TABLE OF CONTENTS

Mobile County Public School System

District Accreditation

Standards Assessment Report

2012

INTERIM SUPERINTENDENT

Martha Peek

BOARD OF SCHOOL COMMISSIONERS

Dr. Reginald Crenshaw

Dr. Judy Stout

Dr. William Foster

Reverend Levon Manzie

Ken Megginson

Table of Contents


Table of Contents i

Glossary v

AdvancED Steering Committee Members viii

MCPSS Organizational Chart xvi

Part I: MCPSS District Profile

History and Demographics

Central Office Leadership

Part II: Student Characteristics

Student Population

Special Education

Scholarships

Homeless Education

Continuous Improvement Process

Intervention Programs

Evening Options and Diploma Plus

Freshman Academy

Helping Families

Pre-Kindergarten

Academics

Closing the Gap

Strategic Planning Process

Key Objectives Over Next 3 to 5 Years

Strategies and Activities Being

Implemented to Achieve Target Objectives

A Comparison of Academic Progress

Testing and Data Collection

End of Quarter Tests

Other Local Assessments

1

5

19

20

20

22

6

6

7

7

8

8

10

10

11

11

12

13

15

16

17

Mobile County Public School System Standards Assessment Report Page i


Metrics Used by MCPSS

Additional Indicators

Additional Educational Assistance

Major Challenges

MCPSS Accountability

Documentation of Process

Continuous Improvement Focus Areas

Federal and Special Programs

Counseling Initiative

Parental and Community Support

Parental Involvement

Community Support

Mobile Career Technical Education

29

31

32

35

Implementation Plan

Student Count / By School and Ethnicity 38

AYP Four Year Longitudinal Study

Alabama Reading and Mathematics Test 2011

Science Assessment

Alabama High School Graduation Exam

Funding

43

47

53

57

58

23

23

23

24

24

25

27

28

28

Part II: Performance Standards

Standard 1 – Vision and Purpose

Indicators Evidence

Focus Questions

Focus Question 1

Focus Question 2

Focus Question 3

Focus Question 4

Standard 1- Overall Assessment

Standard 2 – Governance and Leadership

Indicators

Indicators Evidence

Focus Questions

Focus Question 1

Focus Question 2

Focus Question 3

Focus Question 4

Standard 2 – Overall Assessment

60

61

63

63

66

68

69

70

70

71

72

76

76

80

82

84

90

Mobile County Public School System Standards Assessment Report Page ii


Standard 3 – Teaching and Learning

Indicators

Indicators Evidence

Focus Questions

Focus Question 1

Focus Question 2

Focus Question 3

Focus Question 4

92

95

95

98

118

129


Standard 4 – Documenting and Using Results

Indicators

Indicators Evidence

Focus Questions

91

91

133

133

134

135

139

Focus Question 1

Focus Question 2

Focus Question 3

Focus Question 4


139

143

146

147

150

Standard 5 – Resources and Support Systems 150

Indicators

Indicators Evidence

Focus Questions

Focus Question 1

Focus Question 2

Focus Question 3

151

152

158

158

164

166


Standard 6 – Stakeholder Communications

and Relationships

Indicators

Indicators Evidence

Focus Questions

Focus Question 1

Focus Question 2


186

186

187

187

190

190

194

201

Standard 7 – Commitment to Continuous Improvement

Indicators

201

202

Indicators Evidence 202

Mobile County Public School System Standards Assessment Report Page iii


Focus Questions

Focus Question 1

Focus Question 2

206

206

216

Focus Question 3

Focus Question 4


221

226

229

Part III: Quality Assurance Methods

Focus Questions

Focus Question 1

Focus Question 2

Focus Question 3

Focus Question 4

230

230

231

234

235

Part IV: Conclusion

Focus Questions

Focus Question 1

Focus Question 2

Focus Question 3

Focus Question 4

239

239

242

245

247

Mobile County Public School System Standards Assessment Report Page iv

Glossary of Terms


AAA

ACOS

AHSGE

ALSDE

AMSTI

AP

Alabama Alternate Assessment

An alternate assessment given to students with IQs of 55 or less

Alabama Course of Study

Alabama High School Graduation Examination

An Alabama State Department of Education mandated- math, science, language, reading, and social studies assessments given to students in grades

10 through 12, requiring passage of all parts for graduation.

Alabama State Department of Education

Alabama State Department of Education, Montgomery, Alabama

Alabama Math, Science and Technology Initiative

An initiative designed to ensure that upon graduation students are proficient in math and technology and knowledgeable in science.

Advanced Placement

College-level coursed offered to high school students through a contract with the

College Board.

ARI

ARMT

Alabama Reading Initiative

A program developed in the State of Alabama which utilizes identified strategies to promote phonics, phonemic awareness, vocabulary, fluency, and comprehension.

Alabama Reading and Math Test

An ALSDE- mandated criterion-referenced assessment for students in grades 5,

7, and 10 to determine knowledge of content in science from the Alabama

Course of Study Standards.

AYP Adequate Yearly Progress

An annual measure of progress based upon measurable objectives for academic indicators.

Mobile County Public School System Standards Assessment Report Page v

CIP

DIBELS

EGAP

ELL

EOP

ESL

I-Now

LEA

MAEF


Continuous Improvement Plan

An ALSDE mandated plan developed by every school which uses a comprehensive needs assessment as a basis for the development of a detailed school improvement plan.

Dynamic Indicators of Basic Early Literacy Skills

An indicator of reading development for students in grades K-4

Electronic Grant Application Program

An online Federal Programs consolidated application that encompasses Special

Education, Career and Technical Education, Safe and Drug Free Education, and

Technology Initiatives. The application allows school systems to submit applications, develop plans, request funding and provide expenditure reports over the Internet.

English Language Learners

Individuals for whom English is not their native language

Evening Options Program

An evening program designed to keep under-credited and over-aged students from dropping out of school through the use of computer assisted instruction.

English as a Second Language

A designation for students lacking proficiency in the English language and the program for providing assistance to meet their needs.

Information Now

The software program utilized throughout the State of Alabama to maintain grades, attendance, discipline, professional development, and other types of data.

Local Education Agency

The Mobile County Public School System

Mobile Area Education Foundation

A publicly funded educational foundation which works with the Mobile County

Public School System to strengthen public education in Mobile County.

Mobile County Public School System Standards Assessment Report Page vi


PDP

PEPE

PST

Professional Development Plan

An annual plan prepared by educators. It contains objectives and activities in three focus areas: improvement of performance in selected competencies and indicators, student achievement, and personal/professional growth.

Professional Educators Personnel Evaluation System

A system of instruments used to evaluate professional educators within the State of Alabama.

Pupil Support Team

A school-based team that identifies and implements intervention strategies to assist students experiencing academic and/or behavioral difficulties.

Phase II

PLAN/EXPLORE

Assessments given in grades 8 and 10 which help students prepare for the ACT and receive an estimated score of ACT preparedness.

SAT-10

MCPSS Alternative Placement Program

A program designed to remove students experiencing serious disciplinary problems from the regular school environment to continue their academic program.

Stanford Achievement Test, Tenth Edition

A norm referenced assessment administered previously administered to students in grades 3-8 to measure proficiency in content areas. The last administration for the Mobile County Public School System was in 2011.

SES Supplemental Educational Services

Additional services available from school improvement funds to schools not meeting AYP.

Mobile County Public School System Standards Assessment Report Page vii

District Committees

Dr. Carolyn Lee Taylor, Internal Facilitator

Dr. Agnes Smith, AdvancED Consultant

District Steering Committee

Martha Peek Interim Superintendent, Co-Chair

Marilyn Pace

Belinda Roberts

Magnet and World Languages Supervisor

Staff Development Coordinator

Gloria Glenn

Lynn Huey

Lowell Eudy

Elizabeth Little

Tracy Jay

Pam Adams

School Improvement Specialist

Talents Unlimited Coordinator

Assistant Principal Semmes Middle School

Elementary Science Supervisor

ESL and 504 Coordinator

Principal Castlen Elementary School


Marilyn Howell

Helen Miles

Elementary Reading Supervisor

Middle School Coordinator

Antoinette Worsham Secondary Coordinator

Standards Assessment Report (SAR)

Standard 1: Vision and Purpose Committee Members

Committee Member Position

Dr. Roy D. Nichols, Jr. Superintendent Mobile County Public Schools (Retired)

Marlon Firle Principal B. C. Rain High School

Central Office

Central Office

Central Office

Central Office

Central Office

Semmes Middle

School

Central Office

Central Office

Castlen Elementary

School

Central Office

Central Office

Central Office

Mobile County Public School System Standards Assessment Report Page viii


Jeremiah Newell Director Evening Educational Options Program

Antionette Worsham Coordinator of Secondary Education Curriculum and Instruction

Carolyn Akers

Lisa Williams

Lynn Huey

Denita Reed

Thomas Campbell

Chief Executive Officer Mobile Area Education Foundation

Principal Booth Elementary School

Talents Coordinator Curriculum and Instruction

Accountability Analyst Curriculum and Instruction

Principal North Mobile Middle School

Nancy Pierce

Marilyn Pace

Supervisor Office of Communication

Supervisor Magnet School Program

Marty Carrell President Mobile County Council PTA

Standard 2 – Governance and Leadership: Committee Members


Dr. Roy Nichols, Jr. Superintendent Mobile County Public School System (Retired)

Jeremiah Newell

Antionette Worsham

Carolyn Akers

Lisa Williams

Director Evening Educational Options Program

Coordinator of Secondary Education Curriculum and Instruction

Chief Executive Officer Mobile Area Education Foundation

Principal Booth Elementary School

Lynn Huey

Denita Reed

Thomas Campbell

Nancy Pierce

Marilyn Pace

Marty Carrell

Talents Coordinator Curriculum and Instruction

Accountability Analyst Curriculum and Instruction

Principal North Mobile Middle School

Supervisor Office of Communication

Supervisor Magnet School Program

President Mobile County Council PTA

Dean College of Education University of South Alabama Dean Hayes

Mobile County Public School System Standards Assessment Report Page ix


Standard 3 - Teaching and Learning Committee Members:


Dr. Carolyn Lee Taylor

Dr. Agnes Smith

Assistant Superintendent Curriculum and Instruction

Associate Professor, University of South Alabama

Department of Leadership

Marilyn Pace

Calvin Crist

Magnet/World Languages Supervisor

P.E./ Driver's Ed/Health Supervisor

Donald Crabtree

Nancy Thompson

Toni Worsham

Helen Miles

Christine Nassar

Nate Smith

Marilyn Howell

Elizabeth "Libby" Little

Laura Hittson

Susan Jordan

Denita Reed

Steve Boykin

Dr. Sheila Martin

Thomas Reed

Larry Mouton

Carol Walker

Tony Black

Santie Jordan

J.R.O.T.C. Supervisor

Fine Arts Supervisor

Secondary Coordinator and English/Language Arts Supervisor

Middle School Coordinator and Secondary Math Supervisor

Secondary Science Supervisor

Secondary Social Studies

Elementary Reading/Language Supervisor

Elementary Science/Social Studies Supervisor

Elementary Math Resource Teacher

Elementary Math Resource Teacher

Statistician

Career Technical Supervisor

Executive Director Special Programs

Principal Bryant Vocational School

Executive Director of Career Technical Education

Parent

Parent

Community Volunteer

Mobile County Public School System Standards Assessment Report Page x


Gina Gregory

Dr. Phillip Feldman

Mobile City Commission

Associate Dean College of Education University of South

Alabama

Standard 4- Documenting and Using Results Committee Members:


Phaedra Fox

Dr. Lynda Carroll

Assistant Superintendent PK-12


Karen Mohr

Denita Reed

Clem Richardson

Sonya Floyd

Doug Estle

Richard Dickson

Dianne McWain

Iesha Williams

Ashtiny Cleveland

Jacquelyn Zeigler

Marva Carter

Randy Campbell

Dr. Susan Smith

Marcelete Stewart

JaaDaa Holcombe

Michelle Manzy

Dr. Hilder P. Wilson

Dr. Rhonda Neal Waltman


Accountability Analyst

Principal – Baker High School

Principal – Chastang Middle School

Principal – Bryant High School

Principal – Citronelle High School

Principal – Clark-Shaw Magnet School

Principal – Holloway Elementary School

Principal – Allentown Elementary School

Principal

– Mary B. Austin Elementary School

Principal – Morningside Elementary School

Principal – North Mobile Middle School

Principal – Meadowlake Elementary School

Principal – Robbins Elementary School

Principal

– Whitley Elementary School

Principal – Eichold-Mertz Elementary

RAMP UP Program Director, MAEF/MCPSS

Adjunct Instructor - University of South Alabama

Mobile County Public School System Standards Assessment Report Page xi


Standard 5- Resource and Support Systems Committee Members:

Committee Members

Terrence Mixon

Position

Executive Director Student Support Services

Alvin Dailey, Jr. Personnel Administrator

Anne Heitman

Anthony Gatewood

Bonnie Hebert

Bryan Hack

Clem Richardson

Curt Belson

Denise Riemer

Elizabeth Jeffries

Gabriel Lambert

Howard Crow

James Gill

Jerome Woods

John D. Powell

Lori Zirlott

Marilyn Pace

Marlon Firle

Mary Montgomery

Michael Hudson

Technology Resource Teacher Technology

Resource Officer Security Department

Assistant Principal Denton Middle School

Executive Manager Human Resources

Principal Baker High School

Supervisor of Attendances

Social Worker Student Support Services

Mentor for the Drexel Program

Counselor Leflore High School

Supervisor General Accounting

Principal Causey Middle School

Principal Blount High School

Administrator Personnel

Comptroller Business Operations

Supervisor Magnet Program

Principal Rain High School

RN Health Services

Internal Auditor Local School Accounting Supervisor

Mobile County Public School System Standards Assessment Report Page xii


Michelle D. White

Misty Sullivan

Patrick Mitchell

Rachael Davis

Rebecca M. Elmore

Sandra Morris

Sherry Horton

Dr. Suzanne Crist

Susan Smith

Suzanne Yates

Tim Dollar

Tracy Jay

Vickie Davidson

Coordinator Instructional Technology

Route Specialist Transportation Services

Coordinator Transportation

Coordinator At Risk Program

Supervisor Guidance Services and Attendance Records

Statistician Students Services

Accountant

Principal Dodge Elementary School

Principal Meadowlake Elementary School

Director Child Nutrition Program

Principal Wilmer Elementary School

Coordinator ELL/Migrant Education

Registrar Citronelle High School

Dr. Wanda Hannon

William B. Duffy, Jr.

Supervisor Health & Social Services

Director Security

Standard 6 - Stakeholder Communications and Relationships: Committee Members

Committee Members

Nancy Pierce

Marcie McNeal

Position

Communications Supervisor

Communications Assistant

Belinda Roberts

Tracy Mathis

Vickie Price

Chandra Scott

Professional Development Coordinator

Technology Web Support Specialist

Student Services Homeless Education Clerk

Mobile Area Education Association Representative

Mobile County Public School System Standards Assessment Report Page xiii


Lynn Garner

Marty Carrell

Paula Reese

Teacher Representative

Mobile County PTA President

Federal Programs Parenting Coordinator

Standard 7: Commitment to Continuous Improvement Committee Members


Linda Gibbs Federal Programs Manager- Committee Chairperson

Reginald Eggleston Assistant Superintendent

Karen Howard, Chair Staff Development Specialist

Sharon Anderson

Timesha Dumas

Marilyn Howell

Barbara Thompson

Jenny Rey

Treba Young

Helen Miles

Kathy Sullivan

Lynda Carroll

Semmes Elementary, Principal

Psychological Services, Psychometrist

Curriculum & Instruction, Elementary Supervisor

Federal & Special Programs, Non Public Schools Improvement

Specialist

ESL Resource Teacher eGAP Manager


Special Ed Resource Teacher

Assistant Superintendent

Cassandra Daffin

Jan Nix

Jacinda Hollins

Maggie Rivers

Susan Robertson

Stephanie Danzy

Martha Peek

Brenda Morgan


Exceptional Education Specialist

Math Teacher

Community Representative



Deputy Superintendent

Parent

Mobile County Public School System Standards Assessment Report Page xiv


Quality Assurance Committee Members


Martha Peek Interim Superintendent

Dr. Carolyn Lee Taylor Assistant Superintendent Curriculum and instruction

Marilyn Pace

Lynn Huey

Toni Worsham

Helen Miles



Secondary Education Coordinator


Elizabeth Little

Belinda Roberts

Science Supervisor


Dr. Agnes Smith University of South Alabama Department of Educational Leadership

Conclusion Committee Members


Martha Peek Interim Superintendent

Dr. Carolyn Lee Taylor Assistant Superintendent Curriculum and instruction

Marilyn Pace

Lynn Huey

Toni Worsham

Helen Miles



Secondary Education Coordinator


Elizabeth Little

Belinda Roberts

Dr. Agnes Smith

Science Supervisor


University of South Alabama Department of Educational Leadership

Mobile County Public School System Standards Assessment Report Page xv

Organizational Chart

Mobile County Public School System

Organizational Chart- Fiscal Year 2010-2011

Mobile County Board of

School Commissioners

Superintendent

Board

Attorney

Director

Safety and

Security

Supervisor

Public

Relations

Executive

Manager

Facilities

Deputy

Superintendent

Assistant

Superintendent

Curriculum &

Instruction

Executive

Director

Career

Technical

Education

Assistant

Superintendents

Academic Affairs

Executive

Director

Special

Programs

Assistant

Superintendent

Federal and

Special

Programs

Executive

Manager

Information

Services

Chief Financial

Officer

Coordinator

Purchasing

Executive

Manager

Human

Resources

Director

Food

Services

Comptroller

Executive

Manager

Student

Support

Services

Budget

Manager

Logistics

Mobile County Public School System Standards Assessment Report Page xvi

Strategic Plan

Balanced

Scorecard

Accountability

Communication

Assessment

Community

Engagement

Mission

Vision

Core Values

Continuous System &

School Improvement

School Services &

Support

Data Driven

Instruction

Increased Academic

Achievement

Mobile County Public

School System

Strategic Planning

Process

Academic Plan

Curriculum &

Instruction

Continuous

Improvement Plans

Strategic Plan

Targets for Action

Implementation

Strategies

Mobile County Public School System Standards Assessment Report Page xvii


District Accreditation Standards

Assessment Report

Part I

MCPSS DISTRICT PROFILE

District Profile

An Introduction to the Mobile County Public School System

History and Demographics:

The Mobile County Public School System (MCPSS) has a rich history dating back to

1826 when Barton Academy was named for Willoughby Barton, an Alabama state legislator, who introduced an act that created the Board of School Commissioners of

Mobile County. This act created the first education board in Alabama. An act in 1846 allowed for taxes to be collected for establishment of a free Methodist school by the commission. The building opened as a public school in November 1852 under a second commission and served as a public school until 1970 when MCPSS central offices moved into the building.

MCPSS moved to its current location at One Magnum Pass in 2007 to allow the consolidation of all school system divisions into a single, modern, business complex to better meet the needs of the system. The move placed the Central Office near the geographical center of Mobile County.

Mobile County Public School System Standards Assessment Report Page 1


MCPSS, whose mission is “to graduate citizens who are literate, responsible and committed to learning over a life time”, is the oldest and largest Alabama school system.

MCPSS covers over 1,644 square miles, comparable to the state of Rhode Island. The county has a population of 415,704 located in 11 incorporated cities with a public school enrollment of over 62,000. MCPSS serves urban, suburban, and rural areas. It is the largest school system in Alabama and the 56th largest school system in the United

States.

MCPSS is governed by a five-member Board of School Commissioners elected by constituents of the system every 6 years on a staggered schedule in a November general election each serving a 6 year term. MCPSS has a Superintendent that oversees daily operations of the system and carries out policies set by the Board. The school board is responsible for the operation of the Mobile County's public schools in accordance with Alabama State Department of Education regulations. The school board is also responsible for upholding and assisting MCPSS’ educational mission. The board of school commissioners oversees an annual budget of $670,000,000 and supports pathways to academic success where a vision of

“.....a System where a variety of academic and career success are available for students; where adults consistently work in a collaborative school culture to improve student learning; where educators willingly


District Profile accept responsibility for the academic success of each student; and where all students become life-long learners confident in their ability to succeed in a global society following high school”.

MCPSS is reflective of the county demographics. According to the United States

Census Bureau, Mobile County’s population has increased by only 3.3% since 2000 from 399,843 to 412,962. MCPSS’ system population however reflects a slight decrease in enrollment from 64,747 in 2005 to 62,432 in 2010. The median income in Mobile

County in 2009 was $39,828 with 18.7 percent of persons below poverty-level.

In 2009, 25.9 percent of the population of Mobile County was under 18 years old and

12.5 percent of the population was 65 years and older. Of the population, 82.1 percent are high school graduates with 19.7 percent holding a bachelors degree or higher.

In the 2010 fiscal school year, MCPSS served over 62,000 students in 95 schools with a per pupil expenditure of $8,649. The schools include 55 elementary schools (including 3 magnet schools), 19 middle schools (including 3 magnet schools), 13 high schools

(including 1 magnet school), 1 Pre-K school, 6 special needs schools, and 2 career technical centers.

A significant challenge to the system has been the need for capital improvements. The system maintains over 98 public school buildings. In 1997 MCPSS began an extensive


District Profile building program that included 1 high school, three middle schools, and several new elementary schools. In 2009 bond projects included major renovation and additions to eight schools. The 2010 Qualified School Construction Bonds (QSCB-Stimulus money from the Federal Government) provided funds to construct a new special needs school and two new elementary schools. Two projects are under design and one began construction in August 2011. Qualified Zone Academy Bonds (QZAB-bonded by the state to be used for district renovation projects) include renovation at four elementary schools. Design began in June 2011 with renovation immediately following.

MCPSS is currently the largest employer in the state of Alabama with over 8,282 employees according to the Alabama Department of Labor. The district has a total of 42 teachers who do not meet highly qualified requirements under the guidelines established by No Child Left Behind Act (NCLB). A plan for each teacher, who does not meet HQ requirements, has been developed that outlines actions that will be taken to ensure that the teacher becomes highly qualified in a timely manner. Principals and

Central Office staff monitor their plans on a regular basis. The district has set aside

$50,000 in the Title I budget to assist teachers in their efforts to become highly qualified.

MCPSS has 56 teachers who have achieved National Board Certification. The skills, knowledge, and certification of Mobile County teachers helps support the delivery of relevant and engaging instruction in classrooms.



Central Office Leadership:

The MCPSS Central Office leadership is a hierarchy designed to be responsive to the needs of students, to channel resources to meet needs, and to monitor academic implementation and results. Many Central Office employees do more than one job and are fluid in roles and responsibilities.



District Accreditation

Standards Assessment Report

Student Characteristics


Student Population:

MCPSS’ student population closely mirrors the population of the county. The total enrollment reflects an ethnic background of 50% Black, 44% White, 2% Asian Pacific, and 4% other. A total of 51% of students are male, while 49% are female. The 2010

Home Language Survey reports 4.6% households in which a language other than

English is spoken in the home. MCPSS currently supports 1,265 students speaking 56 languages in the English as a Second Language Program. Seventy-two percent of

MCPSS students receive free or reduced lunch. Ninety-seven percent of MCPSS schools are Title I schools, defined by 40% of students receiving free or reduced lunch.

Special Education:

The Special Education Department promotes opportunities for gifted (5,089 students) and disabled students (7,335 students) to participate in educational activities designed to help each student achieve maximum potential. A full range of services, meeting the needs of all identified and placed disabled students (Pre-K-12), is offered in schools throughout MCPSS. Disabilities recognized by the State of Alabama and MCPSS include autism (210 students), deaf-blindness (48 students), developmental delay (499 students), emotional disturbance (95 students), hearing impaired (86 students), mental retardation (499 students), multiple disabilities (109 students), orthopedic impaired (71 students), other health impaired (844 students), specific learning disabilities (3,250 students), speech and language impaired (1,600 students), traumatic brain injury (13 students), and visual impaired (59 students).



Scholarships:

The total value of scholarship offers to the class of 2011 was over $98,000,000. This total included awards in academics, athletics, leadership, military and performing arts.

Eighty-six percent of MCPSS graduating students reported positive career experiences and postsecondary placement in the workforce.

Homeless Education:

Because of the high number of families that are at or below poverty level in Mobile

County, MCPSS’ student homeless population is high. Due to the Gulf Oil Spill last year, those numbers are even higher. In 2010-2011, 4,166 (6.4%) of MCPSS students were deemed homeless by the definition set forth in the McKinney-Vento Act. These students lived in the following situations; shelters, doubled up with friends or family, unsheltered

(cars/campgrounds, etc.), hotel/motel, unaccompanied youth (parents left or forced to leave home), and emergency permission to enroll (parents incarcerated, gone, DHR removal). Through the Department of Student Services, MCPSS’ Homeless Education

Program strives to assure that homeless children and youth are given an opportunity to receive an education commensurate with that of children and youth who are not homeless.



Continuous Improvement Process:

MCPSS strives to improve the academic performance of all students through the

Continuous Improvement Process (CIP) which has been implemented in all 95 schools.

