE criteria to receive special education and related services. Services include but are not limited to: preschool classes, inclusion classes, resource classes, self-contained classes, separate school placement, alternative class placement, homebound placement. Placement is determined by a student’s Individual Education Program (IEP). Related services are provided in all areas of need including but not limited to speech, occupational therapy, physical therapy, counseling, and nursing services. Tuscaloosa County School System adheres to all federal and state regulations regarding special education.
• Brewer Porch Children’s Center Programs: Day treatment and Adolescent Program. These programs are for students with severe needs in the areas of emotional and behavioral concerns. Services include academic instruction, group and individual therapy, counseling, medical (psychiatric) services.
• Brewer Porch Children’s Center’s Autism Programs: these programs are for preschool and elementary school age students with autism. Self-contained classes are offered (three preschool and one school age). Mental Health workers trained in Autism are also contracted to work in the Tuscaloosa County Schools with autistic students.
• Crossing Points Program: a program designed for SPE students with severe cognitive delays in conjunction with the University of Alabama which provides these students with transition services and on-the-job training.
• R.I.S.E: a separate preschool facility serving both typical and special needs students. Tuscaloosa County School System contracts services with the University of Alabama for placement.
• Gifted Education Services: Tuscaloosa County School System complies with all federal and state regulations regarding referral, consent, evaluation, eligibility determination, placement, service delivery options, gifted education plan, and procedural safeguards. The learning needs of high-end students are also met through the general education program through clustering and differentiation.
Services provided are as follows:
Grades K-2 Consulting Services
Grades 3-5 Center-based (5 hours weekly)
Grades 6-8 Seminar (5 hours weekly)
Grades 9-12 Services provided in advanced and AP courses
• Parental Support: parental participation is encouraged in the school system through various methods. Each school leadership team has a parent as a member. Parent-teachers organizations (PTO/PTA) are utilized in a variety of ways at local schools. Open houses and parent-teacher conference days, providing websites, corresponding via email, publishing newsletters, hosting athletic and academic events, sending home progress reports and report cards are other ways parent are actively involved.
• Guidance and Counseling: All Tuscaloosa County schools are staffed with at least one certified school guidance counselor. School counselors work to provide all students with the skills necessary to achieve academic, career, personal, and social success. These counselors provide a multitude of services including classroom guidance, small group and individual counseling. Classroom guidance involves structured developmental experiences presented systematically through classroom and group activities for all students. These activities include but are not limited to communication skills, peer relations, conflict resolution, career awareness, goal setting, and substance abuse awareness. Small group and individual counseling is offered to students in need of additional support for issues related, but not limited to academic concerns, grief, substance abuse, divorce recovery and stress. Tuscaloosa County school counselors also provide services designed to support and enhance the academic mission of each school. School counselors serve as building test coordinators and members of various committees. Their responsibilities include but are not limited to data analysis and interpretation, scheduling, community outreach, and staff development.
• Early Warning Truancy Prevention Program (EWTPP): This is a program that operates collaboratively between the Tuscaloosa County School System and the Tuscaloosa County Juvenile Court System. The purpose of this program is to involve students and parents in a collaborative effort to deter truancy and to promote/enhance Average Daily Attendance (ADA). The EWTPP requires that a weekly report be submitted to the attendance office for all students between the ages of 7 and 16 having unexcused absences. It further recommends that the parents/guardians be notified of their child’s third unexcused absence. Upon the occurrence of a fifth unexcused absence, the parents/guardians and student are required to attend an EWTPP conference at the Juvenile Court. At the conference, the parents/guardians and the student are informed of the State’s compulsory attendance, laws, court procedures, and consequences of further unexcused absences.
• Child Nutrition Program: The Child Nutrition Program offers students well-balanced meals that are based on the current food pyramid and are consistent with state and federal guidelines. Tuscaloosa County schools also have a wellness program to ensure that students are provided with a healthier environment. Parents may apply for free meals or at a reduced price by completing a form received at school or they may print one from the district website. All students are provided a meal application at the beginning of each school year.
