Executive Summary and Profile Vision

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

INDICATORS In fulfillment of this standard, the system:		Not Evident	Emerging	Operational	Highly Functional
3.1	Develops, articulates, and coordinates curriculum based on clearly- defined expectations for student learning, including essential knowledge and skills			X
3.2	Establishes expectations and supports student engagement in the learning process, including opportunities for students to explore application of higher order thinking skills and investigate new approaches to applying their learning			X
3.3	Ensures that system-wide curricular and instructional decisions are based on data and research at all levels			X
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 a commitment to equity, and demonstrates an appreciation of diversity			X
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 performance and ensure readiness for future schooling or employment			X
3.8	Supports the implementation of interventions to help students meet expectations for student learning				X
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 media services, and materials needed for effective instruction				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. 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, 10^th 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 21^st 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.