Each school has formed a CIP team, comprised of teacher leaders, administrators, parents, and other constituents. This team is responsible for reviewing data, school culture, and other variables to formulate plans for continuous school improvement. The

CIP teams meet at least two times per year.

Intervention Programs:

MCPSS has implemented several intervention programs to identify struggling students and provide additional support needed to help them succeed. Teachers use progress monitoring and analyze student data to drive instructional practices, The district also uses the Pyramid of Intervention, Response to Instruction and/or Intervention (RtI),

Pupil Support Teams (PST), Credit Recovery, 5 th Block, Extended Day, Read 180 ® ,

Reading Street ® , Language!

® , Voyager Reading ® , Voyager Math ® , and tutoring programs to help struggling students be successful.

A 2011-2012 initiative for MCPSS is the use of universal screening of all students to identify students in need of intervention. An essential component of RtI, universal screening of all students enables educators to establish an academic and behavioral baseline and to identify learners who need additional support. Instructional decisions can then be made based on the screening results to improve learner outcomes.

Universal screening is the key to a prevention model, helping classroom teachers to


District Profile differentiate their instruction and/or provide early intervening services so that students can be assisted before they fall too far behind.

Universal screening is a type of assessment that is characterized by the administration of quick, low-cost, repeatable testing of age-appropriate skills to all students.

To determine the effectiveness of curriculum, instruction, and school organization, and to determine students’ level of proficiency in essential academic areas, schools administer screenings to all students, three times a year. Screening data are organized in a format that allows for the inspection of both group performance and individual student performance on specific skills.

The information derived from universal screening provides two useful pieces of information. First, it shows how functional the core curriculum and instruction are in the school.

In MCPSS’s Pyramid of Intervention, a multi-tiered model of school support, about 80% of all students in the school should be showing adequate progress using a particular curricular element or program. If more than 20% of the students are not making acceptable gains in an area, the school must improve the manner in which the curriculum is delivered to the students.

Secondly, universal screening identifies those students who are not making acceptable progress in the core curriculum. Provided that 80% or more are making adequate


District Profile progress in the foundational curriculum, those who are not require additional intervention, either in small groups or on an individual basis.

Evening Options and Diploma Plus:

MCPSS’ Evening Options and Diploma Plus programs are designed to prevent at-risk high school students from dropping out of school. Students are referred for enrollment through counselors and administrators from their home-based high school. Evening

Options (E-OP) and Diploma Plus programs offer settings where at-risk students stay in school and enjoy success because they are accepted, encouraged, and valued.

Because of the many ingredients and facets of these programs, students feel ownership of the program, develop pride in their work, and develop responsibility for themselves and their actions. Students work at their own pace for progressive performance.

Students cannot graduate early, but by working hard, they can make up lost time and get back "on track" with their graduating class. Students can graduate from high school with job skills that will help them succeed in a career. Three components of the E-OP are academics, life skills, and career technical education.

Freshman Academy:

MCPSS high schools have implemented Freshman Academy . This freshman orientation course is designed to assist freshman students in making the academic and social transition from the middle school team approach to the open approach of high school.



Students review a range of skills necessary for academic and social success and are exposed to a variety of elective disciplines. Students receive individualized academic planning with their teacher/advisor using Career Cruising, spend time with a peer mentor, have opportunities to hear guest speakers, acquire leadership skills, improve study skills, practice test taking skills, and review advanced reading and writing skills.

Helping Families Initiative:

The Helping Families Initiative (HFI) started in October 2003 to assist at risk families.

The district attorney and a team of social service professionals draw upon community agencies to provide resources and support to at-risk families, particularly those that have been referred to the juvenile court’s Early Warning Truancy Program due to truancy or conduct issues. The program's goal is to help provide resources for these families, such as family and individual counseling, parent education classes, substance abuse assessments, and after school therapeutic programs for students. Due to cooperation of community agencies involved with HFI, resources and information has been provided to reduce the number of other at-risk-students and families referred to courts. In this respect, HFI is also a proactive response for at-risk students.

Pre-Kindergarten:

MCPSS’ Pre-K program is funded through Title I federal funds and provides early academic intervention. The system currently has 49 Pre-K classrooms serving students in lower income areas.



Academics

MCPSS has been raising rigor across the curriculum by encouraging a strong AP

Program. A total of 171 AP classes were offered in 2010 with each high school offering at least 1 AP class and some offering as many as 11 AP classes. In addition, honors classes are offered in many middle schools as preparation for future AP enrollment.

Also, by using in-system distance learning and ACCESS distance learning classes, students have the opportunity to take classes that may not be available at a local school site. MCPSS also has a dual enrollment-dual credit agreement with two postsecondary schools.

Laboratory based science classes begin in elementary school and are the basis for science education through-out MCPSS science curriculum.

MCPSS sponsors numerous events to showcase the academic and fine arts abilities of the students. Those events include the New Horizon Scholar's Bowl, Science Fair,

Model United Nations, Geography Bee, Alabama Stock Market Game, Fifth Grade Math

Competition, Math Counts, Math State Competition, Mobile County Spelling Bee, Honor

Band, Honor Choir, Honor Dance, District Band and Choir Assessments, Celebrate the

Arts, Solo Ensemble, State Band and Choir Assessments, Governor’s Art Contest,



National School Board Art Contest, parades, band festivals, MCPSS High School Show

Choir, and the Driver’s Education Rodeo.

MCPSS students are encouraged to live up to their full potential, both in the classroom and by participating in various arts and extracurricular activities. Student athletes excel in both the classroom and on the field earning regional and state recognition. MCPSS also offers a variety of fine arts programs including band, strings, chorus, art, and drama which give students the opportunity to develop and refine their talents.

Closing the GAP:

MCPSS has been very effective in implementing programs, actions, and procedures to help close the gap between sub groups in the student population. Some of these are as follows:



MCPSS had nine of the thirteen Torchbearer Schools chosen by the Alabama

Department of Education for 2010 and has had the majority of schools designated as Torchbearer Schools by the Alabama State Department of

Education since the program’s origination in 2004.



Free and reduced lunch and majority and minority students are all making significant progress.



Strategic Plan was updated to reflect 21 st Century goals and will be revised with the hiring of a new superintendent in 2012.





Involvement of Mobile Area Educational Foundation (Yes, We Can) to help support tax renewals and to write grants to operate the Evening Options

Program.



$20,000,000E-rate technology infrastructure improvement grant was received.



School Improvement Grant for $5,000,000 was received to restructure the

Continuous Learning Center.



High School Graduation Initiative Grant for $9,000,000 was received to restructure Rain High School and Pillans Middle School.



Passage of the ad valorem tax renewal referendum.



CORRE-

Mayor’s Grant was received to implement major high school improvements.



Proficiency was met in low-performing schools through the Transformed Schools

Model.



Advanced Placement enrollment was expanded to 2,500 students.



IB Program was expanded to 3 schools.



Four Blue Ribbon Schools of Excellence awards were received by district schools in 3 years.



Collaboration with University of South Alabama supported Project Cruise.



Drexel Program was used to provide additional teachers in critical needs areas of math and science.




MCPSS adopted First Choice Diploma requirements.




MCPSS administers Explore/Plan test to eighth and tenth grade students to provide baseline data on college readiness.

Strategic Planning Process:

Balanced Scorecard

Accountability

Communication

Assessment

Community Engagement

Mobile County

Public School

System

Mission

Vision

Core Values

Strategic Planning

Process

Strategic Plan

Targets for Action

Implementation

Strategies

Continuous System &

School Improvement

Academic Plan

Curriculum & Instruction

School Services & Support

Data Driven Instruction

Increased Academic

Achievement

School Continuous

Improvement Plans

In 2007 MCPSS underwent a strategic planning process. The purpose of this process was to develop the mission and vision of MCPSS and determine the direction of the school system for future years. As a part of this process, MCPSS hired the Annenberg Foundation to conduct an independent evaluation of all aspects of the system. From data supplied from this evaluation, a long and thorough process was followed to develop a Strategic Plan of Action. Community


District Profile stakeholders as well as system personnel helped to align the school system with stakeholder expectations. The MCPSS Strategic Plan was developed for the years of 2008-2013 and will be revisited in 2013 for re-evaluation and adjustments.

Key Objectives Over the Next 3 to 5 years: (Strategic Plan 2008-2013)



Identify money to continue and sustain programs and initiatives in the middle of a budget shortfall of $30,000,000



Create a data warehouse to collect, manage, and disaggregate data to be easily accessed for current and future needs



Implement increased State of Alabama graduation requirements



Improve graduation rate by decreasing the number of students who drop out of school



Provide quality career technical classes



Implement a career technical academy with 21 st Century learning



Purchase technology and programs to motivate students to want to come to school to learn



Train teachers to use new technology and programs effectively in classroom instruction



Train and retain effective administrators to be excellent instructional leaders in schools





Hire and retain highly qualified teachers especially in the areas of math, science, foreign languages, and special education



Provide training to teachers in AP, IB and instructional programs to increase rigor in classrooms



Increase rigor at all levels of instruction in all classrooms



Provide multiple pathways to graduation for students



Expand the number of magnet schools to offer more students educational options and quality instruction



Provide equitable course offerings to all students throughout the system



Offer students a minimum of 2 years of a foreign language



Focus all resources on the greatest areas of need



Purchase adequate library books and resources to meet the needs of students



Provide materials and labs to teach science, math, and foreign languages to the required level of rigor as indicated by the Alabama Courses of Study

Strategies and Activities Being Implemented to Achieve Target Objectives

MCPSS will continue to use the following strategies and activities:



Monitor the CIP of all schools at quarterly reviews



Provide quality training in course content and methods of instructional delivery to system teachers




Provide aligned and rigorous curriculum to teachers



Monitor curriculum and instruction through on-site classroom visits



Align school system funds to focus on the greatest areas of need




Conduct numerous recruiting fairs to locate and recruit HQ teachers



Encourage teachers to become National Board Certified



Use Drexel grant to provide additional math and science teachers



Implement system criterion reference tests as formative assessments



Require frequent data meetings at all schools to identify students in greatest need of support



Offer extended learning time for students in need



Mentor new teachers to reduce attrition



Offer new teacher orientation and support throughout the year



Write grants to help with severe budget cuts so that effective programs can continue

 Implement Southern Regional Education Board’s (SREB) Standards Based

Instruction training in targeted schools



Expand distance learning to provide more equitable course offerings to smaller schools in the system and to supplement instruction when an HQ teacher is unavailable



Use credit recovery and grade recovery to help students graduate on time



A Comparison of Academic Progress:

Comparative Measurements

Number of IB high school diplomas earned

Number of Students taking Foreign Language courses

2000-2004

2000-2004 =

64

3,871

2005-2010

2005-2010 =

109

6,212

927 Number of Students earning Algebra credit while in the 8 th grade

782

Number of Students earning Calculus Credits in

High School

220 281

$17,929,927 $86,695,299 Number of Scholarship dollars offered to graduates

Number of National Blue Ribbon Schools

Number of National Board Certified teachers

Number of Students completing EPIC Pre-

Engineering Program

Number of Pre-K Classrooms in System

Number of K-12 Students enrolled in Fine Arts courses

0

5

0

Started program in

2008

78

6,432

5

46

116

94

10,137

Number of Students enrolled in Dual Enrollment courses

146

Number of Students enrolled in AP courses 1,405

Number of AP course offered

Number of Students enrolled in Career Tech courses

83

1708

219

6,280

171

2961


Number of Torchbearer schools


2004

– 2010

Start of

Program

0

21

14

Fourteen different schools have been recognized, some several times since program began in

2004.

3

2,635

Number of Nationally recognized Principals

Number of 21 st Century Classrooms (Fully outfitted with modern technology)

Testing and Data Collection:

MCPSS students participate in Alabama State Department of Education testing. In

2011-12, MCPSS students will participate in the following assessments:



Alabama High School Graduation Examination



Alabama Reading and Mathematics Test Plus (ARMT+)



Alabama Alternate Assessment



ACCESS for English Language Learners (ELLs)



EXPLORE ®



End of Quarter Tests:

In addition to required state assessments, MCPSS utilizes End of Quarter Tests (EQT) as an academic formative indicator to measure progress for the district. The EQTs contain questions relating to objectives that have been taught during a quarter for a specific course. The EQTs are administered according to an MCPSS county-wide schedule at the end of each quarter. Students in kindergarten through grade five are tested in the areas of reading and mathematics. The elementary science EQT is administered in grades four though five.

Students in grades six through twelve take EQTs in language arts, mathematics, science, social studies, some fine art courses, and Junior Reserve Officer Training Corp

(JROTC). In grades kindergarten through grade 3, the EQT counts 10 percent of the quarter average. In grades four through twelve, the EQT counts as 20 percent of the quarter average. The schools and test administrators are required to follow a strict test security policy. The EQT results are used to improve student achievement by the following:



Provide teachers with data regarding students who did not master specific skills and need intervention



Focus re-teaching and tutoring efforts by using student-specific information



Provide principals with specific assessment information about specific courses in their schools



Provide Central Office staff with information regarding curriculum development and revisions





Provide administrators with information needed to develop appropriate staff development opportunities



Provide parents with information regarding their child's level of proficiency on taught objectives



Provide formative assessments for teachers



Assess effectiveness of strategies contained in the Continuous Improvement Plan (CIP)



Identify potential gaps in instruction for schools, grade-levels, and content areas



Benchmark and compare proficiency of similar schools



Provide a standardized objective score for all students across the district on the same assessment to help ensure equity of instruction

Other Local Assessments:



Advanced Placement

®

exams

– MCPSS students enrolled in any AP course are required to take the AP test for that course. The district pays for a maximum of two AP tests for every student.



PLAN

®

exam

– The PLAN

®

exam is a test taken in the sophomore year as an indicator of future academic success on the American College Test (ACT).



Dynamic Indicators of Basic Early Literacy Skills (DIBELS

®

) – DIBELS is a set of procedures and measures for assessing acquisition of early literacy skills from kindergarten through second grade. They are designed to be short (one minute) fluency measures used to regularly monitor development of early literacy and reading skills.



Universal Screening

®

– Universal Screening

®

is a customized learning path for each student through a proven assessment, prescription, instruction, and reporting framework.





WorkKeys ® - The WorkKeys ® assessment system is a comprehensive system for measuring, communicating, and improving the common skills required for success in the workplace. It allows skills to be quantitatively assessed in both individual persons and in actual jobs.



Benchmark Assessments- Elementary benchmark assessments are administered in mathematics and reading to determine skill mastery.

Metrics Used by MCPSS to Measure Progress Toward Target Objectives:



CIP Quarterly Reviews



Criterion Reference Tests



State Reviews



State System Report Cards



Disaggregated data

Additional Indicators:

MCPSS utilizes Minimum Assessment Targets or proficiency levels established by the system. A school dashboard is used to record and compare state and local goals. In addition to accountability data and EQT data, information such as percentage of parent-teacher-student conferences conducted, suspension rate, and attendance by faculty and students are included. Each quarter applicable data is updated.



Additional Educational Assistance:

All MCPSS schools offer additional academic assistance to students. Extended day through before and after school programs, extended year or summer school programs, and Fifth-Block intervention allow extra time to provide additional assistance to students to help them meet required performance standards. Students are identified for additional academic or behavior intervention through local schools’ Pupil Support Team

(PST) meetings.

Major Challenges:



Rising Annual Measurable Objectives (AMO) requirements



Finances



Parental Involvement



HQ math, science, and special education teachers



Drop out rate



Four-year graduation rate



Achievement levels in middle schools



Adequate technology



MCPSS Accountability:

In 20102011 MCPSS’ accountability scores declined due to rising AMOs required by

No Child Left Behind. As a district, MCPSS made Adequate Yearly Progress (AYP), but the special education subgroup and graduation rate were identified as areas needing improvement. Seventy of ninety-five schools (74%) met AYP and twenty-five schools

(26%) did not meet AYP.

Documentation of Process:

The planning process used each year for the MCPSS Title I program begins with a review of data with the system's Federal Programs Advisory Committee. The Advisory

Committee includes community stakeholders, parents, regular program, and special education teachers, counselors, and administrators. The Federal Programs Advisory

Committee meets twice each year.

The planning process includes a review of the system's Comprehensive Needs

Assessment (CNA). The CNA includes data pertaining to student achievement

(PreK-12), perception data, teacher qualifications, and the evaluation of various programs that have been implemented throughout the year.

Participants are encouraged to speak freely and to make suggestions for improvement or revision of the Title I plan. They are invited to offer constructive criticisms that are pertinent to the instructional program in MCPSS. At the end of the second meeting,


District Profile feedback on current school year Title I activities is solicited. The committee is encouraged to make recommendations for program changes for the next school year.

The evaluations and suggestions are included in a plus/delta format. A "plus" indicates that the district is performing well in that particular area, while a "delta" means an adjustment or improvement is needed. All deltas require a recommendation or suggestion that will assist with improving the area of focus.

After the Title I plan is reviewed and concerns are addressed, the plan is submitted to the superintendent and the federal programs director for approval. If further discussion is required, an additional meeting is scheduled to provide clarity.

In addition, each school develops an electronic Continuous Improvement Plan (CIP) with the assistance of Academic Affairs assistant superintendents, Federal Programs school improvement specialists, Curriculum and Instruction curriculum supervisors and resource teachers, and Special Programs personn el. Each school’s ClP is submitted to the Federal Programs Office, signed by the superintendent, approved by the Board of

School Commissioners, published to the Internet, and a copy kept on file. A copy is maintained at the school and is available to parents and the general public for review upon request.




Continuous Improvement

Focus Areas

Learning Culture and Climate

Vision-Mission-Beliefs

Evident High Expectations

Relationships

Instructional Focus and Leadership

School Operations and Management

Learning Environment

Attendance

Behavior/Discipline

School Level & Grade Level

Transition

Multiple Pathways to

Graduation

Strategic Goal

Academic Achievement

Graduation Rate Increase

All students will graduate having completed a rigorous curriculum that prepares them for full participation in the work force and further formal education.

Rigorous

Pre-K-12 Curriculum

Continuous Improvement

Data Driven

CIP Implementation

Cycle of Instruction

Focus on Achievement Gaps

Special Education

ELL

Postsecondary & Career

Readiness Response to Instruction

Career Technical Education

Guidance & Counseling

Career Cruising

Assessment

Course Offerings

Student Class/Course Placement

Quality, Sustained

Professional Development

Data Driven

AYP Status

Needs Based

Grading

System

Student Success Rate

School

Formative Assessments

Feeder Patterns

Summative Assessments

PST

Data Meetings

Professional Learning

Communities

EPAS, SAT, AP, IB Exams



Federal and Special Programs:

MCPSS serves eighty-four (84) Title I schools across the district. All of the Title I schools operate as school-wide programs. In addition, the district operates a Just 4 developmental laboratory for four-year olds. Title I set-aside funds to support the lab.

There are three non-Title I schools in the district.

The purpose of the Title I, Part A is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education, and reach, at a minimum, proficiency on state academic achievement standards and state academic assessments. The use of data and data driven processes assist with early identification of students experiencing academic difficulties and provide instructional assistance to help these students. Funds in a Title I program are used to supplement the regular educational program already offered by the system and may not be used to provide services that are otherwise required by law to be made available to children.

Counseling Initiative:

MCPSS contracts with Education Trust to provide on-going professional development to ensure sustainability of the School Counseling Initiative. The continuation of professional development, endorsed by counselors and the Counselor's Advisory

Council, provides on-site training, coaching, and mentoring to support a data-driven counseling program initiated in years one and two with ARRA funds. Additional


District Profile professional development built a cadre of MCPSS counselor leaders trained to sustain the standards-based counseling model. Technical assistance for all counselors continues as they implement this data-driven, feeder-pattern collaboration with the goal being college and career readiness for all students.

Parental and Community Support:

Parents and community members are considered to be vital stakeholders in MCPSS.

The school system communicates with its stakeholders on a regular basis through the following:

 MCPSS Messenger- an electronic newsletter, highlighting the MCPSS success stories. It is distributed weekly and system-wide to employees and community members during the school calendar year.

 Website News Blogs- are current news stories published on the school system website and archived on the Communications Department’s web page.

 Inside Education- is the MCPSS news program produced by the MCPSS’ TV

Network that airs monthly on Comcast Port City 6 and Media Com Channel 70. It highlights news stories about MCPSS.

 MCPSS This Week is a weekly “What's Happening” digital video message announcing special events or programs around the school system.

 Homeroom- is an interview show that provides school related information and features school system employees and community members. It is shown on video and also airs on the radio.



 MCPSS on the Move- is a 3 to 5 minute news program that covers classroom and school activities hosted by MCPSS’ talented high school students.

 Notify Me- is a notification service sent through email or text form where registered parents, employees, and community members receive school system electronic messages and announcements.

 School Messenger- is a parent, staff, and community notification system by recorded phone message.

 Digital Media System ® (DMS) - is a digital signage, filtered through monitors located on every campus, which display school announcements, school shows, and news.

 Live video and recorded Internet streaming is provided through the MCPSS video portal and is used to broadcast school programs, events, and Board meetings.

This service allows anyone around the world to watch via the Internet. This communication is extremely popular at the end of the school year when high school graduations are broadcast.

 Face book ®

 Twitter ®

 You Tube ®

 Departmental web pages



Parental Involvement:

MCPSS values parents’ contributions in the system and school planning process.

Parents are active committee members in the development of the MCPSS Strategic

Plan, Continuous Improvement Process, and the Parental Involvement Program.

Parents also serve on the MCPSS Calendar Committee and on the Federal Program

Advisory Committee where they assist in reviewing the system's Parent Involvement

Plan. All Title I schools conduct a survey each year to aid in determining needs of parents as related to helping students achieve academic success. MCPSS is in compliance with all federal monitoring requirements. The system also collaborates with the Alabama State Department of Education (ALSDE), the Mobile Housing Board,

Mobile Area Education Foundation (MAEF), Mobile Community Action, the University of

Mobile, and Home Instruction for Parents of Preschool Youngsters (HIPPY) to provide training for parent workshops and faith-based community organizations, and to coordinate community resources that are available to parents.

Parents play a crucial role in providing financial and in-kind resources to schools.

Additionally, they provide countless hours of volunteer support working in schools, with

Parents Teacher Organizations (PTO), with various clubs, and with booster organizations. Parent University, Parent Planner, and the District Parent Advisory

Committee are venues where parents are invited to provide feedback and input on key



MCPSS issues. Many schools have parent organizers or parent program managers, who play a key role in communication between home and school.

Community Support:

Parents and community leaders also play an important role in ensuring that MCPSS schools are adequately funded. Local funding accounted for 2.4% of the 2009-10 budget. The system currently benefits from 29.5 mills of ad valorem tax. In March of

2011, Mobile County voters overwhelmingly approved a seven mills tax renewal worth

$55,000,000 for MCPSS. The system also benefits from the countywide collection of a one-half percent sales tax. Local funding has enabled the district to build new schools, expand academic program offerings, and keep class sizes reasonable.

MCPSS has established extremely strong partnerships with local businesses and industries. In 2010, the Partners in Education Program, a collaborative effort between

MAEF and MCPSS had 1,061 active business partners. The partnerships yielded 3,626 volunteers donating over 9,423 hours of time to MCPSS schools. The economic impact of monetary and in-kind donations was $1,362,500. Elected officials at the city, county, and state show tremendous support by providing financial contributions and resources to MCPSS as well as to individual projects at local schools.

The Career and Technical Education Program has developed partnerships with many local businesses. Alabama Power, Austal Marine, WESCO Welding, and the Mobile



Airport Authority, along with other local industries are integral to the success of the

Career Technical Program. These companies provide the school system with valuable insight into workforce development issues as well as create job opportunities for students to gain practical, real-world experience. A comprehensive Workforce

Development Plan and a Career and Technical Education Plan are in place to guide students to a successful career path beginning with career exploration in elementary school.

MCPSS enjoys a very good relationship with local chambers of commerce. There are six chambers of commerce that operate within Mobile County and five that are served by MCPSS: the Mobi le Area, Dauphin Island, Tillman’s Corner, Bayou La Batre, and

Prichard. The superintendent sits on the Board of the Mobile Area Chamber of

Commerce (MACC), and the MCPSS School Commissioners are also invited to the monthly meetings of the Chamber.

MAEF is a strong advocate of the MCPSS. MAEF is a nonprofit organization dedicated to improving local public schools. MAEF works with, but is independent of the MCPSS.

Many initiatives between MCPSS and MAEF are in place to strengthen MCPSS’ academic program. Engaging Youth in Engineering (EYE), Evening Educational Options

Program (EEOP), Graduation Advocates, Partners in Education, RAMP UP, and

Wouldn't it Be Cool are just some of the very successful programs supported by MAEF.



MAEF also supported the Yes We Can campaign that culminated in the successful renewal of an important tax referendum by the local community in 2011.

Local universities and colleges have developed various partnerships with MCPSS. The

Dean of the College of Education for the University of South Alabama (USA), the

MCPSS superintendent, members of the Mobile Area Chamber of Commerce, along with other community stakeholders join the MAEF to form the Education Commission.