• Safety: To ensure a secure environment, the Tuscaloosa County School System places a high priority on the safety of students and employees. Each school has a safety plan, which follows ALSDE guidelines. The plans outline specific procedures to follow in the event of fire, severe weather, intruders, and bomb threats. These plans are reviewed annually and updated by local school personnel and other appropriate Tuscaloosa County personnel. Fire drills, severe weather drills, and/or lockdown drills are practiced and documented each month. Evacuation maps are posted at each school and at the Central Office. All schools have signs posted directing visitors to the main office. School resource officers are available to all schools. Surveillance cameras are located on school buses. School bus evacuations are conducted and documented. All schools have a traffic flow system designed to separate bused students from those riding in automobiles. Schools provide monitors at the automobile loading area and bus loading areas. An anti-harassment policy has been adopted by the Tuscaloosa County Board of Education. Staff and students are trained in internet safety. A policy for mesh/clear book bags has also been adopted by the board.
• Student Services: Services are provided to homeless students through the McKinney-Vinto Act.
• Transportation: Available to and from school for each student. Special transportation is provided for any student requiring accommodations through his/her Individual Education Plan.
• After School Programs: Include but are not limited to: Extended Day Services, Credit Recovery; Tuscaloosa’s One Place programs , 21st Century Learning Center programs, and At Risk programs.
• Summer Programs: Various summer programs are conducted throughout the county to maintain and/or enhance student learning. These include but are not limited to: ESY services for students who are significantly cognitively delayed, summer camp programs at the elementary school level, Project HELP;
Jump Start for students entering kindergarten, 8th Grade Intervention, and Credit Recovery.
• Maintenance: The Tuscaloosa County School System consists of plumbers, painters, electricians, carpenters, and maintenance technicians. Each campus has a fulltime custodial staff.
• Nursing Services: Nursing services are provided at local schools. This department works with Student Services and Special Education to ensure that student health care plans, medication needs, individual student health needs, and other issues are met. All employed nurses meet state licensure requirements.
• Technology: The school system utilizes software Technology, Inc. (STI) as its student information management software. This software enable teachers, school administrators, counselors, and district-level program directors to identify student progress, demographics, and enrollment shifts. In addition, the SETSWEB program, another STI software program, is used by special education teachers to document and track the progress of special education students.
All access to student management software is password protected, and system employees are prohibited from transferring data to unauthorized parties. STI Home is a software program to inform parents of homework assignments and other classroom information. A system wide notification system School Messenger is currently being put in place to notify parents of school closings, emergencies, attendance, and other information. All principals and central office staff have AT&T Mobile Communication devices for emergency communication.
• ESL Services: The Tuscaloosa County School System’s English as a Second Language (ESL) Program provides services that enable limited English proficient (LEP) students to become competent in comprehension, speaking, listening, reading and writing the English language. The ESL Program emphasizes mastery of English language skills and content area concepts so that students are able to participate effectively in the academic programs of the school system.
Monitoring of these services takes place through attendance reports, progress monitoring, data collection, parent, student and staff surveys, progress reports, state monitoring, and walkthroughs.
Overall Assessment
Operational: The school system has human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The system employs and allocates staff members who are well qualified for their assignments. The system provides ongoing learning opportunities for all staff to improve their effectiveness, including both professional and support staff. The system ensures compliance with applicable local, state, and federal regulations.
Standard 6
Stakeholder Communications & Relationships
STANDARD: The system fosters effective communications and relationships with and among its stakeholders.
Impact Statement: A system is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. System and school personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.
Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.
