Executive Summary and Profile Vision

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

INDICATORS In fulfillment of this standard, the system:		Not Evident	Emerging	Operational	Highly Functional
6.1	Fosters collaboration with community stakeholders to support student learning				X
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 stakeholders			X
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

INDICATORS In fulfillment of this standard, the system:		Not Evident	Emerging	Operational	Highly Functional
7.1	Engages in a continuous process of improvement that articulates the vision and purpose the system is pursuing (Vision); maintains a rich and current description of students, their performance, system effectiveness, and the community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform future improvement efforts (Results)			X
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 and expectations for student learning			X
7.4	Ensures that each school’s plan for continuous improvement includes a focus on increasing learning for all students and closing gaps between current and expected student performance levels				X
7.5	Provides research-based professional development for system and school personnel to help them achieve improvement goals			X
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 system-wide			X
7.9	Provides direction and assistance to its schools and operational units to support their continuous improvement efforts			X

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.