This Commission, during regular meetings, collaborates in creating a successful transition for students from Pre-K through Grade 12, to postsecondary, and then into the workforce. The superintendent also serves on the South Alabama Research and Inservice Center's (SARIC) board. SARIC provides professional development opportunities for teachers and administrators. SARIC also provides support for the first year and novice teachers in the MCPSS. The Instructional Leader Advisory Council, comprised of leaders from the MCPSS and USA, provides a venue to develop potential school administrators. This program provides resident, aspiring school leaders opportunities to work alongside current school leaders as they participate in required graduate-level course work. MCPSS is currently collaborating with the University of

Mobile on a grant focused on encouraging inner city students to participate in career technical opportunities.



Mobile County Career and Technical Education Implementation Plan:

Mobile County is the second largest county in Alabama with a population of 415,704.

Income statistics for Mobile County are well below national averages, while statistics on poverty in the community exceed national averages. As the coastal community employment needs and career opportunities increase, the supply of skilled workers needed in Mobile County is not expected to keep pace with demand.

Career and Technical Education (CTE) is a skills based, applied learning program that contributes to academic knowledge, problem solving, employability, occupational specific life skills, and work attitudes through organized educational programs of sequenced courses. These courses are based on the State Board of Education approved CTE courses of study and provide technical skills and academic knowledge necessary for success in current or emerging employment sectors and preparation for further education.

The MCPSS Workforce Development Plan is a comprehensive program beginning in

Pre-K and continuing through postsecondary preparation. Implementation of the plan requires coordination of services available in the school system and support from community partners. Each division in MCPSS is an integral part in assuring that each student develops skills needed to obtain a high demand / high wage career.



MCPSS has the biggest CTE program in the state with nearly two times the number of programs as the next-to-largest system. In 2011 CTE had 21,914 student enrollments

(Students may take more than one class per year). MCPSS offers 13 technical dual enrollment programs: Auto Body, Business Ed., Welding, Pipe Fitting, Diesel

Technician, Aviation Technology, Drafting, Culinary Arts, HVAC, Early Childhood, Pre

Engineering, Electronics, and Process Maintenance.

Currently, MCPSS offers 15 of the 16 career clusters: Agriculture, Food and Natural

Resources, Architecture and Construction Arts, Audio-Video Technology and

Communications, Business Management and Administration, Education and Training,

Finance, Government and Public Administration, Health Science, Hospitality and

Tourism, Human Services, Information Technology, Law, Public Safety, Corrections and

Security, Manufacturing, Marketing, Science –Technology–Engineering and

Mathematics, and Transportation - Distribution and Logistics. Each cluster contains a variety of career pathways and supporting courses.

Every student in Career and Technical Education is required to have a 4-year Plan of

Study (POS). These POS start from the Rational Career Clusters focus to Career

Pathways and finally resolve to POS. These plans of study are developed with the teacher using the Career Cruising program or other traditional resources. Once selected, the POS can be identified in the Career Cruising program and will


District Profile electronically populate with completed courses and identify the required high school courses to follow the desired career path.



Student Count / By School and Ethnicity

School Year 2011-2012 as of 10/20/2011

► Elementary Schools

School

Allentown

Austin

Belsaw-Mount

Vernon

Booth

Brazier

Breitling

Burroughs

Calcedeaver

Castlen

Chickasaw

Magnet

Location

Semmes

Mobile

Mt. Vernon

Bayou La Batre

Brazier

Grand Bay

Theodore

Mt. Vernon

Grand Bay

Collier

Collins-Rhodes

Chickasaw

Unincorporate d / Mobile

County

Mobile

Council

Traditional

Magnet

Craighead

Mobile

Mobile

Dauphin Island Dauphin Island

Davis

Dawes

Intermediate

Theodore


County

Dickson

Dixon

Dodge

Mobile

Irvington

Mobile

Eichold-Mertz

Fonde

Forest Hill

Gilliard

Grant

Mobile

Mobile

Mobile

Mobile

Prichard

Asian

8

11

Black Hispanic

86

264

26

2

Multi

Racial

12

8

Pacific

Islander

1

1

American

Indian /

Alaskan

Native

1

0

White Total

687

200

821

486

0

101

0

6

5

0

9

7

27

2

12

0

0

16

16

30

54

30

11

40

2

4

0

227

65

260

46

255

0

54

199

196

751

328

492

0

96

79

440

43

435

724

567

442

573

383

0

16

0

19

7

0

11

0

33

2

0

13

7

1

15

28

0

12

30

12

44

24

0

2

1

8

3

8

1

3

4

0

12

8

0

3

19

5

6

3

9

1

2

1

7

8

0

0

0

0

0

2

0

0

1

0

0

1

0

0

0

0

0

0

0

0

2

0

0

204

1

0

3

2

5

0

0

5

0

1

1

3

0

0

3

1

2

0

1

2

0

0

18

383

1

512

125

31

439

176

680

41

250

1

81

384

430

403

327

473

36

50

13

98

0

949

804

608

494

82

523

542

909

440

1005

789

697

459

703

384

253

573

263

587

402

238

517

386


Griggs

Hall

Hamilton

Haskew

Hollinger's

Island

Holloway

Howard

Hutchens

Indian Springs

Tillman's

Corner

Mobile

Chickasaw

Theodore

Hollinger's

Island

Mobile

Mobile


County

Eight Mile

Lee

Intermediate

Lee Primary

Leinkauf

Maryvale

Satsuma

Satsuma

Mobile

Mobile

McDavid-Jones Citronelle

Unincorporate

Meadowlake d / Mobile

County

Morningside

O'Rourke

Mobile


County

Old Shell Road

Magnet

Orchard

Robbins

Semmes

Shepard

Spencer

St. Elmo

Mobile

Mobile

Prichard

Semmes

Mobile

Mobile

St. Elmo

18

1

2

3

1

0

5

21

4

60

5

18

0

61

5

3

0

1

9

9

0

3

3

0

83

215

46

55

427

466

171

106

534

314

45

24

670

499

64

368

308

197

375

416

26

268

312

107

12

4

5

6

2

1

10

36

1

16

3

9

8

12

0

32

0

5

16

5

2

0

6

4

0

6

1

2

1

5

0

20

0

3

4

8

5

1

1

3

6

9

0

3

0

0

4

0

2

0

0

0

0

0

0

0

0

0

6

0

2

0

0

0

0

Tanner Williams Wilmer

Turner Wilmer

Westlawn

Whitley

Will

Wilmer

TOTAL

Mobile

Prichard

Mobile

Wilmer

0

0

14

14

17

0

7

0

386

319

472

23

647 14329

26

0

6

24

562

3

6

0

6

7

0

232

2

1

Mobile County Public School System Standards Assessment Report

0

1

0

0

19

0

0

0

0

0

0

0

0

0


5

3

0

0

47

0

3

2

0

0

4

1

3

0

0

0

2

3

0

0

0

0

2

0

411

196

361

309

16

5

764

343

10

537

172

41

0

513

150

1

250

531

6

94

521

310

2

0

965

390

432

417

555

454

314

437

696

540

417

599

347

677

499

440

386

0

2

319

538

338

561

0

4

0

0

39

1

28

488

475

320

513

546

316 12795 28900

Page 39

529

419

419

382

447

474

998


► Middle Schools

School

Alba

Burns

Location

Bayou La Batre

Mobile

Asian

84

16

Black Hispanic

90

519

6

16

Multi

Racial

3

4

Pacific

Islander

0

1

American

Indian /

Alaskan

Native

5

2

White Total

461

437

649

995

Calloway-Smith Mobile

Causey

Unincorporate d/ Mobile

County

Chastang Mobile

Clark-Shaw

Magnet

Denton

Dunbar

Eanes

Grand Bay

Hankins

Lott

Mobile

Mobile

Mobile

Mobile

Grand Bay

Theodore

Citronelle

Mobile County

Training

North Mobile

County

Prichard

Satsuma

Phillips

Preparatory

Magnet

Pillans

Scarbrough

Semmes

Washington

TOTAL:

Mobile

Mobile

Mobile

Semmes

Prichard

1

39

1

18

33

9

4

15

25

1

0

1

768

415

542

348

661

291

414

95

275

89

239

229

34

3

2

13

378

539

459

358

0 330

299 7039

2

31

1

13

27

16

0

22

27

1

0

3

20

9

6

34

0

234

1

10

0

1

0

6

1

2

5

1

0

0

0

47

1

4

7

1

0

0

0

0

1

0

3

0

1

0

0

0

0

1

0

0

0

7

0

4

9

99

0

6

0

2

7

0

0

12

0

949

23

373

50

220

6

666

629

343

0

310

772

1452

567

0

10

2

0

0

158

395

20

22

1279

836

572

490

1699

3 333

6186 13970

757

773

540

424

810

973

534

239

555

► High Schools

School

Baker

Blount

Location


County

Eight Mile

Asian Black

61 677

1 1194

Hispanic

59

2

Multi

Racial

11

0

Pacific

Islander

American

Indian /

Alaskan

Native White Total

0

0

9

3

1495

9

2312

1209



Bryant

Citronelle

Davidson

LeFlore School

Magnet

Montgomery

Murphy

Satsuma

Rain

Theodore

Vigor

Williamson

TOTAL

Bayou La Batre

Citronelle

Mobile

Mobile

Semmes

Mobile

Satsuma

Mobile

Theodore

Prichard

Mobile

150

2

199

192

108 1028

0

12

58

1

3

914

285

1533

122

650

60

0

404

804

0 770

456 8772

32

0

1

259

1

29

26

4

11

34

5

55

4

0

0

1

5

0

27

1

0

1

0

4

0

0

1

1

0

0

0

0

0

2

0

0

3

149

3

1249

438

380

1636

786

1579

17

0

4

216

1

15

2

7

3

5

1592

642

555

26

922

1938

2266

689

693

1254

5

1768

809

7 782

7657 17389

►Special

Schools

School Location

Continuous

Learning

Center

Phase II

Alternative

Mobile

Mobile

Easter Seals -

Special Needs Mobile

Evans-


Evening

Options-

Alternative Mobile

Just 4

Development

Center Mobile

Mobile County

Public

Schools Pre-K Mobile

Mobile Mental

Health Center

Mobile - Special

Needs

Regional

School for

Deaf and Blind

- Special

Mobile 1

Asian Black

Hispani c

1

0

0

4

1

0

2

0

51

77

162

115

333

162

27

29

4

5

0

0

1

1

1

0

1

2

Multi

Racial

Pacific

Island er

America n Indian

/

Alaskan

Native White Total

0

0

0

0

0

1

1

8

0

0


0

0

0

0

0

0

0

0

1

0

0

0

0

1

0

1

0

17

19

95

42

160

19

29

9

4

Page 41

65

69

96

14

262

161

338

334

48


Needs

Residential

Facilities -


The Pathway -

Alternative Mobile

Special

Services

Schools -


TOTAL

SYSTEM-WIDE TOTALS:

0

1

17

75

646

0

1

0

0

0

0

1

22

21

686

98

1 28 1 1 0

11 1,080

1,413

31,22

0

658

1,713

12

318

0

28

0 180 211

4

694

617

27,25

5

2,382

62,641


AYP 4-Year Longitudinal Study (Status Reports)

System: Mobile County Subgroups that regressed in proficiency Span: Elementary


AYP Status for :

# of Goals Met

Overall Status (Made

AYP / Did Not Make AYP)

Based on 2007-

2008

Based on 2008-

2009

Based on 2009-

2010

Based on 2010-

2011

2008-09 2009-10 2010-11 2011-12

35/37 37/37

Made AYP

37/37

Made AYP

37/37

Made AYP Did Not

Make AYP

Reading Proficiency Status

(Made AYP/Did Not Make AYP)

All Students

Special Ed

American Indian/Alaskan Native

Asian Pacific Islander

Black

Hispanic

White

Limited English Proficient

Free/Reduced Meals

Math Proficiency Status

(Made AYP / Did Not Make AYP)

All Students

Special Ed



Black

Hispanic

White


Made AYP

16.31

-6.31 (SH)

18.60

19.21

13.66

16.88

19.01

16.53

14.90

Made AYP

21.79

-0.04 (CI)

26.07

28.14

18.26

21.69

25.29

24.28

Made AYP

13.65

-8.90 (2%)

14.28

17.50

11.44

12.86

15.96

13.67

12.29

Made AYP

18.65

-4.16 (2%)

20.76

24.28

15.22

18.06

22.22

18.65

Did Not Make

AYP

14.26

-5.59 (No)

16.54

18.73

11.41

15.01

17.16

13.66

Did Not Make

AYP

9.77

-10.82 (No)

9.23

12.86

7.77

11.95

11.82

9.05

8.66

Made AYP

11.30

-2.41 (SH)

12.31

14.71

9.44

12.02

13.18

9.28

7.94

-7.62 (SH)

8.57

9.09

6.48

8.80

9.44

6.28

7.02

Made AYP



Free/Reduced Meals 19.93 16.92 12.80 10.24

AAI Status


Attendance or Graduation Rate

Reading (All Students)

% Participation

Math (All Students)

% Participation

Made AYP

97%

99%

99%

Made AYP

97%

99%

99%

Made AYP

96%

99%

99%

AYP 4-Year Longitudinal Study (Status Reports)

System: Mobile County Subgroups that regressed in proficiency Span: Middle


Based on 2007-

2008

2008-09

Based on 2008-

2009

2009-10

Based on 2009-

2010

2010-11

# of Goals Met

Overall Status


37/37

Made AYP

37/37

Made AYP

36/37

Did Not Make

AYP

Made AYP

97%

99%

99%

Based on 2010-

2011

2011-12

36/37

Did Not Make

AYP



All Students

Special Ed



Black

Hispanic

White





All Students

Made AYP

19.84

-7.95 (2%)

20.35

24.98

16.43

19.30

23.54

16.69

17.31

Made AYP

31.66

Made AYP

18.07

-7.54 (2%)

23.39

21.64

14.96

18.19

21.39

12.67

15.89

Made AYP

28.57

Did Not Make

AYP

11.34

-15.46 (No)

18.35

17.10

7.46

12.67

15.25

8.43

9.13

Made AYP

20.86

Made AYP

7.53

-13.05 (SH)

9.94

11.78

3.87

9.10

11.46

0.72

5.48

Did Not Make

AYP

12.44


Special Ed



Black

Hispanic

White



AAI Status


Attendance or Graduation Rate

Reading (All Students)

% Participation

Math (All Students)

% Participation

8.87

38.77

38.77

27.71

33.22

35.67

31.65

29.14

Made AYP

96%

99%

98%

5.67

36.93

36.21

24.54

29.16

32.67

30.54

26.26

Made AYP

96%

99%

99%

-2.89 (UA)

26.45

29.30

16.12

23.07

25.65

21.79

18.69

Made AYP


-7.17 (No)

18.85

19.97

7.42

16.87

17.55

10.44

10.10

Made AYP

96%

99%

98%

96%

98%

98%

System: Mobile County Subgroups that regressed in proficiency Span: High

System: Mobile County Subgroups that regressed in proficiency Span: Middle


Based on 2007-

2008

2008-09

Based on 2008-2009

2009-10

Based on 2009-

2010

2010-11

# of Goals Met 35/37 28/29

Overall Status (Made

AYP/Did Not Make AYP)

Did Not Make AYP Did Not Make AYP

30/33

Did Not Make

AYP

Based on

2010-2011

2011-12

25/31

Did Not

Make AYP

Did Not Make

AYP

Did Not

Make AYP



All Students

Special Ed


Did Not Make AYP Did Not Make AYP

3.64

-40.26 (No)

2.89

4.49

-39.70 (No)

-0.29 (N/A)

1.72

-39.00 (No)

1.32

-0.84 (UA)

-27.98 (No)

-7.00



Black

Hispanic

White





All Students

Special Ed



Black

Hispanic

White



AAI Status


Graduation Rate

Reading (All Students) %

Participation

Math (All Students) % Participation

2.95

-0.02 (CI)

9.65

7.36

-7.28 (CI)

-0.26 (CI)

Did Not Make AYP

13.63

-25.54 (No)

13.00

18.29

10.35

13.22

16.86

11.30

10.53

Made AYP

87% (IM)

99%

99%


6.61

2.54

5.46

6.36

1.18 (N/A)

1.79

Made AYP

14.64

-22.31 (SH)

17.29 (N/A)

20.13

12.96

18.12

15.88

15.31 (N/A)

12.71

Made AYP

88% (IM)

99%

99%


-0.31

0.18

-1.24

3.48

-14.47 (No)

-0.59

Did Not Make

AYP

0.50

-2.75 (No)

-5.54 (CI)

1.44

-21.51

-3.16 (No)

Did Not

Make AYP

9.69

-25.11 (No)

8.32

15.02

8.10

11.88

10.95

9.51

7.87

Made AYP

6.77

-20.82 (No)

2.33

10.50

5.49

5.49

8.08

-0.17

5.22

Did Not

Make AYP

88% (IM)

98%

87% (No)

99%

98% 99%

Page 46

Alabama Reading and Math Test 2011

(Alabama Department of Education Website, 10/20/11: www.alsde.edu)













Page 52

Elementary Science Assessment

Elementary Schools Meeting

Proficiency

Hutchens

Council

Dauphin Island

Calcedeaver

Belsaw-Mt. Vernon

Clark-Shaw

Breitling

Hollinger's Island

Howard

Haskew

Collier

Griggs

St. Elmo

Spencer

Hall

Semmes Elem.

Dunbar

Meadowlake

Nan Gray Davis

Booth

Austin

Dodge

2008 2009 2010

83

98

90

96

89

99

100

97

72

76

86

86

90

88

97

94

90

91

75

99

87

83

86

99

82

93

93

99

100

84

76

89

91

94

94

90

94

96

93

94

66

98

81

79


89

100

95

98

92

55

99

97

97

95

98

95

93

89

98

94

91

98

94

92

2011

Primary

100

100

100

100

100

100

99

99

95

95

95

94

93

97

96

96

95

98

98

97

97

97

97


Dawes Intermediate

Orchard

E.R. Dickson

O'Rourke

Dixon

McDavid-Jones

Tanner-Williams

Allentown

Shepard

Will

Turner

Holloway

Gilliard

Indian Springs

Castlen

MCPSS

Elementary Schools Not

Meeting Science Proficiency 2008

Wilmer

Brazier

Lee Intermediate

Leinkauf

Robbins

Burroughs

Whitley


81

81

75

95

61

88

74

76

93

76

69

57

84

75

76

83

27

81

71

65

86

52

2009

87

55

74

61

74

82

74

2010

81

78

71

99

62

92

85

85

77

84

85

70

80

81

78


90

89

88

87

87

91

91

91

90

93

92

92

91

91

91

91

88

86

81

96

93

90

93

92

92

92

87

90

85

81

85

83

85

81

66

87

75

65

2011

85

84

82

81

80

77

75

Page 54

Grant

Craighead

Collins-Rhodes

Morningside

Eichold-Mertz

Hamilton

Fonde

Forest Hill

Westlawn

Maryvale

Mobile Mental Health

Regional School

39

48

75

67

54

54

53

45

61


36

43

69

84

64

36

68

82

58

76

45

67

59

83

66

47

72

57

79

75


75

72

71

68

68

66

64

64

54

52

16

0

Page 55

Middle School Alabama Science Assessment

Middle Schools Meeting

Proficiency

Phillips

Clark-Shaw

Belsaw-Mt. Vernon

Dunbar

Causey

Calloway-Smith

Semmes Middle

Alba

Grand Bay

North Mobile

Hankins

MCPSS

Middle Schools Not

Meeting Proficiency

Burns

Pillans

Lott Middle

Eanes

Washington

Scarborough

Denton

Mobile Co. Training

2008

72

56

74

72

70

67

46

60

100

95

56

97

48

35

45

27

68

48

49

2009

100

100

96

97

80

59

83

81

74

76

67

73

72

71

73

44

53

81

51

69

69

60

51

40

11

78

70

69


2010

83

95

87

82

84

79

64

74

100

98

64

92

2011

100

94

89

87

86

85

85

85

79

78

74

73

61

60

49

41

38

72

65

65



Chastang

Mobile Mental Health

Pathway

CLC

33 48 46 37

20

Alabama High School Graduation Examination

(Alabama Department of Education Website 10/20/11: www.alsde.edu

)

11

0


Source of School System Revenues

State

Source %

48.01%

Federal

Local Tax

18.50%

20.53%

Local Fund Sources 2.42%

Other

Total

10.54%

100.00%

Source of Revenue Amount

Source

Local School Revenue

Local Capital Projects Revenue

Other Local Revenue (Includes Local Taxes)

Total

Per Pupil Expenditure School Year Amount

Year Amount

Amount

$15,572,568

$33,273,175

$166,691,181

$215,536,923

2008 ‐ 2009

2009 ‐ 2010

$8,844.24

$8,648.67

2010 ‐ 2011 $8,648.67

* Information based on the fiscal year ended September 30, 2010

** Transfer In (49200 ‐ 49299) & Transfer Out (59910) expenditures were



Page 58

School System Use of Funds %

Source

Instruction

Administration 4.82%

Operational Maintenance 9.30%

Debt Service

%

63.66%

Transportation

6.41%

4.37%

Food Service

Capital Outlay

Other

Total

6.19%

3.04%

2.22%

100.00%

MCPSS 2010 Budget

FYE 9/30/2010

State Fund Sources

Federal Fund Sources

Local Fund Sources

Other Fund Sources

Total

Budget

346,793,037.39

154,666,679.17

139,909,771.14

29,316,608.92

670,686,096.62


Actual

345,803,652.46

133,192,841.69

128,521,643.07

6,491,355.17

614,009,492.39




Assessment Report

PART II

MCPSS Performance Standards

Performance Standards

Standard 1 – Vision and 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 s chool 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



INDICATORS

In Fulfillment of this standard, the system:

1.1

1.2

Establishes a vision for the system in collaboration with its stakeholders

Communicates the system’s vision and purpose to build stakeholder understanding and support

1.3 Identifies system-wide goals and measures to advance the vision

1.4

1.5

Develops and continuously maintains a profile of the system, its students, and the community

Ensures that the system’s vision and purpose guide the teaching and learning process and the strategic direction of schools, departments, and services

1.6

Reviews its vision and purpose systematically and revises them when appropriate

INDICATORS EVIDENCE: Select one or more examples of evidence from the list below to support your response to each Indicator.

Indicator Evidence

X

X

X

X

X

X

1.1

Type

Practice

Selection

X

1.1

1.1

1.1

Mission Statement visible throughout the district

Procedures demonstrate stakeholder involvement in development of mission MCPSS Strategic Plan Process

Strategic Plans flow naturally from mission MCPSS Strategic Plan

Other: Superintendent’s Opening of School DVD

Artifact

Artifact

Artifact

X

X

X

1.1

Practice X

1.1

1.1

1.1

Stakeholders are knowledgeable about vision, mission

Vision, mission statements include all elements of stakeholder inclusion

Stakeholder perception data used to develop mission

Leadership demonstrates stakeholder support

Practice

Practice

Practice

X

X

X

1.2 Newsletters include mission statement: MCPSS E News

Artifact X



1.4

1.4

1.4

1.4

1.3

1.3

1.4

1.4

1.5

1.3

1.3

1.3

1.3

1.3

1.2

1.2

1.2

1.2

1.2

1.3

1.5

Signage includes vision, mission : MCPSS Central Office banners and signage, War Room examples

Handbooks include vision, mission: MCPSS Employee Handbook

Website/page includes vision, mission: MCPSS Web page: About Us

Stakeholders are knowledgeable about vision, mission

Meetings incorporate elements of vision, mission

Artifact

Artifact

Artifact

Practice

Practice

Strategic Plan includes vision, mission : MCPSS Strategic Plan

District Improvement Plan Process (CIP)reflects the MCPSS vision and mission

Goals that are data-driven and measurable: MCPSS Strategic Plan

Goals distributed through publications and communication: MCPSS E

News

Strategic planning incorporates vision, mission

Artifact

Practice

Artifact

Artifact

District and school improvement planning incorporates vision, mission

Stakeholders demonstrate involvement in and knowledge of goal setting

Other: Feeder pattern activities reinforce mission and vision

State of System report: State of the System Reports, 2008-2010

Publications, brochures, handbooks: MCPSS E News, MCPSS

Employees Handbook

District Improvement Plan: CIP(Continuous Improvement Plan)

Practice

Practice

Practice

Practice

Artifact

Artifact

Artifact

Artifact

Community-based data: MCPSS Website: About Us

District profile is used during staff meetings

Principal metrics, dashboard and data warehouse used to track progress

Strategic Plan demonstrates alignment of vision, mission and teaching and learning: MCPSS Strategic Plan, MCPSS Passport

District Curriculum demonstrates alignment with vision, mission:

MCPSS District Curriculum

Practice

Practice

Artifact

Artifact


X

Page 62

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X


1.5

1.5

1.5

1.6

1.6

District Improvement Plan demonstrates alignment of vision, mission with teaching and learning: CIP

Policies on instructional practices demonstrate alignment with vision, mission

District and school improvement planning demonstrates alignment with vision, mission

Artifact

Practice

Practice

Artifact

Strategic Plan demonstrates review: MCPSS Strategic Plan

Agendas, minutes for strategic planning demonstrate review: MCPSS

Strategic Planning Process

Artifact

X

X

X

X

X

Standard 1 – Vision and Purpose Focus Questions

1. What is the process for establishing and building understanding of and commitment to the vision statement among the school system and its stakeholders?