Definitions of Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
| |Not Evident |Emerging |Operation|Highly | |
|INDICA| | |al |Functiona| |
|TORS | | | |l | |
| | | | | | |
| | | | | | |
| | | | | | |
|In | | | | | |
|fulfil| | | | | |
|lment | | | | | |
|of | | | | | |
|this | | | | | |
|standa| | | | | |
|rd, | | | | | |
|the | | | | | |
|system| | | | | |
|: | | | | | |
|6.2 |Uses system-wide strategies to listen to and communicate with stakeholders | | |X | |
|6.3 |Solicits the knowledge and skills of stakeholders to enhance the work of the system | | |X | |
|6.4 |Communicates the expectations for student learning and goals for improvement to all | | |X | |
| |stakeholders | | | | |
|6.5 |Provides information that is meaningful and useful to stakeholders | | |X | |
Focus Questions
1. How does the school system’s leadership ensure that the system and its schools are responsive to community expectations and stakeholder satisfaction?
The Tuscaloosa County School System consistently works within the framework of the Board of Education to guarantee that the system and its schools are responsive to community expectations and stakeholder satisfaction.
Information is released to the community regarding test scores, Adopt-a-School involvement, changes in policies, and all other issues related to the system and its schools. The system also holds open Board meetings in which members of the community and media are able to listen to and voice their questions and/or concerns.
The system’s involvement includes, but is not limited to, partnerships with Adopt-a-School, the Chamber of Commerce of West Alabama, Bradford Health Services, Tuscaloosa’s One Place, Child Abuse Prevention Services, Big Brothers-Big Sisters, The University of Alabama’s Alabama Action, ACER, Project Beth-El, the Parent Leadership Academy, and many others.
The system has also responded to the concerns of the community by implementing Resource Officers in the schools, metal detectors, and curriculum on school safety and bullying.
2. What avenues are used to communicate information to stakeholders about the effectiveness of the school system and its schools, including the sharing of student performance results?
The school system uses various avenues to communicate with stakeholders about the effectiveness of the system and its schools. A strong relationship exists between the system and the local media. Press releases are sent to the media regarding AYP status, personnel changes, modifications in or creation of new policies, special events, awards, and other pertinent issues. In order for the community to have access to them for an extended period of time, press releases are also posted on the system website.
Individual schools send newsletters to parents informing them of issues and events. The system also distributes a system-wide newsletter that is posted on the TCSS website.
The superintendent delivers the “State of the Schools Address” to community leaders each year. This presentation includes essential information regarding the school system and its relationship to the community.
School Messenger, a parent notification system, was implemented in the spring of 2010. The system alerts stakeholders regarding new issues and weather alerts. Community members have the option of receiving these alerts.
In addition to these various avenues of communication, the superintendent and the Director of Community Relations and Community Education speak to civic, religious, and community groups throughout Tuscaloosa County and the state regarding issues related to the school system.
Overall Assessment
Operational: The school system has the understanding, commitment, and support of stakeholders. System and school personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate good participation by some stakeholder groups.
Standard 7
Commitment to Continuous Improvement
STANDARD: The system establishes, implements, and monitors a continuous process of improvement that focuses on student performance.
Impact Statement: A system is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the system with the expectations for student learning. Improvement efforts are sustained and the system and its schools demonstrate progress in improving student performance. New improvement efforts are informed by the results of earlier efforts through analysis of student performance, system effectiveness, and assessment of the improvement process.
Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.
Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.
Definitions of Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
| |Not Evident |Emergi|Operatio|Highly | |
|INDICAT| |ng |nal |Function| |
|ORS | | | |al | |
| | | | | | |
| | | | | | |
|In | | | | | |
|fulfill| | | | | |
|ment of| | | | | |
|this | | | | | |
|standar| | | | | |
|d, the | | | | | |
|system:| | | | | |
|7.2 |Engages stakeholders in the processes of continuous improvement | | |X | |
|7.3 |Ensures that each school’s plan for continuous improvement is aligned with the system’s vision | | |X | |
| |and expectations for student learning | | | | |
|7.4 |Ensures that each school’s plan for continuous improvement includes a focus on increasing | | | |X |
| |learning for all students and closing gaps between current and expected student performance | | | | |
| |levels | | | | |
|7.5 |Provides research-based professional development for system and school personnel to help them | | |X | |
| |achieve improvement goals | | | | |
|7.6 |Monitors and communicates the results of improvement efforts to stakeholders | | |X | |
|7.7 |Evaluates and documents the effectiveness and impact of its continuous process of improvement | | |X | |
|7.8 |Allocates and protects time for planning and engaging in continuous improvement efforts | | |X | |
| |system-wide | | | | |
|7.9 |Provides direction and assistance to its schools and operational units to support their | | |X | |
| |continuous improvement efforts | | | | |
Focus Questions
1. Describe the process for continuous improvement used by the school system and its schools
and the impact of the process on student learning and system effectiveness.
