Executive Summary and Profile Vision

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

INDICATORS In fulfillment of this standard, the system operates under the jurisdiction of a governing authority that:		Not Evident	Emerging	Operational	Highly Functional
2.1	Establishes and communicates policies and procedures that provide for the effective operation of the system				X
2.2	Recognizes and preserves the executive, administrative, and leadership authority of the administrative head of the system				X
2.3	Ensures compliance with applicable local, state, and federal laws, standards, and regulations				X
2.4	Implements policies and procedures that provide for the orientation and training of the governing board				X
2.5	Builds public support, secures sufficient resources, and acts as a steward of the system’s resources			X
2.6	Maintains access to legal counsel to advise or obtain information about legal requirements and obligations				X
2.7	Maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations				X
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 effectiveness			X
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 of the system in meeting organizational and student performance goals			X
2.11	Provides internal and external stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership			X
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 personnel				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, 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

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  Recognition that a need or issue that requires attention
  
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  Discussion with a variety of stakeholders (public comments, administrators, school personnel, board attorney)
  
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  Submission to Policy Review Committee for review and revision
  
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  Recommendation of policy to the Board of Education for first reading and final approval
  
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  Distribution of the policy to Principals to be implemented system wide
  
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  Posting of the new policy of the system website
  

Communication of Policies and Procedures

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  Approved policies are filed in a policy manual in each school and at the central office
  
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  Approved policies are posted on the Tuscaloosa County School System website
  
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  Implementation of policies is discussed and distribution clarified at administrator meetings
  
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  Local school administrators inform their faculty and staff of policy changes
  

Implementation of Policies and Procedures

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  The superintendent recommends proposed policies to the Board of Education
  
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  School administrators share and enforce approved policies with school personnel
  
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  Central office personnel and school administrators receive a copy of the new or revised policy to place in the policy manual
  
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  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

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  DIBELS: Grades K-5
  
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  ARMT: Grades 3-8
  
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  ASA: Grades 5 and 7
  
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  SAT 10: Grades 3-8
  
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  AAA
  
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  ACCESS: English Learners
  
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  AHSGE
  
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  EDUCATE Alabama
  
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  PEPE
  

Data Collection: System Tools

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  Pacing Guides and Curriculum Maps
  
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  Math Quarterly Benchmark Assessments
  
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  Harcourt Reading Assessments
  
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  K-2 Standards Based Report Card
  
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  Local Schools Continuous Improvement Plans
  
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  New Century Assessments
  
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  Think Link Assessments
  
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  Instructional Walkthroughs
  
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  Annual Surveys
  
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  Superintendent’s Advisory Council
  
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  Classified Advisory Council
  
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  Principals’ Advisory Councils
  
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  Federal Programs Advisory Council
  
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  Parent Advisory Committees
  

Analysis of Data

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  Data Meetings
  
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  School Leadership Teams
  
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  Principals’ Meetings
  
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  Walkthroughs
  
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  Continuous Improvement Plans
  
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  Quarterly Benchmark Assessments
  
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  DIBELS
  
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  Harcourt Assessments
  
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  Professional Learning Communities
  

District Decision-Making

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  Response to Instruction
  
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  Problem Solving Teams
  
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  Federal Programs Advisory Council
  
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  Policy Committee
  
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  Lighthouse Project Surveys and Meetings
  
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  Administrative Team Meetings
  
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  Principals’ Meetings
  
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  System Improvement Plan
  
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  SAC
  
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  CLAC
  
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  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.

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  Principals’ Meetings and Professional Development
  
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  Aspiring Administrators’ Academy
  
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  School Leadership Teams
  
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  ARI Literacy Teams
  
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  Superintendent’s Advisory Council
  
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  Classified Advisory Council
  
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  Principals’ Advisory Council
  
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  The Lighthouse Project Surveys
  
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  District Leadership Team
  
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  PEPE Surveys
  
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  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.

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  New Teachers’ Training (topics include: classroom management, special education, English Learners, assessment, technology, and teacher leadership
  
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  New Employees Orientation
  
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  ARI New Hire Training
  
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  Administrators’ Professional Development Plans
  
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  Continuous Improvement Processes
  
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  Literacy Training
  
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  AMSTI Professional Learning Groups
  
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  Principals’ Meetings
  
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  Strategic Teaching Training
  
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  Response to Instruction
  
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  Assessment Training
  
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  Technology Training
  
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  Differentiated Instruction Training
  

Interventions

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  Response to Instruction
  
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  Credit Recovery
  
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  High Hopes funding for AHSGE remediation
  
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  Career Cruising fir 8^th grade students
  
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  Extended School Year for students with special needs
  
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  Title I support
  
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  21^st Century Schools
  
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  Tuscaloosa County School System’s Literacy Framework
  
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  Continuous Improvement Plans
  
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  Advance Placement Classes
  
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  Pacing Guides and Curriculum Maps
  
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  Harcourt Core Reading Program
  
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  Quarterly Benchmark Assessments
  
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  ARI
  
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  AMSTI
  
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  N. Joyce Sellers Educational Foundation
  
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  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