MCPSS’ mission and vision express ideals that will help students become successful in today’s world. The MCPSS mission, vision, and belief statements guide the system toward providing a quality education for every student. MCPSS has established goals, the progress toward which is continuously monitored and the pursuit of which fosters educational innovation. The mission and organizational goals are publicly displayed, and the system’s progress toward those goals are on exhibit and spoken about regularly.

This transparent use of school system data began several years ago. In the spring of

2008, with the assistance of the MAEF, the school system engaged in a community-


Performance Standards wide strategic planning process. This was the second such planning process over an 8 year period which grew out of a grassroots effort on the community’s part to reclaim their schools. The 2008 effort included 100 educators and 100 community stakeholders and was led by the superintendent. The educators or internal participant group was made up of school board members, Central Office administrators, principals and teachers from all school levels, bus drivers, cafeteria workers, maintenance and custodial workers, school clerks, and bookkeepers. The external group included students, parents, business people, politicians, Partners in Education members, college and university faculty members, and other interested citizens. Several meetings were held and a facilitator, paid by MAEF, assisted the superintendent as he led participants through the process.

Since that time, the elements of the strategic plan have been reviewed annually and the metrics chosen as indicators of success have been monitored, measured, and publically discussed.

Build Understanding and Commitment:

 The system’s vision, mission, and belief statements are posted in each local school and on the MCPSS website. They are also printed in the Student Handbook and

Code of Conduct which is distributed to all students and their families each year.

 Training in the system’s instructional strategies is conducted three times a year for

Central Office personnel, principals, and assistant principals. These strategies have


Performance Standards grown out of a commitment to the system’s publicly stated vision, mission and beliefs.



The superintendent meets regularly with a Teacher Advisory Committee, a Principal

Advisory Council, and a Student Advisory Committee, as well as the Mobile County

PTA Executive Board, to facilitate communication and to compare results with our mission and vision for the future.



The superintendent sits on the board of directors of the Mobile Area Chamber of

Commerce which provides MCPSS with an effective method of listening to the business community and also of transmitting information to the community about

MCPSS progress toward its mission and vision.



Local schools use groups referred to as success teams to gather information about school programs and progress and to communicate that information to the public.

The team is composed of the principal, a PTA/PTO representative, an employee designated as a communication representative, a teacher, a parent organizer, and a

Partner in Education representative.

Communicating the school system’s mission, vision, and beliefs has also been facilitated through the following:



Community meetings



News media



System social media sites





System strategic teams



System and local school action teams



System newsletters



Chamber of Commerce and Leadership Mobile meetings (community stakeholders)



Superintendent ’s presentations to key leaders, mayors, other elected officials, clubs, organizations, and PTA/PTO key leaders



State of the System addresses to the Board and to civic groups

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?

MCPSS uses data to guide district and local school decisions. Maintaining and utilizing information is a key component in establishing effective programs, services, and resources for students and teachers. Through the examination of data, MCPSS has created a Balanced S corecard that targets three “engines” or goal areas that drive the system and support its vision, mission, and beliefs in an organizational vision. The

Balanced Scorecard is divided into the following goal areas:

1. Organizational effectiveness

2. Operational effectiveness, and

3. Stakeholder commitment and satisfaction



These three areas contain almost 100 different measures that are used to gauge the system’s progress toward accomplishing its mission, vision, and beliefs. Of these system-wide measures, a large number are surveys of employee and client perceptions of performance. The system is moving toward school specific perception surveys. The system asks each school to include a grade level appropriate balanced scorecard or list of strategic measures in their school

’s CIP.

Maintaining Information:

MCPSS collects, analyzes, and maintains information through the following efforts:



Information NOW (iNOW) is a state mandated student information system that forms the central core of the data collection system.

 A piece of software referred to as the “data warehouse” allows the system to pull data from any data base, including iNOW, and manipulate the data to form reports. The data warehouse is used to pull metrics that measure the elements included on the balanced scorecard.

 The data warehouse is also utilized as the “engine” that drives our Principals’ Metrics dashboard.



A weekly meeting of senior staff monitors certain key metrics from the balanced scorecard and modifies plans accordingly.

Utilizing Information:

The MCPSS uses information resulting from the following artifacts:





Information NOW (iNOW)



The McAleer system on personnel matters



Child Nutrition Program (CNP) reports



Financial reports



Facilities reports



School Insight (A surveying feature of School Messenger)



Locally developed surveys administered via the Internet



EduTrax ®



TestTrax ®



EQTs



Results of stakeholder surveys



CIP implementation

 Alabama State Department of Education’s Accountability site

3. How does leadership ensure that the system’s vision, purpose, and goals guide the work of the school system and its schools?

Leadership has required that each school utilize their CIP as the main school improvement process. The school improvement plan is developed by the CIP committee which includes local school administrators, parents, students, and teachers.

The CIP planning process takes place with Central Office observers from Curriculum


Performance Standards and Instruction, Federal Programs, and the Special Education departments. Every CIP school improvement plan includes a balanced scorecard. All school-level balanced scorecards “roll up” to the system-level balanced scorecard. All are aligned with the system’s strategic plan. Regular reviews of school progress toward system goals are conducted by a school team to assure alignment of effort and to collaboratively determine modifications of local building strategies in those instances where progress is not being made satisfactorily. During the year, all principals are involved in feeder pattern meetings where the schools that feed each high school meet to review data and share strategies for accomplishing their mission, vision, and goals.

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?

Every year the goals and strategies are adjusted based upon the objective data gathered. Balanced scorecard goals are adjusted and instructional strategies modified.

System targets are directly related to local school targets which are reflected in each school’s balanced scorecard as well as the Principals’ Metric dashboard.

Every five years the system joins with the MAEF to renew the strategic plan. This is accomplished through massive community involvement to make certain that the school system remains aligned with community needs and expectations.



OVERALL ASSESSMENT FOR STANDARD 1

– VISION AND PURPOSE

X Operational

The school system has committed to a shared 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, system and school effectiveness. The vision guides allocations of time and human, material, and fiscal resources

Standard 2

– Governance and Leadership

The school system provides governance and leadership that promote student performance and system effectiveness .

Impact Statement: A school 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 Indicators Rubric:


Emerging Evidence indicates early or preliminary stages of implementation of

practice


implemented


INDICATORS

In Fulfillment of this standard, the system operates under the jurisdiction of a governing authority that:

2.1

2.2

2.3

2.4

2.5

2.6

Establishes and communicates policies and procedures that provide for the effective operation of the system

Recognizes and preserves the executive, administrative, and leadership authority of the administrative head of the system

Ensures compliance with applicable local, state, and federal laws, standards, and regulations

Implements policies and procedures that provide for the orientation and training of the governing board

Builds public support, secures sufficient resources, and acts as a steward of the system’s resources

Maintains access to legal counsel to advise or obtain information about legal requirements and obligations

2.7

Maintains adequate insurance or equivalent resources to protect its financial stability and administrative operations

In fulfillment of this standard, the system has leadership that:

2.8

2.9

Provides for systematic analysis and review of student performance and school and system effectiveness

Creates and supports collaborative networks of stakeholders to support system programs

2.10

Provides direction, assistance, and resources to align, support, and enhance all parts of the system in meeting organizational and

X

X

X

X

X

X

X

X

X

X

X


2.11 student performance goals

Provides internal and external stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership

2.12

2.13

Assesses and addresses community expectations and stakeholder satisfaction

Implements an evaluation system that provides for the professional growth of all personnel


X

X

X



2.1 Governance Policy handbooks: MCPSS Policies: School Board

2.1

District-wide Staff and/or student handbooks: Student Handbook and Code of Conduct

2.1 Organizational chart: MCPSS Organizational Chart

2.1 MCPSS Policies

2.1

Agendas, minutes of governing authority meetings: Board of

School Commissioners Meeting Minutes

2.1

Governing authority affirms understanding of their role in the operation of the school/district

2.1 Stakeholders affirm understanding of operational procedures

2.1

Students and staff affirm their understanding of discipline policies and due process

2.2

Governing Board Policies demonstrate leadership prerogatives:

MCPSS Policies: Board Policies 2.20, 2.21, 3.11 and 3.12

2.2 Organizational chart: MCPSS Organizational Chart

2.2

Roles and responsibilities of governing board, advisory councils, and ad hoc committees are clearly outlined: MCPSS Policies:

Board Policies, Chapter 2.0

2.2 District staff are knowledgeable about organizational chart

2.2 District staff demonstrate knowledge about due process

2.3

Documentation with all regulations that apply to accreditation by

SACS or AdvancED: AdvancEd accreditation application

Type

Artifact

Artifact

Artifact

Artifact

Artifact

Practice

Practice

Practice

Artifact

Artifact

Artifact

Practice

Practice

Artifact

Selection

X

X

X

X

X

X

X

X

X

X

X

X

X

X



2.3

Documentation of State and Federal Compliances and

Assurances, including NCLB/Title I, EEO, Title IX: MCPSS

Policies: Human Resources

2.3

Documentation of adherence to ethical business practices: State

Audit 2009-10 and S&P Credit Rating

2.3

District staff responsible for the implementation of state and/or federal programs are knowledgeable about compliance

2.3 Stakeholders affirm compliance with ethical business practices

2.3 District staff are knowledgeable about curriculum standards

2.4

Roles and responsibilities of governing board are clearly outlined:

MCPSS Policies: Board Policies

2.4

Policies and procedures for governing board training and orientation: MCPSS Policies : Board Policies 2.50, 2.501 and

2.503

2.4

District staff and governing board members affirm their participation in orientation and training

2.4

District staff and governing board members affirm their knowledge of governing board policies and procedures

2.5

Policies and procedures for fiscal planning: short-term and longrange: MCPSS Policies:, Board Policies, Chapter 7.0

2.5

Stakeholders affirm compliance with Equal Employment

Opportunity practices and procedures

2.5 Stakeholders affirm compliance with ethical business practices

Artifact

Artifact

Practice

Practice

Practice

Artifact

Artifact

Practice

Practice

Artifact

Practice

Practice

2.6

Documentation of resolutions of any complaints Sample

Complaint Resolution

2.6

Documentation of access to legal counsel: Contract for legal counsel: Atchison Firm

2.6 District staff are knowledgeable about access to legal counsel

Artifact

Artifact

Practice

2.6

District staff are knowledgeable about due process and complaint resolution

2.7

Policies and procedures for protecting assets and financial resources: MCPSS Policies: Board Policies, Chapter 7.0

Practice

Artifact

2.7

Policies and procedures for investments: MCPSS Policies: Board

Policy 7.30

Artifact


X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Page 73


2.7

District staff affirm knowledge and support for the district's fiscal responsibility Practice

2.7

District staff affirm knowledge of district's insurance carrier, policies, and procedures Practice

2.8 District Staff meetings: Academic Affairs Weekly PDCA sample Artifact

2.8

Advisory Committee: Superintendent’s Teacher of the Year

Advisory Committee Agenda, Superintendents Student

Advisory Council Agenda Artifact

2.8

Record of student performance data analysis: AssessTrax sample report, EduTrax sample report of student data Artifact

2.8

Student database management system: Data Warehouse example reports: Attendance, Metrics, Enrollment

2.8

Student performance database for formative assessments:

TestTrax example report, MCPSS Stanford 10-ARMT 2011 report

Artifact

2.8 Student performance data are used during district staff meetings

2.8

District staff affirm the use of student performance and organizational effectiveness data for planning

Artifact

Practice

Practice

2.9

Accreditation team members are representative of staff and students: Standard 1 and Standard 2 Committee member roster

2.9

Calendar and agendas of stakeholder meetings: Mobile County

Council PTA Minutes and agendas, Mobile County Council

Leadership Book

2.9

Record of Advisory Committees: Superintendent’s Teacher of the Year Advisory Committee Agenda, Superintendents

Student Advisory Council Agenda

Artifact

Artifact

Artifact

2.9 Stakeholders affirm their involvement in the accreditation process Practice

2.10

Policies demonstrate established student performance targets, measures, and strategies : MCPSS Balanced Scorecard, MCPSS

Balanced Scorecard Definitions

2.10

Guidelines outline expectations for instructional standards:

MCPSS Balanced Scorecard

Artifact

Artifact

2.10

Guidelines outline expectations for student performance: MCPSS

Balanced Scorecard Artifact

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X



2.10

Organizational chart reflects allocation of support for student performance targets: MCPSS Organizational Chart Artifact

2.10 District staff are knowledgeable about student performance targets Practice

2.10

Districtwide “walk-throughs” demonstrate monitoring of instructional practices Practice

2.11

Calendar, agendas, of stakeholder meetings: PTA Executive

Council agenda, Superintendents Student Advisory Board agenda, Superintendents Teacher of the Year Advisory Board,

Paperwork Committee members, Education Commission

Members Artifact

2.11 Committee members are representative of all stakeholder groups Artifact

2.11

Accreditation team members are representative of stakeholder groups: Standard 1 and Standard 2 Committee member roster Artifact

2.11

Policies and procedures established for the inclusion of all stakeholders into appropriate district-wide decision making processes : MCPSS Policies: Policy 1.22

Practice

2.12

Record of Advisory Committees: calendars, agendas, membership: PTA Executive Council agenda, Superintendents

Student Advisory Board agenda, Superintendents Teacher of the Year Advisory Board, Paperwork Committee members

2.12 Stakeholder survey data : MCPSS Balanced Scorecard

Artifact

Artifact

2.12 Stakeholders affirm their satisfaction with their level of involvement Practice

2.13

Documentation of salary schedules: MCPSS 2011-2012 Salary

Schedules

2.13

Handbooks demonstrate staff evaluation system: MCPSS

Employees Handbook

Artifact

Artifact

2.13

Policies demonstrate professional growth opportunities: MCPSS

Policies, Board Policy 6.50

2.13 New staff orientation materials: MCPSS Employee Handbook

2.13

District staff are knowledgeable about the criteria, timeline, process, procedures, and dispositions by which they will be evaluated

2.13

District staff are knowledgeable about access to and participation in a professional growth program: SARIC

Artifact

Artifact

Practice

Practice

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X



Standard 2

– Governance and Leadership Focus Questions

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 Mobile County Board of Education is the governing body for developing and approving policies. The members of the board are elected from five electoral districts; therefore, the will of the people is implemented through representational government.

Policies and procedures are developed collaboratively with input from various stakeholders. MCPSS is committed to involving stakeholders in this process, and district leaders are committed to remaining responsive to current trends and issues as policies and procedures are established, communicated, and implemented.

The Superintendent is appointed by the Board of School Commissioners and serves as the chief operations officer of the school system. The Superintendent runs the school system on a day-to-day basis taking guidance from school board policies and regulations. The Superintendent and his senior staff are responsible for making certain that the school system operates in such a way that the system remains compliant with all local, state and federal laws, standards and regulations.

Establishment of Policies and Procedures:



Recognize a need or issue that requires attention





Initiate discussion and research best practices with a variety of stakeholders



Develop a framework and submit to stakeholders for review and comment



Edit as necessary



Recommend the policy to the Board for a first reading



Distribute the proposed policy to all employees and to the public by posting it on the

MCPSS website

Communication of Policies and Procedures:



Proposed policies are disseminated to various stakeholders for review through email and are posted on the MCPSS website as a draft policy along with relevant legal references by the board’s legal secretary.



Generally, at least one public hearing is held soliciting input on the proposed policy prior to recommending the final version to the Board of School Commissioners.



Once the final version of a policy is approved by the Board of School

Commissioners, it is posted on the system website along with the official approval date.



All Central Office personnel and school administrators are notified of the new policy and receive an electronic copy of the new or revised policy.



Local school administrators are informed of the policy change at regular principals’ or assistant principals’ meetings and are directed to inform their faculty and staff of


Performance Standards the policy changes.

Implementation of Policies and Procedures:

School administrators share and enforce approved policies with school personnel under their supervision.

The MCPSS policy manual underwent a major review and revision by a sub-committee of the Board of School Commissioners in 2008 in accordance with the system’s overall strategic plan. Since that time individual policies are reviewed regularly and amended as necessary.

The Board of School Commissioners take their responsibilities seriously and implement policies and procedures that provide for the orientation and training of the governing board, build public support, secure sufficient resources, and act as a good steward of the system’s resources and maintain access to legal counsel to advise or obtain information about legal requirements and obligations. In fact, one of the policies recently adopted by the Board of School Commissioners addresses the requirement for school board member training quite clearly. It reads as follows:



“Mobile County Board of Education members will pursue ongoing training to develop and enhance their knowledge and effectiveness as Board members and to improve

Board governance and operations. Training will include participation in:



Orientation for newly elected or appointed school board members;



Training or consulting workshop for the local Board as a whole;



State or national school board association event addressing Board governance or operation, or other Board member development opportunities relating to leadership development, Board governance, or Board operations.”

The Board also maintains adequate insurance as outlined in a Board policy that reads as follows:

“The Business Division and Facilities Division will develop and implement an insurance program to cover the buildings and property owned by the Board, taking into consideration financial feasibility, advice from professionals in the field, availability of

State Insurance Program coverage and self-insurance options. The program should be evaluated periodically and the analysis submitted to the superintendent and Board for review.”



2. What process does the school system’s leadership use to evaluate system effectiveness and its impact on student performance?

MCPSS is guided by an officially adopted Mission and Vision Statement, which grew out of a long-range strategic plan that was developed by various stakeholders. These imperatives drive the system in its process of school improvement.

MCPSS’ overall goal is to graduate citizens who are prepared for higher education and/or the world of work.

MCPSS collects and analyzes metrics to evaluate system operational effectiveness as well as the impact on student performance. Through the regular and frequent analysis of data, the Central Office administration and each of the 96 local schools review their progress toward goals, reflect on the efficacy of strategies, revise operational practices and procedures, and adjust the improvement process for the next instructional cycle.

Schools are organized into high school feeder patterns. Feeder pattern meetings are used for vertical planning

Gather Data:

The school system uses the following tools to gather data and evaluate system effectiveness and its impact on student performance:

Statewide Tools



Dynamic Indicators of Basic Early Literacy Skills (DIBELS) – Grades K-2





Alabama Reading and Math Test Plus (ARMT+) – Grades 3-8



Alabama Science Assessment (ASA)

– Grades 5 and 7



Alabama High School Graduation Exam (AHSGE) – Grades 9-12



Alabama Alternate Assessment (AAA)

– Specific special education students



Applied Certification Courses for Education of Special Students (ACCESS) –

Specific English Language Learner (ELL) students



Adequate Yearly Progress (AYP)



Professional evaluation PEPE and Educate Alabama



Annual stakeholder (student, teacher, other employee, and parent) perceptual surveys



Student Pride Surveys

– Grades 6-12 (randomly)



State Report Card

System Tools:



Pacing guides



Quarterly benchmark assessments



Standards-based assignments and tests



School system Balanced Scorecard results

 Principal’s metrics



Regular reviews of the plan-do-check-act (PDCA)





Parent advisory committees – Title I Schools



CIP process with quarterly data reviews



Elementary and middle school monthly data reviews (by course, department, and grade level)

3. In what ways are stakeholders, including system and school staff, given opportunities to provide leadership and to contribute to the decision-making process?

MCPSS believes that leadership is an integral component of any effective organization.

Professional learning communities have been implemented at the district and local school level to facilitate collaboration that impacts student learning. The long-range strategic planning processes empower teachers and other personnel to participate in the school improvement process and greatly influence student learning. The school system is committed to developing and growing leaders.

The school system’s stakeholders include teachers, support staff, administrators, media specialists, counselors, parents, students, business partners, mayors, chambers of commerce, and other community members. These stakeholders were included in the previous two long-range planning efforts, and the intent is to include them once again when a third such cycle is initiated in 2011. MCPSS is committed to providing


Performance Standards stakeholders with information regarding student performance and operational effectiveness, as well as progress on goals established under previous strategic plans.

MCPSS implemented the following processes and professional development opportunities to empower leaders and to include various stakeholders in leadership development:

 Regular principals’ meetings with embedded professional development



Turn-around professional development for all assistant principals



Instructional staff professional development with Alabama Best Practices Center



Instructional staff professional development with SARIC



Mobile County Educational Commission to communicate with Mobile County stakeholders



Long-Range Strategic Plan involving over 200 stakeholders from the school system and the community

 Action teams of various stakeholders formed to “flesh out” each objective within the strategic plan



New administrators training



National Survey of Student Engagement (NSSE) surveys



Professional Education Personnel Evaluation (PEPE) surveys



Parental advisory committees in Title I Schools





Open houses at all local schools



CIP committee quarterly review process

 360° Professional Development

® (on-line)



New teacher mentoring

 Superintendent’s Teacher Advisory Committee



Technology Advisory Committee



Paperwork Committee

 Monthly athletic directors’ meetings with supervisor of athletics



Monthly secondary school department chairs’ meetings with Curriculum and

Instruction personnel



Monthly elementary school lead t eachers’ meetings with Curriculum and Instruction personnel



Local school problem solving teams



IEP team leaders meetings

4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation?

MCPSS believes that all individuals will be provided with an equal opportunity to a quality education as stated in the district vision, mission, and belief statements.



Through this commitment to equity, the system strives to assess each student through formative and summative assessments and to provide resources and instructional best practices based on individual needs. As a result, the Board of Education has adopted policies, and the administration has enacted processes to ensure equity for all students and to guide innovation.

Policies:

MCPSS’ policy manual points to the Student Handbook and Code of Conduct where the rights and responsibilities of all stakeholders are spelled out. The section on students states the following:

Students have the right to,



Receive an appropriate public education



Be informed of laws and local school rules and policies



Expect procedural due process



Expect confidentiality of records



Receive equal treatment regardless of race, sex, creed, color, religion, or national origin



Access information contained in their cumulative and discipline files



Receive fair and reasonable punishment with regard to the nature and seriousness of the offense





Receive all educational services provided by the school system to enhance educational pursuits for which they qualify



Participate in student organizations authorized and sponsored by the school provided the students meet the established criteria



Receive privacy related to their personal possessions, subject to the need for school officials to inspect and protect students and school property



Receive an explanation of grades and/or progress reports



Attend school in an environment conducive to effective and meaningful learning experiences

Students have the responsibility to,



Respect teachers and those in authority



Respect the rights and privileges of others



Obey laws and local school rules and policies



Exhibit a sense of fairness, honesty, loyalty, obedience, courtesy, pride, and trustworthiness



Respect the property of other students, school personnel, and the Board of School

Commissioners



Strive for academic excellence



Be prepared with appropriate materials and complete all assignments





Be punctual and regular in attendance for school and all classes



Be knowledgeable of and adhere to the MCPSS’ Student Handbook and Code of

Conduct



Behave in a manner that permits uninterrupted learning



Dress and be well-groomed according to uniform dress code policy

Processes:

MCPSS provides professional development opportunities, interventions, and programs to ensure that every student has an equal opportunity to a quality education and to support innovation.

Professional Development Opportunities



Program specialists support system-wide philosophy on the job training with teachers



Alabama Reading Initiative (ARI) coaching for all elementary teachers



Ongoing administrative training through professional study - Professional Learning

Units (PLU) according to state plan



CIP school improvement process indicates specific training collaboratively agreed upon for school improvement



Technology professional development opportunities through on-site interactive training





Tech Fest to provide system-wide training opportunities on a variety of the latest technology trends to enhance student learning and engagement

 Ruby Payne’s

A Framework for Understanding Poverty ® overview for all administrators and in-depth training for various schools



Training opportunities are made available to all teachers through SARIC



System-wide in-service training in inclusion models available through the Department of Special Education



PLU collaboration to share best practices



Talents Unlimited training

Instructional Initiatives and Interventions:



Quarterly benchmark assessments to measure student progress and identify those students in need of intervention



Distance learning to provide all students with the opportunity to participate in classes that might not be offered at their local school



Expansion of Advanced Placement ® (AP) classes and initiation of system paid AP tests



Pacing guides



Educational foundation teacher grants



ARI





Professional learning community implementation to promote collaboration



Fifth Block implemented in high schools to facilitate re-teaching



EXPLORE ® and PLAN ® testing program



Science, technology, engineering, and mathematics curriculum integration in middle schools



Response to instruction training and implementation



Ninth grade academies to provide academic and social support for high school freshmen



Credit Recovery model



High Hopes Funding to supply AHSGE remediation resources



PST, Gifted Education Program (GEP), and Limited English Proficiency (LEP) plans provide processes and interventions to meet the needs of individual children



English Language Learner (ELL) program



Extended school year opportunities for students with special needs



Title I support (resources, teachers, etc.) through Federal Programs



Homeless Education support through Federal Programs



Talents Unlimited



Alabama Math Science Technology Initiative (AMSTI)



Career awareness counseling portfolios



PST Pyramids of Intervention





System data formative and summative assessments



MCPSS Middle School Initiative



Making Middle Grades Work



High Schools That Work in targeted schools



Literacy strategy training



Grade recovery for middle school students



MCPSS 21 st Century Secondary School Plan



High school program planning



Feeder patterns



Multiple pathways to graduation

OVERALL ASSESSMENT FOR STANDARD 2

– GOVERNANCE AND LEADERSHIP

X 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

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.