In Tuscaloosa County, Continuous Improvement Plans (CIPs) are created at both the district and school levels and are developed from the analysis of information gathered from a variety of sources. Aligned to the school system’s vision and mission statements, all CIPs are developed through a collaborative and ongoing process of self analysis that seeks to improve student achievement in all areas, enabling students to graduate from high school prepared to either enter the work force or to begin post secondary studies. At the district level, the system plan is developed based on the trends found within the school plans and from district longitudinal data analyses. At the school level, the factors closely studied which enable the development of specific goals include, but are not limited to, the following:
• Students’ standardized test scores (ARMT, AHSGE, EXPLORE, PLAN, ADAW,
• DIBELS, ACCESS, AAA) with specific focus on reading and mathematics skills
• Student demographic information including attendance patterns, discipline issues (numbers of students with disciplinary referrals, numbers of referrals, etc., to discern behavioral patterns), grades, free and/or reduced lunch status, special education student needs, parental involvement, language proficiency levels as well as other factors that directly affect the school culture
• HQT status of teachers, their preparedness in their specific fields, instructional strategies utilized
• Surveys completed by school stakeholders, including students, parents, teachers, and community members determine stakeholder perceptions about each school.
Utilizing this information, each school, which is develops a leadership team comprised of administrators, teachers, parents and students, are working to develop a viable plan that fits the specific needs of the school. Plans include school-specific student achievement goals which contain measurable outcomes that are assessed periodically throughout the school year. Each school conducts reviews of the progress of the plan through close monitoring of demographic data by leadership teams, which is then reported to the faculty, who meet monthly either by grade level or departments to determine and document student benchmarks. Classroom walk-throughs are also conducted by both Central Office staff and school administrators to ensure that non-negotiable practices are evident in the classroom. In addition, teacher professional development plans directly related to each school’s specific goals are an integral part of the process.
In addition to working within a specific school, teachers and administrators meet with their counterparts of cluster or same-zone schools to address common strengths and areas of concern and to develop avenues for vertical teaming strategies with assistance from district personnel. Process monitoring meetings and CIP Reflection Surveys aid in revising the plans as needed.
The impact of the continuous improvement process on student learning and system effectiveness is evidenced through the following:
• the development of system-wide teams to aid in the development in common curricula, kindergarten through graduation
• the development of system-wide teams to aid in the development of common assessments
• the development of teams to lead collaboratively at the system level and local schools
• the movement of student data in all subgroups
2. What process is used to ensure that the improvement goals reflect student learning needs
and are aligned with the vision and purpose of the school system and its schools?
Collaboratively developed by Tuscaloosa County parents, teachers and staff members and aligned with the Alabama State Department of Education’s high standards, the system’s vision, mission, and belief statements assert the conviction that all students of the Tuscaloosa County School System can learn, grow and achieve in a safe environment.
Supporting this vision and mission is the stated beliefs in:
Learning:
Learning must take place at home, in school, and in the community.
All individuals should be treated with respect and dignity.
Growing:
Professional learning communities promote high expectations that lead to improved performance.
Learning environments thrive on collaborative and cooperative relationships.
Achieving:
Teaching all students to learn through rigorous, relevant curriculum is essential.
Stakeholder involvement enhances student achievement.
This vision communicated by the Tuscaloosa County School System is aligned with the expectations of continuous improvement plans by focusing all beliefs on the engagement of stakeholders in the process of student learning. In order to ensure that improvement goals reflect student learning needs and are aligned with the system’s vision, schools utilize all available data for analysis in the development of continuous improvement plans that directly and positively affect student learning. In order to reach annual measurable goals (AMOs) in all areas, schools determine the needs of each student and then work to improve student skills.