Definitions of Indicators Rubric


Emerging Evidence indicates early or preliminary stages of implementation

of practice


implemented


INDICATORS


3.1 Develops, articulates, and coordinates curriculum based on clearly- defined expectations for student learning, including essential knowledge and skills

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

3.3 Ensures that system-wide curricular and instructional decisions are based on data and research at all levels

3.4 Supports instruction that is research-based and reflective of best practices

3.5 Supports a curriculum that challenges and meets the needs of each student, reflects a commitment to equity, and demonstrates

X

X

X

X

X


Performance Standards an appreciation of diversity

3.6 Allocates and protects instructional time to support student learning

3.7 Maintains articulation among and between all levels of schooling to monitor student performance and ensure readiness for future schooling or employment

3.8 Supports the implementation of interventions to help students meet expectations for student learning

3.9 Maintains a system-wide climate that supports student learning

3.10 Ensures that curriculum is reviewed and revised at regular intervals

3.11 Coordinates and ensures ready access to instructional technology, information and media services, and materials needed for effective instruction

X

X

X

X

X

X



Type

Selection

3.1

Policy on credit requirements for program completion:

Educational Planning Guide

3.1 Curriculum pacing guides: Sample Curriculum Guides

3.1

District-wide curriculum committee: review cycle, adoption/approval policies/criteria, membership: Sample

Curriculum Writing Procedures

3.1

Formative assessments: quarterlies, etc.: Sample EQT data reports

3.1 Syllabi or course catalogues: Sample Curriculum Guides

3.1

Communication of NCLB performance targets: Leading School

Improvement Information

3.1

Student Handbook outlines student learning expectations:

Student Code of Conduct and Student Handbook

3.1

Special program promotion, completion requirements: Career

Technical Education Plan

3.1 Individualized Development Plans: Educate Alabama PD Plans

3.1

Textbooks and text selection criteria are aligned to learning goals, curriculum: Textbook Adoption Procedures

3.1 District staff can articulate student learning expectations

Artifact

Artifact

Artifact

Artifact

Artifact

Artifact

Artifact

Artifact

Artifact

Artifact

Practice

X

X

X

X

X

X

X

X

X

X

X



3.1 Students affirm their knowledge of what is expected of them

3.1 Staff can articulate curriculum sequencing and grouping

3.1

District staff/others meet regularly to discuss student progress and remediation

Practice

Practice

Practice

3.2

Course syllabi outlining criteria for student involvement: Sample

Syllabi

3.2 Samples of student work: Samples of Student Work

3.2 Students affirm their involvement in their own learning

3.2 Student discussion groups

3.3 Assessment data: AYP Data

Artifact

Artifact

Practice

Practice

Artifact

Artifact 3.3 Grade reports: iNOW Grade Report

3.3

Professional development calendar and topics: Professional

Development Calendar

3.3

District staff/others meet to analyze data and align instruction:

Sample Agenda for Leading School Improvement Meeting

Artifact

Practice

3.3

District staff/others meetings regularly include data analysis:

Agenda from Team Meetings

3.4

Agendas, minutes of staff/grade level/department/program meetings: Sample Agendas for Grade-level and Depart. Chair

Meetings

3.4

Professional development plans: Sample of EDUCATE

ALABAMA PD Plan

Practice

Artifact

Artifact

3.4

District staff/others meetings regularly include discussions about effective instructional design and delivery

3.4

Professional learning opportunities focus on best practice instruction

3.5

Standards-based curriculum: state and national standards:

Sample Math Curriculum

3.5 Promotion, graduation criteria: Educational Planning Guide

3.5 Graduation requirements: Educational Planning Guide

3.5

Policies that reflect attention to issues of equity: Magnet Schools

Program Procedures Manual

Practice

Practice

Artifact

Artifact

Artifact

Artifact

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X



3.5

District staff are knowledgeable about state and national curriculum standards

3.6 Instructional calendar: days, hours: MCPSS School Calendar

3.6 Staff affirm that their instructional time is protected

3.7

Policies and guidelines granting dual-credit, transfer of credit:

Educational Planning Guide

3.7

Articulation agreements between agencies: Dual Enrollment

Articulation Agreement

Practice

Artifact

Practice

Artifact

Artifact

3.8

Individualized Development/Career Plans: Sample Career

Cruising Plan

3.8 After-school programs:

3.8 Online support:

Title I Plan

MCPSS District Technology Plan

Artifact

Artifact

Artifact

3.8

District staff affirm that there are multiple opportunities for students to get support: RtI Plan Practice

X

X

X

X

X

X

X

X

X

3.9

Policies for student behavior, remediation, due process, appeals:

Student Code of Conduct and Student Handbook Artifact

3.9 Database of student behavioral incidents: Sample iNOW Report Artifact

3.9

Parents/community indicate that the school/district focuses on positive school/district climate

3.9

District staff/others meetings provide time for discussions about climate: CIP Plan

Practice

Practice

3.9

Parents/community indicate that the school/district focuses on positive school/district climate

3.10

Calendar of curriculum committee meetings: Academic Affairs

Shared Calendar

3.10

Written policies and procedures for composition of curriculum committee and its function: Sample Curriculum Writing

Procedures

3.10

District staff affirm that they are involved in the curriculum review and revision process

3.11

Staffing chart demonstrating allocation of appropriate technology

Practice

Artifact

Artifact

Practice

Artifact

X

X

X

X

X

X

X

X

X


Performance Standards staff: MCPSS District Technology Plan

3.11

Budget allocating appropriate funds for technology - software, hardware, and infrastructure: E-rate budget

3.11

Students and staff affirm that technology is embedded within the teaching and learning process: Technology Course of Study

3.11

District staff affirm that technology supports their curriculum and instructional programs: J ob Description for Technology

Resource Teachers

3.11

Technology staff/services demonstrate their involvement in support of student achievement

3.11

Other: Technology Impact (Indicators for Measuring Progress in Advancing Classroom Technology) Survey

Artifact

Practice

Practice

Practice

Practice

X

X

X

X

X

Standard 3

– Teaching and Learning Focus Questions

1. How does the system ensure the alignment and articulation of curriculum, instructional strategies, and assessments in support of the expectations for learning?

In MCPSS content area supervisors oversee alignment and articulation of curriculum, instructional strategies, and assessments in support of the expectations for learning.

The curriculum is based on state standards from the Alabama Course of Study . Each summer curriculum committees come together to represent the system to review, revise, and align curriculum after analyzing data from system formative and state provided summative assessments. The committees are called upon to disaggregate standards for clarification of the Alabama Course of Study for each content area and each grade-level. The unwrapping of standards provides an emphasis on standardsbased instruction and identifies essential learning for success. Elementary and


Performance Standards secondary teachers from across the system have been trained on strategies to “un wrap” standards, write assessment items, and construct common formative assessments to identify mastery of content and skills.

From these efforts, instructional pacing guides are developed and aligned to state standards, Alabama Reading and Math Test (ARMT), and Alabama High School

Graduation Exam (AHSGE) standards. The high-quality curriculum is viewed as everimproving, viable, and ensures the highest quality instruction in each classroom. The resulting curriculum is communicated to principals before the new school year begins.

Principals receive professional development along with a PowerPoint ® presentation to share with faculties. New teachers receive training throughout the year along with resources containing pertinent information that includes an overview of all curriculum, pacing guides, grading parameters, instructional tips, and rubrics. System-wide professional development includes content-specific and grade-level specific instructional strategies. Curriculum resources are posted on the MCPSS website.

MCPSS is data driven and uses formative and summative assessments to give quantitative and qualitative feedback to ensure student learning and achievement.

System-wide common assessments have been developed and provided to teachers in the form of EQTs, science benchmark tests, Assessments of Mathematical Progress

(AMPs), etc. The formative and summative assessments measure student progress and provide data in reference to essential content mastery as well as to inform instructional


Performance Standards practices. Summative assessments are implemented at local and state levels in elementary and secondary classrooms to determine if a student has mastered essential content and skills and to identify students who experience difficulty. The common formative and summative assessments enable teachers to target instruction and provide meaningful and individualized instruction. The delivery of differentiated instruction provides for the learning needs of students at all levels of mastery.

Professional development on instructional strategies that are research-based best practices is encouraged for all teachers and administrators. These strategies and practices are provided as models throughout the curriculum. Teachers and administrators participate in professional development to gain further content knowledge as well as enhancement in pedagogy.

MCPSS believes that comprehension of the written word is basic to success in all content areas on all grade levels. Reading in mathematics, science, and social studies requires multiple reading process skills and integration of those skills. MCPSS is committed to providing the highest quality reading and language arts curriculum and ensure continuity of instruction.



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?

MCPSS believes that students learn most effectively when they are engaged in meaningful work and that all students learn at different rates and through different learning styles. As a result, our system is committed to utilizing multiple research-based strategies, activities, and programs that have been proven to facilitate the learning process of essential content for all students.

All aspects of curriculum development, allocation of resources, teacher training, and instruction are data driven. Data analysis takes place not only at the system-level, but also at the individual school-level and is a major driving force for MCPSS. Curriculum supervisors and resource teachers work with individual schools and teachers when they make frequent site visits to all schools. Curriculum personnel model lessons using researched-based best practices. Curriculum supervisors and resource teachers work with classroom teachers to develop system-wide EQTs to ensure that students are being taught state standards at the appropriate level of rigor. System tests are aligned to pacing guides to ensure content and face validity. Equity in instruction from school-toschool has become a major focus of the system and has resulted in frequent subject area meetings, feeder pattern meetings, grade-level meeting, and full implementation of the Cycle of Instruction by classroom teachers. To assess the effectiveness of classroom instruction, teachers administer frequent interim assessments and make instructional decisions based on results. Curriculum supervisors, resource teachers, and


Performance Standards system personnel continually monitor data and instruction throughout the year to ensure that standards are being taught.

Each school generates its own CIP. The plan is developed by a committee at each school to address specific needs of students within the school and is in response to

2010-11 assessment data. The CIP helps schools to allocate resources to ensure researched-based best practices are used to meet student needs. Federal Programs,

Curriculum and Instruction, and Special Education personnel work in partnership to monitor the CIP at each school. Intervention programs are a vital outgrowth of CIP implementation to ensure success for all students.

Through national, state, and local professional development opportunities, our administrators, teachers, and paraprofessionals gain essential tools to implement a variety of strategies, innovations, and activities that enhance student learning. Over the past 2 years, our system has committed to learning more about the implementation of professional learning communities. This understanding of professional learning communities and the importance of maintaining a focus on student learning has helped our system promote and support implementation of research based strategies, innovations, and activities through the following training and activities:



Research Based Instructional Strategies Utilizing Technology:



Incorporating the use of SMART ® interactive whiteboards, document cameras, and digital microscopes



Incorporating the use of digital graphic organizers to help students better develop their analytical thinking skills



Incorporating the use of Student Response Systems ® (SRS), to promote students adopting self-regulating behaviors and personal goals



Incorporating the use of research-based instructional tools



Use of TAP-IT (Unintentional Touch) technology to ensure disabled and preschool students access to SMART ® technology and instructional tools



Use of Voyager Math ® and Voyager Live ® to increase academic performance

Innovation:



Offer a wide range of distance learning virtual field trips to students for the purpose of connecting them with experts



Provide a blog and podcast server for teachers and students to participate in online discussions and exhibit creative digital works



Provide web access and equipment to students directing them to effective online resources for study and research





Use of Mobile Video (MOVI ® ) technology to provide instruction to homebound or hospitalized students



Provide access to Behavior Solutions 360 to all teachers to monitor behavior



Provide both Alabama Occupational and Alabama Alternate Assessment Pacing

Guides

Professional Development Opportunities:



On-line Professional Development- Teachers and professional staff may continually improve professional skills by participating in web-based professional development opportunities offered through PD 360. After specific needs are identified, a teacher may go to the PD 360 website and receive individualized

professional development on a large variety of topics.



Professional Learning Communities - Professional learning communities occur in local schools and within feeder patterns to foster collaboration within professional groups.



Response to Instruction (RtI) - To continue the implementation of professional learning communities, our system provides training for our local school administrators and leadership teams on Response to Instruction and its connection to professional learning communities.



Common Formative Assessments- Assessments of Mathematical Progress

(AMPs) are standards-based assessments that are written by a committee of


Performance Standards teachers and Central Office personnel. AMPs assess students in grades 1-5 and cover between 3 and 5 objectives per assessment. AMPs are aligned to end of the quarter system-made tests. AMPs are sent out in MSWord ® so that teachers can modify them according to needs.



CIP- In addition to the annual training to support the CIP school improvement process, leadership teams also participate in quality professional development.

Topics have included deepening implementation of professional learning communities, the Alabama Quality Teaching Standards , the Professional

Development Standards , and Standards for District Accreditation through

AdvancED ® . Professional learning units are required for all administrators and provide systemic, systematic, and on-going professional development.




Continuous Improvement

Focus Areas

Learning Culture and Climate

Vision-Mission-Beliefs

Evident High Expectations

Relationships

Instructional Focus and Leadership

School Operations and

Management

Learning Environment

Attendance

Behavior/Discipline

Academic Achievement

Graduation Rate Increase

School Level & Grade Level

Transition

Multiple Pathways to

Graduation

Postsecondary & Career

Readiness

Career Technical Education

Guidance & Counseling

Assessment

Accountability

Career Cruising

AYP Status

Plans of Study

Grading

Student Success Rate

Formative Assessments

Summative Assessments

Rigorous

Pre-K-12 Curriculum

Strategic Goal

All students will graduate having completed a rigorous curriculum that prepares them for full

Continuous Improvement

Data Driven

CIP Implementation


Focus on Achievement Gaps

Special Education participation in the work force and further formal education.

ELL

Response to Instruction

Course Offerings

Student Class/Course

Quality, Sustained

Placement

Professional Development

Data Driven

Needs Based

System

School

Feeder Patterns

Professional Learning

Page 103

EPAS, SAT, AP, IB Exams




Mentoring Training - All first year teachers are paired with a mentor who provides support at the local school. Mentors are trained by Central Office staff and SARIC using a model developed by the State of Alabama and Central Office leaders. Alabama also provides mentoring for first year principals, and training is also provided for the mentor.



Book Study Collections - The Professional Development Department and the individual curricular area supervisors have joined hands to develop a library of professional literature that is available for use by all employees and is located in the Library Media Center at the Central Office. Resource materials (books,

DVDs, study guides, etc.) can be checked out for individual or group study.



Data Training - System personnel provide training for our administrators and teachers on data collection, analysis, and implementation. Several programs, such as TestTrax ® , AssessTrax ® , and the MCPSS Data Warehouse are utilized in our system to drill down to the classroom and student level in order to determine instructional effectiveness and understanding.



Technology Training - Year-round technology workshops are offered to facilitate integrating technology into the curriculum and thereby increase technology proficiency skills. Summer is of special importance with the system-wide

Instructional Technology Conference.



Online Tutorial Technology Training - Technology resource teachers have developed online technology tutorial videos that are available on the system’s website and address a wide range of applications.





District Literacy Training – In summer months the system provides training for all new hires. This training incorporates literacy strategies and review of the

MCPSS reading plan.



Talents Unlimited

®

-Thirty-nine years of classroom research on the Talents

Unlimited

®

model demonstrates its effectiveness in enhancing creative and critical thinking-skills of pre-kindergarten through twelfth-grade students, who are diverse in intellectual ability and achievement, socioeconomic level, and interests. Twenty-two specific skills described in student-friendly language define the research-based cognitive strategies of productive thinking, decision making, planning, forecasting, and communication that students use in creative problemsolving. Skills, in concert with academic skills and knowledge are applied to the curriculum to enrich and enhance students’ creative thinking about all areas of instruction. Teachers in both general education and special education, including gifted education, engage in rigorous training in the Talents Unlimited

®

staff development model and contribute to the on-going research in creative thinkingskills instruction.

Currently Mobile County has two international model sites for Talents Unlimited ®,

Mary B. Austin Elementary School and Council Traditional School. Nine school sites implement the model school-wide, and an additional seven are in the process of completing training for their faculties.



The International Talents Unlimited office is housed within MCPSS. This office supports training across the United States as well as in several other countries.

In addition, the coordinator with assistance of 15 certified trainers train and support teachers in MCPSS.



ARI Training- Alabama Reading Initiative training designed specifically for special education teachers is implemented throughout the school year.



SARIC - SARIC is housed at the University of South Alabama and provides a variety of professional development training sessions to south Alabama teachers.



Southern Regional Education Board ® (SREB) -Standards-based instruction training was conducted in August 2011, and pilot schools were selected to begin implementation during the 2011-12 school year.

Initiatives:



Alabama Reading Initiative (ARI)



Middle School Initiative



Mobile County Public School System 21 st Century Secondary Initiative



Alabama First Choice Initiative



Alabama Math, Science, and Technology Initiative (AMSTI)



Alabama Science in Motion (ASIM)





Alabama Connecting Classroom Educators and Students Statewide (ACCESS)

Distance Learning Network



Engaging Youth in Engineering ® (EYE) initiative



RAMP to Graduation Initiative (RGI)



Counselor and Guidance Initiative



Adolescent Literacy Program

Programs:

Mobile County Public Schools Workforce Development

MCPSS' Workforce Development Plan is a comprehensive program beginning in pre-kindergarten and continuing through postsecondary preparation.

Mobile County Public Schools

WORKFORCE DEVELOPMENT DIVISION

WORKFORCE DEVELOPMENT

K-12

CAREER AND TECHNICAL

EDUCATION

K-5

CAREER

AWARENESS

6-8

CAREER

EXPLORATIONS

9-12

CAREER

PREPARATION

CAREER TECH

CENTERS

EMBEDDED

PROGRAMS

POST SECONDARY EDUCATION

Implementation of the plan requires coordination of services available in the school system and support from our community partners. Each division in MCPSS is an


Performance Standards integral part in assuring that each student develops skills needed to obtain a high demand, high wage career.

MCPSS’ comprehensive Workforce Development Plan addresses the static core needs of partner industries while adapting to the fluid needs of an ever changing economy.

The foundation of any school-based workforce development plan is a strong academic curriculum. MCPSS curriculum and instruction personnel constantly evaluate the curriculum to ensure that students have the foundation to be academically prepared for their chosen career pathway.

A high priority is placed on ensuring that students in grades Pre-K through Grade 12 have appropriate workforce development activities to prepare them for a regional and global economy. These activities are in the areas of career awareness in grades Pre-K to Grade 5, career explorations in Grades 6-8, and career preparation in Grades 9-12.

Included in the comprehensive plan is the understanding that diverse student populations coupled with industry and post-secondary opportunities, require a "multiple pathway" approach to graduation. Traditional academic programs are woven with strong career and technical offerings through each student's plan of study. Continued development of graduation pathways including: Early Graduation, Summer Dual

Enrollment, Early College Enrollment, Apprenticeship Opportunities, Phase II Academy,



Evening Educational Opportunities, Tech Prep, and flexible scheduling continue to be the foundation of a responsive educational program.

After completion of a responsive educational program, MCPSS takes responsibility for

"positive placement" of all graduates. MCPSS’ goal is that every graduate move to a planned program of post secondary development. Through focusing and expanding the counseling and guidance program, students are assisted with entrance into two or four year colleges, training programs, military or appropriate career paths upon exit from high school.

Elementary School:

Beginning with the Pre-K program, students have an opportunity to develop career awareness as part of a rigorous academic curriculum as well as the guidance and counseling program. The elementary education program focuses on the whole child which includes:



Character education



Career awareness



Academic development



Health and wellness



Personal social development



Middle School:

In the middle school program, students have the opportunity to explore various careers.

These activities are provided through advisor and advisee, counseling and guidance programs, career experiences such as the Worlds of Opportunity , a career exposition for all middle school students, and Career Cruising, a career development and tracking software program. A rigorous academic curriculum is vital to continued development of career-readiness skills. The middle school education program further increases the adolescent's growth in the following:



Character education



Career exploration






Health and wellness




High School:

Beginning with the ninth-grade program, the career focus turns to career preparation.

Students are exposed to multiple pathways toward graduation through a variety of rigorous course offerings and programs, both academic and career technical. Emphasis is placed on postsecondary planning using the advisor and advisee program, counseling and guidance program, career interest inventories, Career Cruising, career


Performance Standards technical centers, and credentialing. The high school educational program further increases the student ’s career readiness through the following:

 Character education



Career preparation






Health and wellness




Career and technical education certification is an essential component of the Alabama

Supporting Career Cluster Education for Students System- SUCCESS Program. The

SUCCESS Program is a new and innovative resource designed specifically for

Alabama students to ensure relevant learning that engages and promotes career development. A part of the SUCCESS Program is for students to become certified in a career technical area. A sequential program of study is developed and implemented for each student to best serve his or her future career goals. Career and technical certifications are offered in the following areas:



Automotive Technology



Aviation Technology



Banking and Finance



Cooperative Education



Graphic Arts





Internet working and Computer Technology



Collision Repair



Carpentry



Electrical



Masonry



Plumbing



Welding



Heating Ventilation and Air-conditioning



Cosmetology



Healthcare Science



Agri-science



Early Childhood Education

Ninth Grade Academies:

The Ninth Grade Academies provides academic support to students transitioning into high school. Students receive academic support through the development of study skills. Teachers act as mentors to guide and support students through their first year of high school.



Gifted Education:

Each elementary school has attempted to foster collaboration between the regular education teacher and the gifted education specialists. Regular education teachers are provided with training in strategies for differentiating the curriculum to better meet exceptional learning needs of gifted students. Students attend enrichment classes once a week.

Advanced Placement:

Advanced Placement ® (AP) courses are available in each high school - 14 different AP courses are available. AP courses are college level courses that present a higher level of academic rigor. Students are required to use analytical thinking, reading, writing, and problem-solving skills.

International Baccalaureate:

International Baccalaureate ® (IB) classes are offered at one elementary school and two system high schools to provide IB classes. Teachers teach the approved IB curriculum and students complete IB exams as end-of the-course tests. International standards are embedded into IB course work and include project-based learning.



Honors-level Courses:

Honors-level courses that provide students with the academic skills and habits of mind needed to be successful in AP courses are also offered in each high school in the core areas. Middle schools continue to offer advanced classes in core areas. Starting in the summer of 2008, professional development opportunities were made available for teachers in strategies for teaching advanced courses which are now being offered in many of our middle schools.

Magnet Schools Program:

Magnet schools provide students an option of attending schools with curricular themes and increased academic rigor. MCPSS operates seven magnet schools. Magnet schools are highly effective schools and have long waiting lists of students seeking placement. Magnet schools draw students from throughout MCPSS. Students enter a magnet school through a random selection process and must maintain a 70 percent average in all classes to remain in the magnet school.

Theme-based Programs:

High schools in MCPSS are encouraged to offer theme-based programs to increase and enhance student learning. The following theme programs are offered:



Center for International Studies- Murphy High School



Culinary Arts- Murphy High School





Pre-Law and Pre-Medical Studies- LeFlore Magnet High School



Pre-Engineering Studies-Engineering Pathways Integrated Curriculum (EPIC)-

Davidson High School



Coastal Studies- Vigor High School



Health Career Assistance Program- Blount

Junior Reserve Officers’ Training Corps:

Junior Reserve Officers’ Training Corps (JROTC) is designed to motivate young people to be better citizens. The course of study has a very high correlation to the Alabama

High School Graduation Exam. The curriculum is based on a systematic and sequential progression of learning that is designed for the student’s development at every level. In addition to the emphasis placed on discipline, teamwork, and cooperation, the curriculum incorporates health and wellness, first aid, cardio-pulmonary resuscitation, drug-abuse prevention,

President’s Physical Fitness Program, communication skills, safety, human relations, technology, career opportunities, American citizenship, and military history.

Environmental Education:

The MCPSS Environmental Studies Center (ESC) is an experiential teaching facility designed to provide learning opportunities and resource assistance in science and environmental education that support and strengthen classroom instruction and student achievement. ESC is a natural sciences education facility designed to provide unique


Performance Standards learning experiences not typically available in the local school. Featuring over 500 acres of rich woodlands, the Center affords teachers, students and the general public an opportunity to experience firsthand the natural environment and the interrelationships governing the living world.

The following four goals have been identified to guide departmental staff in program development and implementation:



To create an understanding of the natural environment and the interrelationships among living things



To promote sound stewardship and wise management of natural resources for the welfare of mankind and other living things



To create an awareness of global, national, and local environmental problems and foster sound decision making regarding their resolution



To enrich, vitalize and complement content areas of the school curriculum by means of firsthand observation and direct experience in the out-of-doors

ACCESS:

The Alabama Connecting Classrooms, Educators, and Students Statewide ® (ACCESS) program provides both online and interactive video conferencing courses between schools throughout the state. MCPSS offers courses to students in other school systems and enrolls students in courses offered by other systems. The program's


Performance Standards primary focus is to enable students to take courses not offered by their school and to create equity in curricular offerings.

Credit Recovery Program:

MCPSS ’ Credit Recovery Program increases the number of students who graduate from high school in four years time and reduces the number of students who drop out of school. Credit recovery is designed for students who have been unsuccessful mastering content or skills required to receive course-credit or to earn promotion. This program allows high school students, who meet certain criteria, the opportunity to regain lost credit by focusing on deficiencies rather than having to repeat the entire course. (Note: exception athletes) In this way, the Credit Recovery Program provides an alternative, more efficient method for students to get back-on-track and resume a successful high school career.

The Little Tree:

The Little Tree uses applied behavioral analysis as part of the instructional program.

Classes are blended to include both exceptional and typical pre-school students. In this setting, autistic students are provided the opportunity for specialized instruction in a mainstreamed environment.



Academic Competitions:

Academic competitions serve to enhance student learning. The following academic competitions are sponsored by MCPSS and community partnerships:



Regional Science Fair

 Scholar’s Bowl



Hi-Q



Spelling Bee



Fifth Grade Reading and Writing Contest



Fifth Grade Math Competition



Model United Nations ®



Honor Band



Honor Chorus



System/State band and choral competitions

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?

Curriculum and Instruction and Special Program staff-members visit schools throughout the system to ensure implementation of the MCPSS curriculum and to provide assistance as needed. Curriculum and Instruction and Special Program staff-members


Performance Standards serve as resource personnel suggesting strategies for individuals, schools, departments, and/or grade level needs. As Curriculum and Instruction and Special

Programs staff-members assist schools with Response to Instruction (RtI), Cycle of

Instruction, Problem Solving Teams (PST), data meetings, CIP, etc., concerted efforts are made to succinctly communicate the connections between the MCPSS curriculum and instructional programs listed above. When those connections are made, local school personnel are better prepared to support and implement expectations for student learning.

MCPSS’ expectations for all students and personnel are communicated through the mission and vision statements. Both are posted on the MCPSS website.

Mission statement:

The mission of the Mobile County Public School System is to graduate citizens who are literate, responsible and committed to learning over a lifetime.

Vision statement:

We envision a Mobile County Public School System where a variety of pathways to academic and career success are available for all students; where adults consistently work in a collaborative school culture to improve student learning; where all educators willingly accept responsibility for the academic success of each student; and where all students become independent life-long learners confident in their ability to succeed in a global society following high school graduation.



The processes outlined in the MCPSS Strategic Plan are implemented to ensure that all staff members are well-prepared to support and implement the expectations of MCPSS for student learning. These processes are as follow:



Identify and publish academic gateway standards for graduation



Design and implement an effective curriculum with multiple pathways that meet gateway standards



Implement a core curriculum with opportunities for collaborative problem-solving and critical-thinking skills



Implement a career awareness program K-12 that includes work and life-ready skills



Create student culture of learning through career and post-secondary guidance



Enhance the teaching of self-discipline and citizenship in all school activities



Provide necessary supports and quality professional development



Ensure equity and opportunities for all students, programs, and subjects which garner support through community partnerships



Infuse creative arts Pre K-12



Involve students in a variety of school sponsored extracurricular activities

Additional processes and programs have been implemented by MCPSS departments to ensure support of the MCPSS District Strategic Plan’s goals. These processes and programs are as follows:





Curriculum and instruction supervisory personnel provide curriculum DVD/CDs for teachers and administrators containing relevant curriculum and aligned resources prior to the opening of school.



Professional development is provided for instructional coaches, lead teachers, new teachers, and administrators to support teaching and learning.



Curriculum and Instruction provides teachers and administrative personnel curriculum guides, Pacing-at-a-Glance; including Alabama Occupational Diploma

(AOD) requirements, grading parameters, rubrics, elementary procedures manual, elementary checklists, and instructional resources.



The Guidance and Counseling Department provides an Educational Planning Guide that provides information to parents and students and outlines requirements for graduation and course options for satisfying those requirements.



Curriculum supervisory personnel conduct meetings with middle school and high school department chairs to provide curricular updates.



Curriculum supervisory personnel facilitate grade-level, subject-area, and leadteacher meetings throughout the school year to monitor progress and revise curriculum.



Individual Education Plan (IEP) meetings are held at the school-level to determine the specific need(s) of special education students and plan for resources to meet identified need(s).



Curriculum meetings with school leaders are held during the pre-service days to update school leaders on curricular changes made during the summer months.





Site visits are conducted by system personnel to monitor instruction and to provide assistance to school-level personnel.



Credit recovery is provided for students to remediate course deficiencies through computer assisted instruction.



New teacher orientation, professional development, and mentoring are held throughout the school year to assist beginning teachers.



Every school conducts quarterly data reviews to monitor student progress and to revise instruction.



Curriculum supervisory personnel provide core concept pages to all science teachers.



Curriculum and instruction supervisory personnel facilitate EQT reviews by teams of teachers to ensure test validity and reliability.



A suggested instructional time allocation is provided for each grade-level and content-area by the State of Alabama. MCPSS uses this suggestion as a guideline for developing daily schedules. Additional time has been allocated in school s’ schedules for intervention.



The full Cycle of Instruction for all grade-levels and content areas is required in

MCPSS classrooms. (Exceptions: Research based 5 E’s for science - Engage,

Explore, Explain, Extend, Evaluate; and K-5 correlation with Reading Street ®.

)



MCPSS elementary schools ’ personnel are Alabama Reading Initiative (ARI) trained and have ARI reading coaches, who provide leadership in reading and


Performance Standards language arts instruction. Coaches are expected to provide the following activities: modeling, side-by-side coaching, planning, professional development, assistance with data analysis, diagnosing and assisting with planning for intervention instructional strategies, and working closely with principals to ensure student learning.



Adolescent literacy coaches provide one-on-one support to special education teachers and collaborative teams at three pilot sites.



Alabama Reading Initiative (ARI) and Special EducationSpecial education personnel are an integral part of all system curriculum and instructional professional development, planning, collaboration, and implementation.



Advance Placement ® (AP) is a system initiative that ensures a viable College Board

Advanced Placement program. Components of the program include the following:

Offered at every system high school

-

Accessible to all students

-

Embraces nontraditional students who seek a rigorous college preparatory curriculum as well as typical college bound students

-

Provides AP teachers with weeklong training in subject area

Uses vertical teaming within high schools and middle schools to prepare students for AP courses to ensure the rigorous curriculum needed for student success



-

Requires students to take the AP examinations to receive weighted credit for AP classes

Provides AP test preparation tutoring sessions prior to AP exams

-

Provides resource materials for teachers and students during tutoring sessions

Provides training for administrators, counselors, and middle school teachers

 Instructional Technology’s resource teachers provide training in the use of

SMART ® technologies, Reading Renaissance ® , Big Universe ® , Gizmo ® , Read 180 ® ,

SuccessNet ® , Ticket to Read ® , Voyager Math ® (including V-Math Live ® ),

Waterford ® ,USA Test Prep ® , NovaNet ® , ACCESS Distance Learning , student response systems, and Big Brainz ® .



Professional development is provided by trained staff member to support the

Alabama Math, Science and Technology Initiative and Engaging Youth in

Engineering.



Professional development for school faculties is provided by Central Office personnel in Response to Instruction (RtI) .



Continuous Improvement Plan (CIP) - Curriculum and Instruction staff members generate a comprehensive list of research-based, best instructional strategies that schools us e when developing the school’s CIP. Curriculum and Instruction staff members provide technical assistance on part II- ( Academics) of CIP and attend scheduled quarterly data reviews.



English Language Learner (ELL) students are serviced by MCPSS through the

English as a Second Language Program (ESL). One Hundred percent of ELL


Performance Standards teachers are Sheltered Instruction Observation Protocol (SIOP) certified and use

SIOP in their instruction. MCPSS offers annual professional development for classroom/content teachers on World Design and Assessment (WIDA) standards and research-based strategies that help make content comprehensible for English learners. ESL teachers base all language instruction on the WIDA standards: social and instructional language, the language of language arts, the language of mathematics, the language of science, and the language of social studies. Teams of content teachers and ESL teachers, for a total of 27 teachers, receive training on collaboration and co-teaching: strategies for English learners. The collaboration and co-teaching approach is currently being used in eight Mobile County schools.



Curriculum Pacing Guides provide scope and sequence to all content areas and are aligned to the Alabama Course of Study and the Alabama High School

Graduation Examination

Elementary

Math

-

Science

Reading

-

Language

-

Social Studies

World Languages

-

Fine Arts



-

Physical Education

Secondary

Language Arts

-

Mathematics

Science

-

Social Studies

World Languages

-

Fine Arts

Health/ Physical Education and Driver’s Education

Instructional Technology

-

JROTC



Elementary Reading

K-5 reading and language arts focus on MCPSS curriculum and implementation of the adopted reading series, Reading Street ® and My Sidewalks ® (Tier III-

Intervention). The reading series is selected by a committee of representatives from across the system. The committee determines alignment with MCPSS curriculum, Alabama Course of Study: English Language Arts , standards assessed on high-stakes tests, and best practices. The adopted series includes research-based instructional strategies.



Intervention and differentiation is a major component of the reading series and the expectations of MCPSS. Along with Reading Street ® and My Sidewalks ® , teachers use additional instructional strategies learned through ARI. At the preschool-level, Waterford ® is used as an instructional tool for reading.

Waterford ® includes methods for determining inferences and providing time for independent reading practice. While textbooks are generally adopted every 6 years, the curriculum is reviewed annually during the summer to ensure that it is aligned to state standards and meets the needs of all students revealed through data analysis. Waterford ® is used with all preschool students to provide instruction through the use of technology in reading, math, and science.

Reading Renaissance ® , Ticket to Read ® , Big Universe ® , and Success Net ® are programs available to all teachers and students for additional independent reading practice. Reading coaches are assigned to all elementary schools for the sole purpose of improving the delivery of reading instruction. Special education teachers are included in all system and school-level curriculum and instructional professional development opportunities, planning, and implementation.



Elementary Mathematics

Elementary mathematics leaders promote and support research-based instructional strategies, innovations, and activities for system personnel. MCPSS leaders participate in a joint Science, Technology, Engineering and Math (STEM)


Performance Standards committee with MAEF, Alabama Math, Science and Technology Initiative

(AMSTI) trainers, and University of South Alabama staff members. It further supports the STEM coalition by participation in the Engaging Youth in

Engineering ® program in elementary and middle schools. MCPSS supports the

AMSTI in elementary and middle schools. Other mathematics activities in the system are as follows:

-

Singapore Math ® is used in three pilot schools to help teach math skills to elementary students.

-

Ongoing Assessment Project (OGAP) training is held in pilot schools to strengthen mathematics instruction.

-

Four Investigations pilot schools have system support through pacing and assessments based on the program’s construction. Data is gathered to determine the pilot’s effectiveness.

-

SuccessNet ® is an online, intervention program for reading and math.

STAR ® Reading and Math (Renaissance Learning) is a joint collaboration with the Department of Instructional Technology to bring research-based resources to assist teachers with planning and instruction.

Gizmos ® (math and science virtual laboratory simulations) is used to deepen content understanding and to expand classroom instruction.

Big Brainz ® (mathematics activities) is a joint collaboration with the

Department of Instructional Technology to bring research-based resources to assist teachers with planning and instruction.



Voyager Math ® is an intervention program provided to grades 2-9. Voyager

Live ® provides math practice to all students.

Waterford ® is used at the preschool level as an instructional tool for math, science, and reading.

4. How does the system ensure that all students and staff have access to comprehensive information, instructional technology, and media services?

MCPSS utilizes various resources to enhance student learning. The executive director of technology and the technology coordinator along with the Technology Division provide a wealth of resources for our teachers and students. This department employs a telecommunication manager, a network manager and a hardware supervisor as well as database programmers, hardware and network technicians, software support specialists, and five technology resource teachers (TRTs). These employees all work to support schools through hardware and software support as well as program support.

The Instructional Technology Department within the Technology Division also supports and provides professional development to the schools throughout the system. The purpose of the Instructional Technology Department is to further the vision of true integration of technology in classroom. Each school has a local school technology support teacher to provide daily support.



Comprehensive Information:

Public Information



The system website is maintained by the Technology Division and updated frequently by Technology and Academic Affairs personnel. This website, www.mcpss.com

provides resources for community members, parents, employees, and students.



Local school websites are maintained by the local school webmaster and by teachers and staff of each school.



The Communication Department maintains Facebook

®

, Twitter

®

, and

YouTube ® .

Internal Information



The system maintains a private network to provide information for employees.



Administrators, technology support teachers, and select staff use Sharepoint

® for access to information for CIP and to access data for school planning.



Principals, technology support teachers, and school staff use the MCPSS Data

Warehouse to gain access to data for reports and monitoring.



AssessTrax

®

is used for data reporting of End of Quarter Test (EQT) results.



TestTrax

®

is used by Curriculum and Instruction content supervisors to construct End of the Quarter Tests (EQT) as formative measures of students’ academic progress.



Various databases are used to provide data and access to multiple instructional programs.





INOW is used at the classroom, office, and system level for student information. Teachers have access twenty-four hours a day and seven days a week at any location provided they have Internet.



Distance learning is an asset in the system. Each school has access to a video conference lab.



Video phones are assigned at the administrative level. Mobile Video Interface

( MOVI)

®

is used as well as a desktop video conference tool.



INOW Home is provided to all parents for monitoring student grades.

Instructional Technology:



All schools implement the Technology Course of Study through formal courses and curriculum integration.



All schools are wireless for ease of use of technology.



Websites, podcasts, wikis, and blogs are used at all levels.



Moodle ® is used as a vehicle for on-line and blended courses.



Digidrive

®

is used in one-on-one classrooms.



Student email is available.



Every classroom has at least one computer. Most have three student computers.



Each school has one or more computer labs for student use.



Every middle and high school has a distance learning lab or portable unit.



Elementary schools may check out distance learning systems for use.





The Instructional Technology Department and Technology Division have distance learning systems for use for video conferencing as needed. Units are located in the Central Office board room, special education lab, and the technology resource teacher training lab.



The technology resource teachers work 6 weeks during the summer to provide professional development on technology to teachers. Each technology resource teacher serves 20 schools to provide this professional development and follow up support during the school year.



The technology resource teachers provide professional development on the use of SMART

® technologies as well as other web and 21 st Century

Technologies. This group also provides training on the data warehouse.



The technology coordinator provides support for Renaissance Learning’s

STAR Reading

®

, STAR Early Literacy

®

, Accelerated Reader

®

, and STAR

Math ® .



Renaissance Learning’s HOME Connect is used for Accelerated Reader

® reporting to parents.



The technology coordinator provides support for Big Universe

®

, and eBook reading and writing programs for schools.



Discovery Education

®

is available for all teachers through the Technology

Division. The technology resource teachers provide professional development opportunities for teachers and schools.



ACCESS Distance Learning professional development is offered through a partnership with Troy University’s support center and the MCPSS Instructional



Technology Department. High school students participate in web-based classes as well as Video Conference Instruction (VCI) from MCPSS local classrooms. MCPSS has provided more than 200 teachers for ACCESS to provide Web or VCI instruction.

OVERALL ASSESSMENT FOR STANDARD 3 – TEACHING AND LEARNING

X 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 the 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 and 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.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.



Emerging Evidence indicates early or preliminary stages of

implementation of practice


implemented


INDICATORS

In fulfillment of this standard, the system:

4.1 Establishes and implements a comprehensive assessment system, aligned with the system's 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 of teaching and learning

4.3 Conducts a systematic analysis of instructional and organizational effectiveness, 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 performance and system effectiveness to all stakeholders

4.5 Uses comparison and trend data from comparable school systems to evaluate student performance and system effectiveness

X

X

X

X

X



4.6 Demonstrates verifiable growth in student performance that is supported by multiple sources of evidence

4.7 Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations

X

X

INDICATORS EVIDENCE: Select one or more examples of evidence from the list below to support your response to each Indicator.

Indicator Evidence Type Selection

4.1

4.1

4.1

4.1

4.1

4.1

4.1

4.1

4.1

4.1

4.1

Assessment system that records multiple assessments:

Snapshot of assessments in AssessTrax and TestTrax

(ARMT, AHSGE, SAT-10 district level reports)

Assessment system that safeguards validity, confidentiality, identification: Confidentiality Agreement

Policies that outline targets for student performance and are aligned to state/national standards: Curriculum Manual and

Website, Sample Balanced Score Card

Policies that outline targets for behavioral standards: attendance, discipline: Curriculum Manual and Website, Sample

Balanced Score Card

Artifact

Artifact

Artifact

Artifact

Student/Staff Handbook that outlines grading scales, syllabus criteria, and appeal process: Educational Planning Guide,

Curriculum and Instruction Website

Database that records graduation, completion, GPA, placement, retention rates: Sample student transcript

Special database for career preparation, special education, bilingual education programs: Sample Student Portfolio,

Sample snapshot of SETS

Calendar of assessment activities: District Assessment

Calendar

Record of multiple assessments administered, including program-specific required assessments : AP, IB, V-Math, Read -

180 assessments

Online assessment system: Sample STAR – Universal

Screening Report, Sample STAR – Progress Monitoring

Report

Artifact

Artifact

Artifact

Artifact

Artifact

Artifact

Dedicated unit/staff for assessment and data reporting

X

X

X

X

X

X

X

X

X

X

Practice

X


4.2

4.2

4.2

4.2

4.2

4.1

4.1

4.1

4.1

4.1

4.1

4.2

4.2

4.2

4.2

4.2


Staff affirm the use of multiple measures for student performance

Practice

All stakeholders are knowledgeable about grading and appeals

X

Practice

X

District staff use data to inform policies and practice

Practice

X

X

Stakeholders are knowledgeable about the assessment schedule

Practice

Practice

X

Stakeholders implement multiple assessment system

Stakeholders are familiar with the administration and purpose of multiple assessments

Practice

X

Agendas, minutes from staff meetings indicate utilization of data systems: Sample PDCAs

Data graphs, charts display student performance expectations:

Sample school Longitudinal Study Status Reports, ARMT 4-

Year Analysis

Staff Handbook outlines expectations about the use of student performance data for instructional planning: Curriculum

Planning Guide

Agendas, minutes from staff meetings indicate use of data to drive instructional planning discussions: Sample Feeder Pattern

Data Meeting Agendas/PDCAs, Scheduled Support Visits for

Targeted Schools

Artifact

Artifact

Artifact

Artifact

X

X

X

X

Student performance data reports, charts, graphs indicate system-wide use of data for instructional planning : AYP 4-Year

Longitudinal Study Status Reports, ARMT 4-Year Analysis,

Negative Proficiency Charts (SPED Math and Reading), 8-

Year System Status AYP Reports, ASA Longitudinal Data,

Feeder Pattern Agendas/PDCAs

District staff utilize assessment data for the purpose of instructional and program planning

Artifact

X

Students affirm knowledge about their learning expectations

District staff meet regularly to discuss student work

District staff are knowledgeable about how to use student performance data for the purpose of instructional planning

District staff affirm their understanding of how data are used to evaluate their effectiveness

Practice

X

Practice

X

Practice

X

Practice

X

Practice

X


4.4

4.4

4.4

4.4

4.5

4.3

4.4

4.4

4.2

4.3

4.3

4.3

4.3

4.5


District staff demonstrate the use of data when planning guidelines for instruction, through vertical and horizontal articulation

Practice

X

Data from multiple surveys indicate wide scale use of data to analyze instructional and organizational effectiveness

Database that records graduation, post-graduate engagement:

Becky Elmore

Data from community/business: MAEF – Yes We Can, RAMP –

80/20 video

Artifact

Artifact

Artifact

Stakeholders affirm their familiarity with student performance and organizational effectiveness: MAEF Brochures

Practice

Stakeholders affirm their involvement in meetings in which the topic of student performance and organizational effectiveness were highlighted: Sample Education Commission Agendas

Practice

Newsletters demonstrate communication of student performance and school effectiveness

Agendas, minutes from meetings where student performance and school effectiveness were highlighted: Sample PST

Meeting Minutes/STAR Progress Reports

Criteria that establishes student performance data as a component of parent-teacher conferences: Sample AHSGE

Documentation Letter

Artifact

Artifact

Artifact

X

X

X

X

X

X

X

Other: Standards 4 Planning Meeting Agenda/Timeline

District staff affirm the use of various communication methods to report student performance

Stakeholders affirm the use of various communication methods to report student performance

Artifact

Practice

Practice

X

X

X

Reports that outline comparable data analysis - across schools and districts: MCPSS District Level EQT Summary, MCPSS

Annual Report

Agenda, minutes of meetings in which comparative data were highlighted: Principals’ Data Meeting Agenda and Power

Point (Aug. 2, 2011)

Artifact

Artifact

X

X


4.5

4.6

4.6

4.6

4.6

4.6

4.6

4.6

4.7

4.7

4.7

4.7

4.7


District staff affirm their involvement in meetings in which comparative data were highlighted

Practice

Data reports utilize identified growth model that is valid, reliable, and psychometrically appropriate: Sample Universal

Screening Report

Data reports verify growth in student performance: Stanford-

10/ARMT Analysis

Data reports disaggregate student performance growth: District

Longitudinal Data Analysis, Sample of School Longitudinal

Data Analysis

Data reports include behavioral and environmental data:

Sample Data Warehouse Suspension Report, Sample

Behavior 360 Report, Sample Retract Log

Stakeholders can speak to and support the growth data: AMSTI

Stanford-10 Graph

District staff can identify reasons why student performance has increased/decreased

District staff can identify strategies for increasing student performance

Artifact

Artifact

Artifact

Artifact

Practice

Practice

Practice

X

X

X

X

X

X

X

X

Policies that safeguard accuracy and security of all data: Test

Security Form

Policies that outline the conditions for safeguarding and transferring transcripts: Student Support Services Handbook

District staff affirm their comfort with the level of data accuracy and security

Stakeholders indicate that they have seen reports that satisfy local, state, and national requirements

Stakeholders are knowledgeable about the conditions under which transcripts are safeguarded and transferred

Artifact

Artifact

Practice

Practice

Practice

X

X

X

X

X



Standard 4 - Documenting and Using Results 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?

MCPSS has a comprehensive assessment system which consists of various assessments used to analyze changes in student performance. State mandated standardized assessments, system-level benchmark assessments, school-level assessments, and classroom assessments provide multiple sources of leading and guidance indicators for student achievement. These assessments used at all levels of the system, along with progress monitoring tools, impact student performance. Additionally, the assessments are used to identify deficiencies in the instructional program and guide the development and revision of professional learning and improvement plans for teachers. MCPSS students have consistently performed well on summative assessments in relation to other surrounding districts in the state and in the state of Alabama as a whole.

Formative assessments are given throughout the school year in MCPSS. They are utilized regularly, continuously, and systematically and are analyzed to develop a plan of intervention that provides students with skills necessary to achieve mastery of objectives. The following system-wide formative assessments have been developed and are utilized to measure student progress:



End-of-Quarter Tests (EQTs)



Assessments of Mathematical Progress (AMPs)





District Common Assessments (DCAs)

End of Quarter Tests (EQTs) are utilized system-wide to ensure that all students are held to the same performance standards and expectations. EQTs are developed using course specific objectives and are administered at the end of each quarter across all grade levels. EQT results determine student mastery of common standards by content area and identify areas of strength and weakness. Students in kindergarten through

Grade 5 are tested in the areas of reading and mathematics at the end of each quarter using EQTs. The science EQT is administered at the end of each quarter in grades 4 and 5. Students in grades 6-12 take EQTs in language arts, mathematics, science, social studies, some fine arts courses, and JROTC. In grades K-3, EQTs count 10% of the quarter average. In grades 4-12, EQTs count 20% of the quarter average. These assessments are included as one of the sources used in an individual schools’ CIP.

EQTs are administered according to a system-wide schedule at the end of each quarter.

Schools and test administrators are required to follow strict test security policies, and students have one week to make up a missed test.

AMPs are criterionreferenced tests which measure a student’s performance based on learning objectives and performance standards from the quarterly pacing guides ’ units of study. The AMPs are provided as a resource for teachers to assess students’ benchmark progress throughout each quarter and are not required by Central Office.

However, principals may require their use at individual schools.



DCAs were developed by teachers for teachers and are based on objectives and standards taught in 3-week intervals. These school-level common assessments are collaboratively developed and revised based on the curriculum pacing guides and

Alabama Course of Study for each grade and subject. DCAs assess multiple objectives and include written response items that correlate with writing instruction. The directions verbiage and format are closely aligned to EQTs. Teachers are able to use results of DCAs to determine mastery of standards and readiness for EQTs.

AMP’s and DCAs are used throughout the quarter to track student progress and make instructional adjustments if needed. Classroom assessments, system assessments, and other activities are aligned with the Alabama state standards and measure MCPSS students against other elementary, middle, and high school students across the system.