3. What process is used to ensure that system and school personnel are provided professional
development and technical assistance to implement interventions and achieve improvement
goals?
Extensive professional development is available in the Tuscaloosa County School System. System leadership seeks the most effective research-based professional learning opportunities for its administrators and teachers, and collaboration and leadership are integral to all planned professional development activities. System administrators review the CIP Reflections and surveys from administrators in planning effective professional development.
New Teachers’ Training: New teacher professional development sessions are conducted regularly by Central Office staff members who work to ensure that new teachers are well-oriented to Alabama State Department of Education policies, the Code of Alabama as it relates to education, system policies and procedures, and instruction. Some of the topics included in the new teacher sessions are listed below:
• Alabama Course of Study Standards
• Classroom Management and Behavior Strategies
• Instructional Strategies/Best Practices
• Guidance and Testing
• Special Education/Inclusion
• Technology in Teaching and Usage Policies
• Teacher Leadership
In addition, each semester and during the summer, specific days are designated for professional development activities that are conducted both at the school and system levels. Workshops that provide ongoing training are embedded in the school day throughout the year. The University of Alabama and University of West Alabama In-service Center also provides assistance to schools in their professional development planning. Some of the sessions include the following topics:
• Differentiated Instruction
• STI Math Assessments
• Interpreting Math Data
• Understanding Test Results
• ARI Training for Reading Coaches
• Administrative Training
• Mega Conference
Local schools also plan professional development to address other goals that are specific to individual schools Continuous Improvement Plans and professional development plans. Teachers and administrators learn through practice to utilize data through participation in data meetings departmentally and at grade levels. A few examples of professional development at the local school level include:
• Differentiated Instruction
• Response to Instruction
• Technology In Motion
• Book Studies
• ARI Training
• Interpreting Data
• Curriculum Mapping
• Math Instructional Strategies
Professional Learning Communities are being developed at local schools for embedded training. In the elementary schools reading coaches assist in the implementation of Alabama Reading Initiative strategies. Consultants also provide training for both administrators and teachers in the use and development of formative assessments in math. At the secondary level, book studies and activities such as One School, One Book program, and Strategic Teaching, are implemented to support school action plans for improving student reading. Additionally, the secondary schools have received training in implementation of STI Assessment.
Master teachers in schools also work collaboratively and share their expertise with their colleagues in providing valuable in-service opportunities that support CIPs as well. Monitoring of the effectiveness of professional development is accomplished through the following:
• Monthly agendas
• Sign in sheets
• Facilitator
• Surveys
• Walkthrough observations
• Data analysis
In addition, Central Office administrators collaboratively work with school administrators to provide assistance to struggling teachers through clinical observations and intense remediation to ensure that they improve their craft.
4. How does the leadership ensure that the improvement plan is implemented, monitored,
achieved, and communicated to stakeholders?
Leadership at the district level assists in the development and implementation of continuous improvement plans by providing meeting times for cluster schools to use their analysis of data and to discuss commonalities in strengths and weaknesses. It is at that time that many schools request Title II funding assistance for specific professional development opportunities that support their CIPs. Continuous Improvement Plans are uploaded to local school websites and into the state’s electronic management system. District leaders, through the Departments of Curriculum and Instruction and Guidance and Testing, monitor closely each school’s standardized test results and provide support in accurately determining and remediating specific areas of weakness. To ensure that all stakeholders have the opportunity to participate in the process, Central Office staff members provide surveys, utilize the Superintendent’s Advisory Council, Federal Programs Advisory Council, and Classified Advisory Council, the media, email, and newsletters to communicate progress of our schools. The annual State of the Schools Report prepared by the Superintendent communicates to all community stakeholders all programs and progress of the schools of the Tuscaloosa County School System. All stakeholders are well informed in a detailed and succinct way.
Central Office personnel provide leadership in training system administrators and teachers how to conduct data meetings effectively, to use data to improve instruction, and to self-monitor. System leadership continuously provides ALSDE updates to school administrators who communicate the information to the school community and its stakeholders. Communication from the Central Office is key to the success of each school.
In the community, local schools communicate student performance and system effectiveness to various stakeholder groups. This communication comes in the form of newsletters, websites, public discussions, Board of Education meetings, student progress reports, school messenger, and parent conferences. Standard report cards are sent home each nine weeks and most schools send midterm progress reports to parents each grading period. Parent-teacher conferences are also built into the yearly calendar. Each school has a parent-teacher-student organization to encourage stakeholder involvement and participation. Teachers use face-to-face conferences, newsletters, notes, email, and phone calls to keep parents informed and STI Home as a means to keep in close contact with parents.
The open door policy established by the District personnel clearly promotes open discussion and collaboration among schools. District leadership also encourages the promotion of self-reflection and continuous improvement among all administrators and teachers who work with students.
Overall Assessment
Operational: The school system implements a collaborative and ongoing process for improvement that aligns most functions of the system and its schools with the expectations for student learning. Improvement efforts are sustained and the system demonstrates progress in improving student performance, system and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.
Quality Assurance Methods
1. What process does the district use to monitor and document improvement?
The commitment of the Tuscaloosa County School System to support sustainable, continuous improvement is evidenced through the Board of Education’s involvement in The Lighthouse Project, a school board instructional initiative. As one of nine school systems in the state to participate, school board members have committed to a two-year study of student achievement. Board members, the District Leadership Team, comprised of teachers, administrators, and community members, are working collaboratively on the project, which focuses on seven areas that are necessary for student achievement.
a. Shared Leadership
b. Continuous Improvement and Decision Making
c. Ability to Create and Sustain Initiatives
d. Supportive Workplace for Staff
e. Professional Development
f. Support for School Sites through Data and Information
g. Community Involvement
The system’s capacity to implement educational improvement is enhanced through this study as board members commit to focus on student learning, high expectations, dynamic leadership, accountability, and shared decision making. The commitment to student achievement is also found in the following processes used by the district to monitor and document improvement:
• Continuous Improvement Plans (CIP)
• CIP Reviews
• District Improvement Plan
• System Title I Plan
• ARI Regional Staff Partnerships
• AMSTI Regional Staff Partnerships
• Federal Programs’ Evaluation
• System Professional Development Plan
• ESL Plan
• System Parental Involvement Plan
In addition to these processes, the system will use the results of the District Accreditation study and The Lighthouse Project to complete an updated Long Range Strategic Plan.
2. How does the district provide meaningful feedback and support to its schools and across the district?
The Tuscaloosa County School System provides meaningful feedback across the district through the following methods:
• Media releases
• School Board presentations
• Website
• Newsletters
• Professional Development Evaluations
• Board meetings and work sessions
• PTA/PTO meetings
• Budget Hearings
Support for local schools is provided through the following efforts:
• Continuous Improvement Plan reviews
• Walk-through observations
• Professional Development opportunities
• Funding when available
• New Employees’ Orientation
• New Teachers’ Training
• Local audits
• Maintenance
• Technology technicians
• Internet accounts and email for all employees
• Blackberry communication for all administrators and central office staff
• Transportation scheduling for bus routes
• Homeless funds
• Inter-office Mail Service
• ESL Teachers
• Homebound teachers
• Public Relations
• District Leadership Team
• District Problem Solving Team
• District instructional leaders
3. How does the district ensure that the AdvancED standards are met by all the schools and the district as a whole?
The Curriculum and Instruction Department of the Tuscaloosa County School System provided training during the 2009-2010 school year on the AdvancED Standards. The Standards’ Leadership Team met with their respective committees to solicit input regarding adherence to the standards. The committees evaluated each standard and responded to the focus questions. The team leaders compiled this data to create the Standards Assessment Report.