MCPSS utilizes the results of the following Summative Assessments:

Annual Student Assessments and Reports 2011-12

Test

Alabama High School

Graduation Exam (AHSGE)

Alabama High School


EXPLORE

Alabama High School


ACCESS for ELLs

Alabama Alternate

Assessment (AAA)

Alabama High School


Alabama Reading and

Mathematics Test (ARMT+)

Testing Period

July 11-15, 2011 5 days

September 19-23, 2011

October 19-26, 2011

5 days

1 day

December 5-9, 2011 5 days

February 20 - March 30, 2012 2-3 days

March 5-23, 2012 1 day

Days Needed

For Testing

March 19-23, 2012

March 26-April 6, 2012

5 days

3-5 days



At the local school level, data meetings are used to determine effectiveness of teacher instruction and student understanding. Formative and summative data results from a multitude of sources and are analyzed and discussed. Using the results, teachers plan opportunities for re-teaching and to extend learning opportunities for individual students.

Re-testing, after additional instruction, allows students an opportunity to improve the level of proficiency for a given standard. Data analysis facilitates students’ improvement academically by guiding differentiated instruction, identifying objectives for re-teaching, and identifying students, who may need additional academic assistance in the form of

Tier II or

III intervention. Data is also used to guide schools’ Problem Solving Team

(PST) when selecting appropriate interventions for struggling students and determining the success or failure of various programs. Consistent review of data targets areas of need and aids in determining strategies necessary for increasing student performance .

Disaggregated data is included in a school’s CIP in the Needs Assessment section.

Indicated needs guide the CIP, and strategies are identified, implemented, and critiqued throughout the year with checkpoints set by the ALSDE and MCPSS. If benchmark tests fail to show improvement, strategies in the CIP are revised or changed so that students will eventually show improvement in all areas identified in the Needs

Assessment.



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?

Multiple data tools are used by MCPSS to report data at various levels such as:



MCPSS Data Warehouse – a web-based data management system that includes both academic and cultural data for individual schools.



TestTrax ®

– a web-based data management system that stores summative state assessment data.



AssessTrax ®

– a web-based data management system that stores local assessment data.



Information Now (INow) - a computer-based grading system which records, tabulates, and displays all students’ grades and averages. In addition, parents have online access to their student’s academic progress.



Data Recognition Corporation (DRC) website

– a web-based data management system that disaggregates state assessment data.

These data tools are used to disaggregate state and local formative and summative assessments as well as discipline, attendance, demographic data, etc., which are all used to identify atrisk students. Teachers have access to their students’ data. Schoollevel administrators have access to data for all students in the school, and system-level administrators have access to data for all students in MCPSS. Parents have immediate access to their student

’s performance, discipline, and attendance data through the INow website.



Other methods of communication used by MCPSS and local schools include:



Quarterly report cards



Progress reports



Parent/teacher conferences



Parent meetings



IEP meetings



Newsletters



District and local websites

MCPSS uses several forms of technology to ensure that assessments are communicated in a timely manner: Phone messenger, email, and web sites are used to communicate appropriate student information to all stakeholders . System and local school assessments are scored immediately after students take the tests so that

MCPSS is able to analyze data almost immediately after the assessment is given using the AssessTrax ® computer software. This allows time for re-teaching and re-testing the areas that were not mastered by individual students. Many schools in MCPSS also use data analysis forms that report the lack of student success on every assessment.

These forms identify students who are not proficient, non-mastered objectives, reasons for lack of proficiency, and strategies to improve student performance. This process allows for the re-teaching of objectives within a few days of the original assessment.



MCPSS provides pacing guides online so that all stakeholders know what students are learning and what is being taught at any given time. INow gives parents immediate access to student records so that they know the performance-level of their child.

Parents are encouraged to contact the school at any time to discuss the progress of their child or children. IEPs, progress reports every four and a half weeks, and parent conferences are used to ensure that parents of special needs students are kept abreast of what is happening with their children. Special Education teachers complete grade tracking forms for the purpose of determining tutoring and remediation. Special attention is given to adherence of all state and federal laws when dispensing student information. School-wide results are placed on dashboards and displayed in all schools. Results of high stakes testing are published in local newspapers once a year and broadcast via local television and radio networks.

CIP meetings are held in each school at which parents, students, teachers, administrators, counselors, and community leaders review a presentation of students’ current academic performance data. The CIP meeting schedule is outlined below:



Schools making AYP

– Twice a year (with an optional mid-year review)



Schools not making AYP - Quarterly (four times a year)



Schools in School Improvement – Seven reviews a year



3. How is data used to understand and improve overall effectiveness of the school system and its schools?

MCPSS uses longitudinal data at both the system and local school level to monitor long-term success of students. From this data, system-wide professional development, on-site assistance, technical assistance and support are provided to help develop strategies that will affect a positive change in identified areas needing improvement.

Programs, teaching strategies, and curriculum are evaluated and changes made when data indicates a need. Specific objectives and specific subgroups are addressed.

Instructional decisions are made through a thorough examination of current and longitudinal data.

System-wide data and analysis sessions are held and required for all principals at the beginning of the school year and throughout the year. In these sessions, the academic status of the system and each school, as well as specific subgroups and academic standards on which a focus for improvement is indicated are communicated to principals.

Data is used to measure students

’ level of proficiency, identify strengths, and areas in need of improvement. Longitudinal data identifies trends, both positive and negative, for academic objectives by subgroups. Curriculum decisions are made based on analysis of MCPSS data. The academic status of the system and each school, as well as specific subgroups and academic standards on which a focus for improvement is indicated are communicated to principals.



Data from the comprehensive needs assessment (CNA) conducted annually is used to determine needed strategies for improving student performance. The CNA is a part of the school improvement process that results in a plan developed to address identified weaknesses. Funding allocations are determined by areas of weakness, and professional development is provided to guide instruction for both the system and local schools. In-service meetings, job embedded workshops, and professional development workshops may be planned as a result of the CNA.

During PST meetings, students are identified with specific academic and behavior needs. The PST committee assigns research-based strategies for teachers to implement in the classroom to promote student growth. System staff meets quarterly with department chairs to analyze assessment data for the purpose of instructional planning, to evaluate effectiveness of teaching strategies, and to prepare for system assessments .

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 Central Office, the Division of Academic Affairs meets twice a year during Leading

School Improvement (LSI) meetings to disaggregate system and local school data. The deputy superintendent meets once a month with the assistant superintendents PK-12, assistant superintendent of Curriculum and Instruction, assistant superintendent of

Federal Programs, and executive director of Special Education to disaggregate data and determine needed support from each division. Meetings are held in the Academic



Affairs conference room, which also serves as a “data war room” and houses data displays for MCPSS.

MCPSS is fortunate to have an accountability analyst whose responsibilities include but are not limited to:



Facilitating the AYP process



Mediating accountability issues between the MCPSS and the ALSDE



Examining student assessment results and accountability data



Utilizing statistical data analysis to identify strengths and weaknesses on a system-wide level



Maintaining pertinent system and school data provided by the ALSDE and

MCPSS



Using scientifically-based research to assist in the development of CIPs for all schools



Training administrators and teachers in TestTrax ® and AssessTrax ®

The accountability analyst makes sure that data, as well as an explanation of the data, is delivered to stakeholders in a timely manner.

System-wide, detailed data information and analysis sessions are held and required for principals at the beginning and throughout the school year. In these sessions, principals are provided the academic status of MCPSS and each school, as well as specific subgroups. Academic standards in need of focus and improvement are


Performance Standards identified. Principals are sent the PowerPoint ® presentation and all graphs, charts, tables, and comparisons shared with them during the data information and analysis sessions. Principals are expected to share provided information with their staff and provide guidance as to how school results impact the system.

Principals plan meetings with their staff, small groups, and individual teachers to review and develop action plans to drive instruction throughout the year. Grade-level and department meetings are held to address concerns. Feeder pattern meetings are held to identify school-to-school issues. Principals have system-wide meetings to look at system data and to develop staff development needs.

Departmental meetings, literacy teams, and faculty professional development increase knowledge with data analysis. AYP results are reviewed at the start of the school year and are reviewed and discussed at department meetings throughout the year to ensure increased scores. Teachers are taught to use data to guide their selection of effective teaching strategies. Administrators are provided data presentations for both the state and system and given needed data resources and tools for presentations at the local school-level.

Staff development opportunities are provided by Central Office personnel in curriculum design and implementation, assessment strategies, data analysis, and the use of technology. At the school level, teachers share their expertise and knowledge with peers during weekly faculty meetings and in-service days which are used to provide


Performance Standards training in data usage. Staff members participate in professional development to analyze school data, identify strengths, and to create school-wide focus on areas in need of improvement. Common terminology and purpose are guided by the Central

Office.

OVERALL ASSESSMENT FOR STANDARD 4 – DOCUMENTING AND USING RESULTS

X Operational

The school system uses a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results. The assessment system is used to assess student performance on expectations for student learning, 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, school and system effectiveness, and the results of improvement efforts.

Standard 5 – Resource and 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 wellqualified 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.



Emerging Evidence indicates early or preliminary stages of implementation

of practice




implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and

effectively and consistently implemented

INDICATORS


5.1 Establishes and implements processes to recruit, employ, retain, and mentor qualified professional and support staff to fulfill assigned roles and responsibilities

5.2

5.3

5.4

Establishes and implements a process to assign professional and support staff based on system needs and staff qualifications as may be required by federal and state law and regulation (i.e., professional preparation, ability, knowledge, and experience)

Establishes and implements a process to design, evaluate, and improve professional development and ensures participation by all faculty and staff

Ensures that staff are sufficient in number to meet the vision and purpose of the school, system and to meet federal and state law and regulations, if applicable

Financial Resources. In fulfillment of this standard, the system:

5.5 Engages in long-range budgetary planning and annually budgets sufficient resources to support its educational programs and to implement its plans for improvement

5.6 Ensures that all financial transactions are safeguarded through proper budgetary procedures and audited accounting measures

Physical Resources. In fulfillment of this standard, the system:

5.7

5.8

Maintains sites, facilities, services, and equipment to provide a safe, orderly, and healthy environment

Establishes and implements written security and crisis management plans with appropriate training for stakeholders

X

X

X

X

X

X

X

X


5.9 Implements processes and plans for maintaining and improving sites, facilities, and equipment

5.10 Provides technology infrastructure and equipment that is upto-date and sufficient to accomplish the system’s goals

Support Systems. In fulfillment of this standard, the system:


X

X

5.11

5.12

Provides and coordinates support services that meet the health, counseling, nutrition, safety, co-curricular, transportation, and special learning needs of all students

Provides student support services coordinated with the school, home, and community

X

X



5.1

Personnel policies ensuring appropriate hiring practices: Board

Policy: Chapter 6 Personnel Artifact

5.1

Personnel policies ensuring certification, licensure, evaluation, and training: Board Policy: Chapter 6 Personnel Artifact

5.1 Staff Handbooks: HR Employee Handbook, 2011-12-Student

Code of Conduct

5.1 Student Handbooks : 2011-12 Student Code of Conduct

Artifact

Artifact

5.1 Schedules: District, School, Extra-Curricular; Transportation:

Master Schedule, Football Schedule, Bus Schedules Artifact

5.1 Professional learning opportunities: 18 month Staff Development

Planner Artifact

5.1 IEP: Individualized Education Plans: Web SETS Sample Artifact

5.1

Agenda, minutes, decisions for district and school level IEP meetings : Web SETS Sample

5.1 Staff schedules and assignments: Sample: Teacher Schedule

Artifact

Artifact

5.1 District staff can affirm that special needs students receive needed support Practice

5.1 Native language usage is evident for the purpose of supporting learning

Practice

5.1 Appropriate space is provided for special need support programs Practice

5.2

Policies regarding NCLB highly qualified teachers: HQ District

Artifact


X

X

X

X

X

X

X

X

X

X

X

X

X

Page 152


Plan, Recruitment Budget, Recruitment Video

5.2 Personnel policies ensuring appropriate placement: Board

Policy: Chapter 6

5.2 Personnel policies ensuring certification, licensure, evaluation, training: Board Policy: Chapter 6, Position Advertisements

Artifact

Artifact

5.2 Staff Handbook: HR Employee Handbook

5.2 Staff schedules and assignments: High School Teacher

Schedule and Master Teacher Look-up

Artifact

Artifact

5.2 Professional learning opportunities: 18 month Staff Development

Planner

Artifact

Practice

5.2 Staff can affirm that they are teaching in their major area of study

5.2 Staffing of both administrative and teaching positions is appropriate and adequate: Teacher Allocation List Practice

5.3

Professional development plan: Individual Professional

Development Form Artifact

5.3 Calendar, agenda, summaries of PD opportunities: 18 month Staff

Development Planner – Professional Development Catalog Artifact

5.3 Evaluation of PD data: MCPSS Staff Development Analysis Artifact

5.3 Personnel policies that stipulate PD requirements: Teacher

Certification Chapter from Alabama State Department of

Education

5.3 Budget demonstrates appropriate allocation for PD: Staff

Development Budget

5.3 District staff can affirm their involvement in professional learning opportunities

Artifact

Artifact

Practice

5.3 Staff are aware of the requirements for continuous learning Practice

5.3 District staff are actively engaged in discussions that have resulted from their professional development experience Practice

5.3 Staff implement effective strategies based on their professional development experience

5.3 District monitoring of professional development implementation

5.4 Personnel policies and practices: Board Policy: Chapter 6

5.4 Master schedule: Sample School Schedule

5.4

Policies regarding NCLB highly qualified teachers: HR HQ Form,

Practice

Practice

Artifact

Artifact

Artifact


X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Page 153


HQ District Plan

5.4 Budget demonstrates appropriate allocation for staffing: Teacher

Allocation List

5.4 Class size indicates appropriate and effective support of student learning

5.5 Annual budget: B-I Report, Public Hearing Documents

5.5 Annual Financial Statements: FY 2010 Board Reports

5.5 Consolidated application (federal): e-GAP Application

5.5 Fiscal procedures: Business Division Procedure Manual

5.5 Facilities plan: Capital 5-year Plan

5.5 Facilities protection documentation: Insurance Policies

5.5 Purchasing/replacement policies: EEO Document

5.5 Space is adequate and appropriate to support student learning

5.5 Annual budget: B-I Report, Public Hearing Documents

5.5 Annual Financial Statements: FYE 2010 Board Reports

5.5 Practices that support appropriate use of allocated funds

5.6 Audit reports: FY0910 Audit, FY 0809 Audit

5.6 Organizational oversight of fiscal authority: Business Division

Organization Chart

5.6 Fiscal protection plans: Superintendent and CFO Bonds

5.6 Payroll and purchasing policies and processes: Business

Division Procedure Manual

5.6 Segregation of duties

5.6 Practices that support appropriate use of fiscal resources

5.7 Facilities maintenance reports and plans: Schedule

5.7 Policies and processes regarding safety: Board Policy;

Operator’s Manual, Resource Officer Manual; Security;

Uniformed Security Officers Operations Manual

5.7 Curriculum includes attention to cleanliness and safety: Science

Safety Manual

Artifact

Practice

Artifact

Artifact

Artifact

Artifact

Artifact

Artifact

Artifact

Practice

Artifact

Artifact

Practice

Artifact

Artifact

Artifact

Artifact

Practice

Practice

Artifact

Artifact

Artifact

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X



5.7 Policies and processes related to student/staff injury: 2011-12-

Student Support Services Handbook

5.7 HAZMAT (hazardous materials): Policies and Training Manual

5.7 Policies regarding dispensing prescription medications: Nursing

Policy & Procedure Part 5 pg 446 - 666

5.7 Calendar of safety drills: fire, tornado, emergency crisis: 2011-12-

Student Support Services Handbook

5.7 State and Federal regulations regarding special program safety requirements: 2011-12-Student Support Services Handbook

5.7 District-wide environment is clean and safe

Artifact

Artifact

Artifact

Artifact

Artifact

Practice

5.7 All district-wide facilities are properly maintained

5.7 District staff are involved in developing and implementing safety policies

5.7 District support staff are knowledgeable about safety policies

Practice

Practice

5.8 Crisis intervention plan: Crisis Intervention Plan

Practice

Artifact

5.8

Student Handbook: 2011-12-Student Code of Conduct Artifact

5.8 Staff Handbook: 2011-12-Student Support Services Handbook,

HR Employee Handbook Artifact

5.8 Emergency procedures : 2011-12-Student Support Services

Handbook, Safety Plan

5.8 Wellness policy : Wellness Policy

5.8 District staff are involved in the crisis intervention team

5.8 Health support staff are available

5.8 District staff and students are knowledgeable about emergency procedures

5.9

Policies and procedures for maintaining and improving physical assets: site facilities, infrastructure, equipment, etc.: Capital 5year Plan, Safe Report Detail, SAFE Report Summary, Safe

System Report Summary, SAFE Report Acreage

5.9 Physical assets plan: short-term and long-range: Capital 5-year

Plan

5.9 Appropriate district staff affirm their knowledge of the plan for physical asset maintenance and replacement

Artifact

Artifact

Practice

Practice

Practice

Artifact

Artifact

Practice

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X



5.10

Policies and procedures for maintaining and improving technology infrastructure: hardware and software: MCPSS District

Technology Plan

5.10 Policies and procedures regarding the purchase of technology tools: MCPSS District Technology Plan

5.10 Policies and procedures regarding appropriate internet access:

2011-12-Student Code of Conduct

5.10 District staff are knowledgeable about the short and long range plans for maintenance and replacement of technology infrastructure

5.10 Stakeholders are knowledgeable about policies regarding appropriate internet access

Artifact

Artifact

Artifact

Practice

Practice

5.11 Individualized Development Plans- Portfolio: Counseling and

Guidance Mobile Plan

5.11 Staffing of Counseling and Guidance programs: 2011-12

Counselor List – ES, 2011-12 Counselor List – HS, 2011-12

Counselor List- MS

5.11 Student referral policies and practices

5.11 Alternative Education Program: Alternative School Handbook –

2011-12

5.11 Policies and procedures that are ADA and IDEA compliant ; IEP

Team Leaders Manual

5.11 Special Needs Department/Committee: Children’s Services

Letter head rev 12-13-12 (2)

5.11 Master schedules demonstrating support for special needs : 2011-

12 Special Ed Allocation, FY12 NURSE Budget pp. 2011-12

Assignments Nurse, 4110 T-1 Budget, Nurse amendment

Budget 1220, Nurse Assignments 2011-12

5.11

Labor agreements demonstrating appropriate special needs staffing: Sample nurse contract

Artifact

Artifact

Practice

Artifact

Artifact

Artifact

Artifact

Artifact

5.11 Teacher certification, licensure, etc. supporting special needs:

Board Policy, Position Advertisements

5.11 Student referral process and procedures: IEP Team Leaders

Manual, 504 Handbook

Artifact

Artifact

5.11 IEP: committee, minutes, calendar, agenda, sign-in sheets: SETS Artifact

5.11 Professional development calendar and topics: 18 month Staff

Development Planner – Professional Development Catalog Artifact

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X



5.11 Policies regarding use of languages other than English for district communication: 2011-12 – Student Support Services

Handbook

5.11

Students and staff affirm their understanding of special needs populations

5.11 Staff affirm their use of instructional strategies that support special needs inclusion

5.11 District monitors instruction for special needs inclusion

Artifact

Practice

Practice

Practice

5.11 District provides guidelines for Response To- Intervention program and is demonstrated at classroom level Practice

5.11 District provides guidelines for classroom instruction that demonstrates variety of instructional methodologies to support all students

5.11 Stakeholders affirm their support for the district’s special needs programs

Practice

Practice

5.12 Guidance and counseling Department/Committee: Student

Support Services Advisory Committee

5.12 Curriculum for Career Preparation

5.12 Career Preparation Department/Committee: Career Tech

Advisory Members

5.12 Orientation to Career Preparation programs: Educational

Planning Guide and Mobile Comprehensive and Guidance

Plan

5.12 Master schedule indicates availability of career preparation

5.12 Enrollment data – current status, trends: Enrollment Capacity

2011-12, Enrollment Capacity OCR

5.12 Professional development: calendar, topics: 18 month Staff

Development Planner – Professional Development Catalog

5.12 Community based programs: At Risk Program Evaluation

5.12 District provides student support services coordinated with the school, home, and community: Federal book – handbook a13, federal book – handbook a18, Federal book – handbook pages, Homeless brochure, Homeless Dispute Resolution

Form, Homeless Dispute resolution procedures, McKinney-

Vento 101, School assignments Homeless Ed

5.12 Attendance Services provided for district: Attendance

Assignments 2011-12, 2011-12 – Student Support Services

5.12 Discipline in the district is fair and equitable: Committee schedule , 2011-12 – Student Support Services handbook,

Artifact

Practice

Artifact

Artifact

Practice

Artifact

Artifact

Artifact

Artifact


X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Page 157


2011-12-Student Code of Conduct

5.12 District provides At-Risk services: At Risk Program Evaluation,

FY 2012 At –risk handbook, FY Children First Handbook, FY

2012 Title IV Handbook, FY 2012 High Hopes Handbook, FY 12

Children First Amendment I Budget, FY 2012 Amendment I,

At- RISK Budget 1410 Carryover Amendment

5.12 Job Placement program

5.12 Staff assigned to career preparation programs

5.12 Students are knowledgeable about career planning programs

5.12 Students are enrolled in career preparation

Practice

Practice

Practice

Practice

Practice 5.12 District staff are knowledgeable in all aspects of appropriate social/emotional support for student learning behavior

5.12 District staff affirm that they receive regular training opportunities to support student behavior

5.12 Stakeholders are supportive of community-based programs to support student engagement

Practice

Practice

X

X

X

X

X

X

X

Standard 5

– Resource and Support Systems 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?

MCSS 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

HR Department maintains current policies for hiring and recruiting all staff positions in

Mobile County. All vacancies are posted on the MCPSS website and the State

Department of Education (Teach in Alabama) website. The vacancy postings are updated at least weekly or more often on an as-needed-basis. Applicants can apply online through the MCPSS website.



Recruitment:



HR submits a recruitment plan to the school board for approval.



HR attends college and university job fairs to recruit prospective teachers.



HR hosts a job fair with all MCPSS school administrators in late May or early June in search of possible applicants.



HR provides a recruitment video that spotlights the school system and highlights the greater Mobile area.



MCPSS offers competitive salaries.



MCPSS partners with universities for student internships (University of South

Alabama, University of Mobile, and Spring Hill College).



MCPSS partners with the University of South Alabama Department of Education-

Instructional Leadership to provide graduate internships for future administrators.

Induction:



New Teacher Orientation is provided for all teachers new to the system in August and again in January for late hires. Teachers are given classroom supplies and other resources. A curriculum overview is provided along with pertinent documents.



New Teacher Induction is designed for teachers with fewer than 2 years of classroom experience. Workshops that focus on MCPSS pacing guides for subject areas, instructional strategies, and classroom management are conducted by the


Performance Standards curriculum supervisors and staff development resource teachers. Three or four sessions are held during the school year, and substitutes are provided for the new teachers to attend.



A New Teacher Handbook is given to all new teachers at orientation.



Professional development opportunities are provided throughout the school year to assist teachers with classroom management, Response to Instruction (RtI), Special

Education issues, etc.



New Employee Orientation is provided by the HR Department every month to complete the necessary employment and insurance paperwork and to address questions or concerns.



Mentors are assigned to provide support to all new teachers during their first year of teaching. Professional development is conducted for new teachers and their mentors.



Elementary and secondary curriculum supervisors work with new teachers to offer support, provide resources and materials, and to arrange job shadowing opportunities when applicable.



Instructional staff members conduct formative visits to observe classroom management procedures and instructional practices.



Science and math teachers, who are employed through the U.S. Department of

Education

’s Drexel grant, receive mentoring support from a retired teacher in grade level and subject matter.



Placement of Personnel:

MCPSS implements procedures to ensure adequate staff to meet the vision and purpose of the system. HR follows federal and state guidelines and regulations in making staffing allocations. They are implemented as follows:



HR reviews state allocations, student populations, projected growth, stated needs, qualifications of staff members, certification of personnel, voluntary transfers, contract requests submitted by staff, Personnel and Course Code Manual, Alabama

Administrative Code for special education case manager requirements, and any other special situations that may arise at local schools.



HR identifies earned foundation program units allocated on the number of students enrolled during the previous September.



HR identifies growth units provided by the state department.



HR reviews current locally funded units and works to reduce that number through attrition and non-renewals.

Staffing Procedures:

MCPSS follows all published policies and procedures to fill vacancies according to established practices. Teachers have to be highly qualified (HQ) in content areas to teach students.



Professional Development:

The Professional Development Department provides quality professional development opportunities based on the Alabama Quality Teaching Standards , the Alabama

Standards for Instructional Leaders, and the Alabama Staff Development Standards.

Specific areas of professional development opportunities for the district and local schools include the following:



Leadership Development for all school leadership teams



Content specific professional development



Teaching methods and pedagogy professional staff development



Professional development for classified personnel



Substitute teacher training, SubFinder (computerized substitute finder) training, and new employee orientation

Certified personnel participate in professional development based on individual

Professional Development Plans (PDP), which are a part of the Alabama Professional

Education Personnel Evaluation Program (PEPE) process and the EDUCATE Alabama process. STI-PD, an online Professional Development management system, is used to provide PD opportunities from the system and state.