Presentations of the standards were made to the Board of Education, local school administrators, the Superintendent’s Advisory Council (SAC), comprised of teachers and administrators, and the Classified Employees’ Advisory Council (CLAC). Presentations were also made available on the system website for public review and to share with local school faculties and staffs.
Evidence of each AdvancED Standard is housed at the central office and will be available for review during the QAR visit. Additionally, the AdvancED Standards are embedded in the continuous improvement plans and processes. Each school will monitor adherence to the standards at the end of the school year during the last CIP Review. This information will be included in each school’s CIP Reflections and Projections documentation and submitted to the central office for review. The system will also collect evidence yearly to ensure that the standards are met.
4. How does the district regularly collect, use, and communicate results?
The school system regularly collects results through the following methods:
• Surveys
• State standardized testing data from the State Department of Education
• System Guidance and Testing Department
• Stakeholder input (Leadership Tuscaloosa, The Literacy Council of West Alabama, the Parent Leadership Academy, the Chamber of Commerce of West Alabama)
• PTA/PTO meetings
• Professional development evaluations
• UA/UWA In-service Center Needs Assessment
• STI Assessment data
• DIBELS
• Harcourt Reading Program assessment data
• Adopt-a-School Partnerships
• Principals’ meetings
• PAC meetings
• SAC meetings
• CLAC meetings
• Response to Instruction data
• Federal Programs Advisory Council
Results are used for the following purposes:
• Analysis of data
• Informed decision making
• Revision of goals, strategies, and plans
• Plan professional development
• Strategic planning
• Implementation of improvement plans
Results are communicated through the following methods:
• System website
• STI Home
• State Report Cards
• Media releases
• Board of Education work sessions
• PTA/PTO meetings
• Principals’ meetings
• Reading Coaches’ meetings
• Emails
• Newsletters
• Board presentations
Conclusion
The following focus questions reflect the school system’s overall analysis of its internal evaluation of the accreditation standards.
Focus Questions
As you review your responses to the standards, what major trends, themes, or areas of focus emerge that cut across the seven standards?
Several areas of focus emerged through a review of the responses to the standards. As the Standards Teams researched evidence and practices, the following major themes were found:
• The Tuscaloosa County Board of Education continues to maintain that improved classroom instruction is our most important goal. This is evidenced through the Board of Education’s involvement in The Lighthouse Project.
• The review revealed that communication regarding pertinent issues, including data and plans for improvement is found across the system and in the community.
• Community support emerged across the standards through partnerships such as Adopt-a-School, the Parent Leadership Academy, the Alabama Consortium for Educational Renewal, and others.
• Though finances impact student success, the lack of financial resources must not lower expectations for classroom instruction and student achievement.
Based on your review of these cross-cutting themes/trends and each of the seven standards, what would you consider to be your school system’s greatest strengths?
The system’s strengths can be found in the areas of leadership, teacher quality, collaboration among stakeholders, challenging curriculum, and community support and partnerships. Areas of need include financial planning in an environment of proration and reduced funding, continued improvement for student performance in the subgroup special education, implementation of practices for continued progress in reading and mathematics, and continuing the building of partnerships with students, parents, and community for increasing the graduation rate.
One of the strengths of the system is teacher recruitment and support. Sixty percent of certified employees in the Tuscaloosa County School System have earned Masters degrees or higher. Based on the Alabama Quality Teacher Standards, the teacher evaluation system created through EDUCATEAlabama, even in the current revision stage, establishes high expectations for collaboration within schools and across the system, as well as encourages innovation from teachers and administrators. The system also provides National Board for Professional Teaching Standards training support for teachers as well as instructional staff members that work with all teachers to improve the quality of instruction, reduce the perception of teacher isolation, and support teacher needs. In addition, mentor programs at the local schools give new teachers tools and support for successful classroom management and instruction.
The Tuscaloosa County School System implements the Alabama Course of Study as the basis for curriculum for student learning. Curriculum is further enriched and enhanced to enable students to exceed the minimum standard. Advanced placement courses produce high expectations of performance for students pursuing college. Challenging career technical courses, as well as academic classes, also set high expectations for students who are interested in business and industry after high school. Curriculum guides, pacing guides, and progress monitoring assure that the curriculum is implemented to build student success. Additional educational programs and opportunities for enhancing the learning culture offer clearly defined goals for a challenging curriculum, a safe and secure learning environment, and a plan for continued improvement. The system and each school have a Continuous Improvement Plan. The plan defines the needs for the system and each school and provides a framework for addressing performance standards for each grade level while continuing to connect scope and sequence of learning to a student’s successful completion of high school.
Through partnerships with business and industry, community services agencies, institutions of higher learning, and governmental agencies, the system is enhanced with financial support, human resources for contributions in our classrooms, and collegial relationships that provide institutional support for program development and implementation.
What would you consider to be your school system’s greatest challenges?
Despite recent financial challenges as a result of state budget cuts and lack of local support for increased taxes, the Tuscaloosa County Board of Education continues to maintain that improved classroom instruction is our most important goal. Because of state proration and the reduction of funds, financial stability remains an area for intense planning and focus. The leadership of the system will be making difficult decisions to ensure that financial shortfalls have as little effect as possible on the classroom and the system’s focus on preparing students for the 21st century. With proration and a decrease in state revenue, all areas of educational support will be reviewed. These will include facilities, student services, curriculum and instruction, personnel, and general administration. The system continues to seek avenues to maintain enriching programs for all students to ensure a quality classroom environment and teacher quality.
Several schools in the Tuscaloosa County School System have a large population of children with special needs. Despite the inequitable national measurement of student progress, the system’s schools have made progress in working in an inclusive environment to ensure that all children have the same opportunities to learn, and their instruction is within the parameters of grade level standards. In addition, schools have had assistance in implementing intervention strategies for collaborative inclusion teams, using technology for interventions, employing outside consultants to refine best practices, and effectively executing regular progress monitoring to ensure a consistent pattern of improvement.
Through strategies such as the creation of an administrative professional learning community, the system will continue to train school administrators as instructional leaders who will work to assure the implementation of quality best practices in the classroom. The focus will continue to be on reading and mathematics. Student performance will continue to be monitored to assess progress, particularly in the area of special education. Both online and hands-on research-based resources will be monitored and evaluated for efficacy in supporting the curriculum. The leadership teams will continue to implement strategies that support system-wide goals for instructional practices.
The goal for having all seniors graduate from high school does not start when they enter ninth grade. It is a goal that begins from that first day in kindergarten. The system will continue to research paths for meeting the needs of students from the pre-kindergarten program through high school, providing additional academic support as needed. Addressing positive school-to-home relationships will continue to be a strategy in working with students who lack motivation for success. Partnerships within the community afford workforce experiences that provide students with school-to-work relevance. Evaluating the success of current programs and designing new patterns for the path to graduation, such as credit recovery, are strategies for increasing the graduation rate.
How will you use the insights gained from this self-assessment to inform and enhance your quality assurance and continuous improvement efforts?
The district accreditation process has given the faculty and staff of local schools, central office administration, students, parents, and community stakeholders the opportunity for self-reflection and for identification of areas in need of improvement. This review has shown that while finances impact student success through the provision of materials and personnel, the lack of financial resources cannot be allowed to restrict expectations for classroom instruction and student achievement. We must change the way we approach instruction across the system, from the Board of Education and The Lighthouse Project to the teachers in the classroom. Our goal is to motivate our staff and community to identify the global goals for our system and to facilitate strategies to ensure relevance for students, rigor in the curriculum, and relationships among stakeholders.
The relationship between teacher and student has the greatest impact on student success. Therefore, to lead students to individual success and schools to continued improvement, we must continue to employ a quality teacher force, ensure a challenging curriculum, provide engaging activities for learning, assure a safe and secure learning environment, and continue to build capacity for leadership. It takes a village to raise a child, as we know. We cannot do it alone. The Tuscaloosa County School System will continue to value and involve community partners in the educational process and work with parents and community to ensure that we have a system in which all students “Learn, Grow, and Achieve.”
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