Employee Retention:

The MCPSS strives to retain personnel through the following methods:





Competitive salaries



Multiple professional development opportunities through the system Staff

Development Department, the South Alabama Research and Inservice Center

(SARIC), and on-line professional development through Professional Development

360 (PD-360)



Supplemental retirement program (voluntary) with 403b plans



National Board training support for teachers



Praxis registration fee and study guide purchase reimbursement upon passing a test for current teachers wishing to gain middle school math certification



Teacher Mentor program

– All new teachers are assigned an on campus mentor.



Designated teachers, employed through the Drexel Grant, receive mentoring from a retired teacher in their grade level and subject matter.



Principal Mentor program – New principals are assigned a mentor from a school with similar demographics for a period of 2 years



District membership in Classroom Leaders for Alabama Schools (CLAS). This allows all district administrators to participate in professional development. I.e. New

Principals Institute, Assistant Principal Conference, CLAS Law Conference, and others. CLAS provides opportunities to gain Professional Learning Units (PLUs) for certification renewal.



Technology training by technology resource teachers in the Information Technology

Department.



2. How does the leadership ensure that the allocation of financial resources is supportive of the school system’s vision, programs, services, and its plans for continuous improvement?

The Board of School Commissioners of MCPSS has committed leadership who believe all students can become proficient learners who will graduate. The leadership team is committed to ensuring that financial resources of the system are allocated equitably to areas of greatest need. Financial resources support the vision, programs, services, and continuous improvement plan of MCPSS. The focal point of all expenditures is to increase student achievement by providing quality services and support to teachers and principals.

The Chief Financial Officer (CFO), as head of the Business Division, ensures financial stability of MCPSS by managing financial functions in an efficient and responsive manner. Duties of the CFO include but are not limited to the following:



Processing and reporting financial transactions of MCPSS in compliance with state requirements and generally accepted accounting principles



Training principals, assistant principals, bookkeepers, and others to enhance financial knowledge and ensure legal compliance



Overseeing the MCPSS budgeting process to ensure that sufficient resources are allocated to support education programs and CIPs



Ensuring that additional local funds are held in reserve to meet the requirement of one month’s operational expenses



The Alabama Department of Education provides classroom instructional support funding if the Education Trust Funds’ budget is sufficient. These funds are allocated to schools based on the number of state supported teacher units and include designated monies for the following: student materials, technology, library enhancement, professional development, and common purchases. The internal auditor and staff audit each school on a rotating basis to ensure proper accounting procedures are followed and legal requirements are met.

MCPSS employees are constantly writing grant proposals which are often awarded thus providing funding to meet specific needs. Current significant new funding sources include two federal grants dedicated to specific school needs; one for school improvement, and the other aimed at increasing the graduation rate. MCPSS regularly receives numerous federally funded awards and other grants, many of which fall under the No Child Left Behind Act of 2001 . These funding sources are carefully allocated to meet the needs set forth in the system’s CIP.

The Facilities Services Division has procedures in place to ensure that MCPSS buildings are regularly inspected and maintained. A 5-year capital plan is submitted to the state annually detailing all projects and funding sources. Projects are prioritized according to the State Facilities Assessment.



The MCPSS Board of School Commissioners is presented with a monthly financial statement at regular board meetings. The CFO submits financial reports to the

Alabama Department of Education on a monthly basis. The State of Alabama

Department of Examiners of Public Accounts conducts an annual audit of MCPSS financial transactions. Year-to-date, monthly, and annual financial statements, along with the Examiner’s Audit Reports are available for public access on the MCPSS website: www.mcpss.com

.

3. How does the school system ensure, support and monitor the provision of resource and support services that meet the needs of all students?

MCPSS strives to provide students with the knowledge and necessary skills to graduate citizens who are literate, responsible, and committed to learning over a lifetime, and who are confident in their ability to succeed in a global society. MCPSS promotes a strong, equitable system and supports the achievement of high academic standards at all levels by offering quality services to students and families.

MCPSS provides an array of services available to students and families

health, counseling, nutrition, security, safety, transportation, special education, gifted education, parenting, homeless education, neglected and delinquent, English as a second language, extracurricular activities, academic competitions, alternative schools, magnet schools, various educational pathways toward career and academic success, social services, and at-risk services. Technology and maintenance building plans also


Performance Standards contribute to the overall academic success of students by enhancing learning environments of students through laboratory based classes. These services are proactive as well as reactive to ensure needs are met and are coordinated with academic programs to guarantee maximum instructional outcomes.

Special Education Services:

The Special Education Department promotes opportunities for gifted and educationally disadvantaged students to participate in educational activities designed to help each student achieve maximum potential. A full range of services meets the needs of all identified and placed disabled students (Pre-K-Grade 12) in MCPSS schools.

Disabilities recognized by the State of Alabama and MCPSS include autism (210 students), deaf-blindness (48 students), developmental delay (499 students), emotional disturbance (95 students), hearing impaired (86 students), mental retardation (499 students), multiple disabilities (109 students), orthopedic impaired (71 students), other health impaired (844 students), specific learning disabilities (3,250 students), speech and language impaired (1,600 students), traumatic brain injury (13 students), and visual impaired (59 students).

504 Services:

MCPSS follows all mandated policies and procedures to accommodate students requiring 504 services. Accommodations are identified and a plan of services is made to ensure a 504 student is placed in an appropriate school setting.



Homebound Instructional Program:

The primary purpose of the MCPSS Homebound Program is to maintain continuity in a student’s education. The school determines the student’s responsibility regarding missed work. Instruction may be offered in a variety of ways including, but not limited to, the following:



One-to-one instruction in the home



Technology assisted learning



Independent study

Homebound services are designed to supplement, not supplant the school instructional program. Homebound instructional time depends upon several factors including the age of the student, the grade, the nature and extent or severity of health issues, and the course content requirements.

English Language Learners (ELLs):

Students and families, who are not native English language speakers, are offered interpretive services for verbal, written, and educational services. Services related to adjusting within the southern United States are also offered in collaboration with many service agencies within the Mobile area.



Gifted Education:

The goal of the MCPSS Gifted Education Program is to develop and enhance process skills that will enable gifted students to become self-motivated, life-long learners in the twenty-first century. This is accomplished through equitable identification of intellectually and creatively gifted learners, development and maintenance of highquality, concept-based curriculum and instruction, and provision of consultative and collaborative support in the general education setting. A conceptual framework has been established to better provide quality services across MCPSS. The framework is fluid and flexible due to ever changing needs of gifted learners. Each strand of the curriculum and instructional support provides rigorous and challenging opportunities for ascending intellectual demands. MCPSS implements with fidelity the PACE (Pursuing

Academics, Creativity, Excellence) program. Effective implementation yields a solid foundation of knowledge, skills, and attitudes that enable gifted learners to achieve success upon graduation, thereby enhancing students’ opportunities for marked accomplishments and perseverance of excellence.

Parental Support:

MCPSS agrees to implement the statutory requirements of parental support in accordance with NCLB. The system is committed to a quality education for all students.

MCPSS provides the coordination, technical assistance, and other support to assist



Title I, Part A schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance.

In an effort to ensure compliance, parents of students in Title I schools receive a copy of the Local Educational Agency’s (LEA) Parental Involvement Plan that describes how

MCPSS provides effective strategies that strengthen the quantity and quality of parental and family involvement, and how parental involvement requirements are to be met. Each school also provides a copy of the local school parental involvement plan to each parent and maintains hard copies for parents and community members.

Safety and Security:

The safety and security of MCPSS schools are supported by resource officers and enhanced by the use of available technology and collaboration with community and governmental law enforcement agencies. Safety and security procedures are designed to ensure a safe and orderly school environment for every child and employee.

Facilities and Operations:

MCPSS Maintenance and Building Operations Division provide clean and safe school buildings and grounds. Educational planning experts collaboratively assist MCPSS, as well as county and city agencies, in providing future projections for educational needs.

Five-year Capital Plans, Safe Acreage Reports, and School Summary Safety Reports


Performance Standards are submitted to the Alabama Department of Education annually or upon request. The academic team, Board of School Commissioners, and leadership teams work collaboratively with the maintenance and building team to present plans that enhance and promote academic success to the public.

Technology:

MCPSS uses various resources to enhance student learning. The executive director of technology and the technology coordinator along with the Technology Division provide a wealth of resources for teachers and students. This division employs a telecommunication manager, network manager, and hardware supervisor as well as database programmers, hardware and network technicians, software support specialists, and 5 technology resource teachers. These employees work to support schools through hardware and software support as well as program support. The

Instructional Technology Department within the Technology Division also supports and provides professional development to schools. The primary purpose of the MCPSS

Technology Division is to further the vision of true integration of technology into classrooms. Each school has a local school technology support teacher who provides daily support to the assigned school. Public and internal technology services are provided throughout MCPSS. Services provided by the Technology Division are as follows:



Public Information



The MCPSS website is maintained by the Technology Division. This website www.mcpss.com

provides MCPSS resources for community members, parents, employees, and students.



Local school websites are maintained by local school webmasters and by teachers and staff of each school.



The Communication Department maintains a Face Book ® , Twitter ® , and

YouTube ® page through a partnership with the Technology Division.

Internal Information



MCPSS maintains a private network to provide information to employees.



Principals, technology resource teachers, and select staff use SharePoint ® for access to information for CIP, data, and school planning.



Principals, technology resource teachers, and staff use the data warehouse to obtain data for reports and monitoring.



AssessTrax ® is used for data reporting of EQT results.



Various databases are used to provide data and access to multiple instructional programs.



INow is used at the classroom, office, and system level for storing student information. Teachers have access to iNow from any location provided they have

Internet.



Distance learning provides additional courses to students, thereby increasing equity of course offerings.





Schools have access to a video conference lab to enhance academic resources.



Video phones are assigned at the administrative level.



MOVI is used as well as a desktop video conference tool.



INOW Home is provided to all parents for monitoring student grades.

Instructional Technology



All schools implement the Technology Course of Study through formal courses and curriculum integration.



All schools are wireless for ease of use of technology.



Websites, podcasts, wikis and blogs are used at all school levels.



Moodle ® is used for online and blended courses. Moodle ® is used in one-to-one classrooms, houses student work, and provides access to students throughout the student domain.



Student email is available as of August 2011.



Every classroom has at least one computer. Most have 3 student computers.



Each school has one or more computer lab(s) for student use.



Every middle and high school has a distance learning lab or portable unit, and elementary schools may check out systems. The Instructional Technology

Department and Technology Division have portable systems for use for video conferencing as needed.



Technology resource teachers work six weeks of summer to provide professional development on technology.





Technology resource teachers provide professional development on SMART ® technologies as well as other web and 21 st century technologies. This group also provides training on the data warehouse.



The technology coordinator provides support for Renaissance Learning ® (STAR

Reading ® , STAR Early Literacy ® , Accelerated Reading ® , and STAR Math ® ).

 Renaissance Learning’s HOME Connect

® is used for Accelerated Reading ® reporting.



The technology coordinator provides support for Big Universe, Accelerated

Reading ® , an eBook reading and writing program for schools.



Discovery Education, Accelerated Reading ® is available for teachers through the

Technology Division.



ACCESS distance learning professional development is offered through a partnership with Troy University’s support center and the Instructional

Technology Department. High schools participate through web-based classes as well as through video conference instruction (VCI) classes. The system has provided more than 200 teachers for ACCESS web or VCI instruction.



Video technologies, including MOVI Accelerated Reading ®, Accelerated Reading ®

(Distance learning on your desktop) are available for connecting classrooms and teachers.



The Technology Planning Committee meets annually to update the local and

MCPSS technology plans.



Extra-Curricular Activities:

Athletics and other extra-curricular activities, such as band are an important part of the school environment. Sports allow students to maintain a certain level of fitness. In order to participate, student athletes and students who are a part of other performing groups are required to maintain a 70% academic average.

Academic Competitions:

MCPSS students have access to a wide variety of academic competitions. A few are described below:

 Scholar’s Bowl-Teams of 8 to 15 students from each public school compete 4 times a year at Faulkner State University.



Hi-Q – Teams of 10 students from each high school compete in a round robin type of competition. Each school hosts 2 other schools for 1 of their 3 competitions. The other 2 competitions are held at other schools. After teams have competed 3 times, the team with the highest score moves on to the final round. The other 6 top teams compete in semi-final matches for the remaining 2 slots in the final round. At the final competition, the 3 teams compete for the right to compete with 4 other teams nationwide. This competition is held through web access.



Davidson High School’s Model United Nations – Davidson High School hosts this academic event each year which is open to all Mobile County High Schools. Teams are sent from each participating school and are asked to represent a specific country at this mock United Nations event.





S cholar’s Bowl for Middle School- This event is similar to the high school event but is held at participating middle schools after the academic school day.



Science Related Bowls- Schools select which events they wish to enter. These include BEST robotics, Environ Bowl, Science Olympiad and other related science bowls.

Magnet Schools:

MCPSS offers a variety of learning opportunities for students in area magnet schools.

The magnet schools offer theme-based classes in a multicultural environment. Magnet schools have accelerated core plus curricula that includes an increased level of rigor. MCPSS students may apply to a magnet school as an alternative to attending a zoned school. MCPSS currently operates the following 7 magnet schools serving kindergarten through grade 12 students.



LeFlore Magnet High School- Grades 9-12 (Pre-law and Pre-med)



Clark-Shaw Magnet- Grades 6-8 (Math, Science and Technology)



Phillips Preparatory- Grades 6-8 (College Preparatory)



Dunbar School for the Creative and Performing Arts- Grades 6-8 (The Arts)



Chickasaw School of Math and Science- Grades K-5 (Math and Science)



Council Traditional- Grades K-5 (Communications and Foreign Languages)



Old Shell Road School for the Creative and Performing Arts- Grades K-5 (The Arts)



Student Support Services:

The Department of Student Support Services supports needs of MCPSS students. The department employs many service providers who offer related services to the MCPSS student population. The department is responsible for setting the school calendar, writing and enforcing the Student Code of Conduct, ensuring a safe and healthy school environment, drawing school zones, enforcing school attendance, providing placement for students in schools, monitoring equity of services, assessing student and school needs, collaborating with community agencies for services and support, transporting students, providing school health services, offering social services and interventions, establishing school guidance and counseling services for each child, setting standards for current student records, maintaining archival records, and collaborating with community resources to meet needs of at-risk students.

Discipline:

The Student Handbook and Code of Conduct is visited and revised annually by the

Student Support Services Advisory Committee. The Code of Conduct is then approved by the MCPSS Board of School Commissioners. The Code outlines student and staff responsibilities and expectations in maintaining a safe school learning environment. The

Code includes discipline guidelines which are strictly enforced by school administrators to ensure a safe educational environment and equity of services. Discipline and crisis intervention protocols infusing community agencies, the juvenile court, and the district


Performance Standards a ttorney’s office are available to offer wrap-around services to families who need assistance.

Transportation:

The Transportation Department’s dedicated team supports education by providing safe, professional, and efficient transportation to and from school, educational excursions, athletic competitions, and events. MCPSS operates the largest bus system in the State of Alabama. Coordination requires a fleet of professional bus drivers with commercial driver's licenses (CDL) and a competent support staff. The transportation shop has many qualified mechanics to accomplish this task, along with modern facilities to keep buses running.

Bus routing is another important function of the Transportation Department. The process of planning where buses stop and what routes are taken require collaboration among route specialists, principals, and local community agencies to ensure safety and efficiency. The route specialists use computer software to help keep street addresses accurate and up-to-date.

On the MCPSS website, bus routes are listed to inform parents of the location and time of each bus stop in their neighborhood. Parents may also request a new bus stop when needed. There are also links to help educate parents on school bus safety.



Health Services:

The MCPSS Health Services Department employs over 100 registered and licensed practical nurses, who meet the needs of students and employees. The nursing staff serve as the liaison between the primary care provider, parent or guardian, and school personnel to ensure each child has appropriate nursing intervention while attending school and school functions. Nursing services are provided according to the student’s medical acuity and nursing needs. Students are provided with direct and indirect nursing services as needed each day at school, while being transporting to and from school, and during extra-curricular activities. Each school is assigned a registered nurse who assesses plans, administers treatments, delegates, supervises, and evaluates the health needs of students and staff. The Health Services Department follows all local, state, and federal guidelines pertaining to health, safety, and nursing services in the school setting.

Guidance and Counseling:

The comprehensive school Counseling and Guidance Program is an integral part of the total educational process in the school and is accessible to all students. The counseling and guidance program consists of activities that address and meet students’ various educational and developmental needs. The program is a vital component to enhancing and sustaining student achievement.



As required by the Comprehensive Counseling and Guidance Model for Alabama Public

Schools and the Comprehensive Counseling and Guidance Plan for the Mobile County

Public School System , school counselors develop a written local individual school counseling and guidance plan. These plans outline the counseling and guidance activities implemented at individual school sites . Copies of each local school’s comprehensive counseling and guidance plan are available at the school and in the

Guidance Services Office at the Central Office.

Counseling and guidance programs are staffed by active, involved school counselors, who work closely with the entire school community. As a result of such efforts, the counseling and guidance program becomes an integral and valuable component of the total school program through which students have maximum opportunity for academic, career, and personal and social development. The guidance program prepares students to meet the challenges and demands of school as well as for success beyond high school.

Homeless Education :

MCPSS is the largest public school system in Alabama, with 62,641 students 69.35% of whom are living in poverty. MCPSS serves a large number of homeless students each year due to a lack of affordable housing and a severe lack of shelter beds in the county.

The majority of

MCPSS’ homeless student population falls in both of the previously mentioned categories. Additionally, more homeless students are living in motels and


Performance Standards cars. MCPSS commits to homeless families by funding and staffing two employees whose assignments are to identify, track, and provide case management, advocacy and referral services, and provide staff development to district personnel.

Attendance:

The Attendance Department provides and coordinates preventive support for over

62,641 students encouraging compliance with state and local attendance policies.

Reactively, conferences are held with students and/or parents by teachers, school counselors, administrators, social workers, and/or attendance officers regarding attendance issues. Home visits are conducted by the attendance officers, social workers, and nurses based on needs and circumstances of the student and/or family.

Parents are notified by phone each day if their child/children are absent.

Students are rewarded for perfect attendance quarterly at schools through PTA’s, stakeholders, and school sponsors. Graduating seniors who have perfect attendance from the beginning of school to graduation are formally recognized by the Board of

School Commissioners. Students and parents are assisted by teachers, counselors, administrators, attendance officers, and social workers with barriers to attending school.

These barriers range from a lack of school supplies and uniforms to housing and parent issues, as well as not having a parent to provide basic needs for a student.



At-Risk Services:

The purpose of the MCPSS At-Risk Program is to provide additional services to address needs of at-risk students. At-risk students shall be defined as those students who have scored in stanines 4 or below on the most recently administered statewide student assessment. At-risk services involve increasing the amount and quality of student instructional time. Non-government and non-profit community agencies are invited to develop and participate in activities that enhance academic and/or behavioral opportunities for at-risk students.

State at-risk funds are used to provide a variety of intervention programs. Saturday schools are organized and held for select elementary and middle school students to assist students with assignments after being suspended from school.

Behavior intervention strategies are included in the Retract Program. Retract provides an alternative to out-of-school suspension in middle and high school settings. Students are placed in an isolated environment for self-reflective purposes. Students are counted present and given credit for completed assignments. Students receive instruction in the required core courses, conflict resolution, study skills, test-taking skills, and counseling during regular school hours.



Truancy prevention programs, which may include additional school attendance personnel, a Saturday school component, and programs to assist children in dealing with anger, and emphasizing acceptable ways of dealing with violence are also included. Instructional strategies include peer mediation, conflict resolution, and law related education. Instructional and or behavioral interventions are the focus for 20 percent (20%) of the at-risk funds allocated for non-government, non-profit community organization/agency partnerships.

Safe and Drug – Free Schools and Communities Program:

The purpose of the Safe and Drug-Free Schools and Communities Program is two-fold, first to form a comprehensive plan to reduce the use of alcohol and other drugs by school-age children, and second to provide for a safe and drug-free learning environment.

The Safe and Drug-Free Schools and Communities Program provides drug education, violence prevention, and early intervention programs for K- 12 grade students enrolled in public and non-public schools in MCPSS. The comprehensive program of substance abuse prevention and anger management also includes professional development for all school personnel, particularly teachers. The Safe and Drug-Free Schools and

Communities Program, through the Resource Officers' Program, provides for campus security, alcohol/drug policy enforcement, and violence prevention.



Services/Activities Available:



Substance abuse and violence prevention classes for students



In-service for school personnel



Parent awareness programs



Drug awareness activities



Red Ribbon Week



Great American Smoke-Out



Underage anti-drinking campaign



Assembly programs

Children’s First Program:

Children First funds from the State of Alabama are allocated to public schools serving students in Grades K-12. These funds may be expended for multiple-tier education programs or for school safety enhancement programs/activities. The alternative education program(s) address behavior, expulsion, and suspension as well as academic difficulties including, but not limited to, below grade-level achievement, attendance, student pregnancy, and dropout prevention.

High Hopes for Alabama Students Program:

The governor's High Hopes funding for Alabama's students is a school/communitybased program that ensures every Alabama high school student has an opportunity to


Performance Standards pass the Alabama High School Graduation Exam (AHSGE). The purpose of the High

Hopes grant is to allow schools to develop remediation programs and to collaborate with community colleges, universities, and non-profit community-based organizations in developing a tutoring and mentoring program for high school students, who are "in danger" of failing any part of the AHSGE.

Child Nutrition Program:

The MCPSS Child Nutrition Program offers students well-balanced meals based on the current USDA My Plate parameters that are consistent with state and federal guidelines.

The Child Nutrition Department staff includes a registered dietitian, who supports students with special dietary needs such as food allergies, modified texture, reduced calorie, etc.

MCPSS participates in the National School Lunch Program (NSLP) and the National

School Breakfast Program (NSBP) at all schools. Parents/guardians may apply for free or reduced priced meals online or by completing a meal application form at school. A direct certification list of students is downloaded on a monthly basis to ensure that all students receiving Supplemental Nutrition Assistance Program (SNAP) or Temporary

Cash Assistance for Needy Families (TCANF) benefits receive free meals.

Parents/guardians are able to access online lunch account information for their child through PayPams.com. School menus are posted on the MCPSS website.



Comprehensive Wellness Plan:

MCPSS has a Comprehensive Wellness Plan in place that meets state and federal requirements. Local schools are required to have a Wellness Plan that meets the needs of its community.

OVERALL ASSESSMENT FOR STANDARD 5 - RESOURCE AND SUPPORT SYSTEMS

X 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 and 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.



Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.






implemented

Highly Functional Evidence indicates practices and procedures are fully integrated

and effectively and consistently implemented

INDICATORS


6.1

6.2

6.3

6.4

6.5

Fosters collaboration with community stakeholders to support student learning

Uses system-wide strategies to listen to and communicate with stakeholders

Solicits the knowledge and skills of stakeholders to enhance the work of the system

Communicates the expectations for student learning and goals for improvement to all stakeholders

Provides information that is meaningful and useful to stakeholders

X

X

X

X

X


Selection Indicator Evidence Type

6.1

Internship/partnership agreements with community-based business and agencies : MAEF Partners In Education List (PIE) Artifact

Agendas, minutes, calendar of parent meetings:

6.1 Parent Academy Flier, Parent Notifications and Brochures Artifact

X

X



6.1

Calendar of events that promote stakeholder involvement : MCPSS

Website – Upcoming Events Artifact

6.1

Stakeholder survey data: Community Attitudes, Survey Results

Community Attitudes Artifact

6.1

Policies regarding suggestions, grievances :MCPSS Policy

Manual

6.1

Stakeholders affirm that they are involved in many aspects of district events, activities, decisions

Artifact

Practice

X

X

X

X

6.1

Parents and community members regularly volunteer time in district

6.2

Policies regarding formal inclusion of stakeholder involvement:

Continuous Improvement Plan (CIP) Process, MAEF Yes We

Can Agreement, Parent Notification Brochure, CIP Local

School Parental Involvement Plan

Practice

Artifact

X

X

6.2

Calendars, agendas, minutes of parent meetings: Parent

University Flyer, Parent Notification Brochure

6.2

Newsletters, brochures, letters, memos : MCPSS

E-Newsletter, Effective Parenting Brochure

6.2

Web page dedicated to parents/community members: MCPSS

Website, MAEF Website

6.2

Emails, phone answering system: MCPSS Website: School

Messenger, MCPSS Website, E-mail Support

6.2

Parent - Teacher conferences schedule: MCPSS Website

Parenting page

6.2

Steering Committee meetings: agendas, minutes, membership :

Standard 6 meeting agenda and sign in sheet

6.2

Wide variety of stakeholder communication documents/avenues:

MCPSS Website , 80 X 20 Do It Yourself Kit

Artifact

Artifact

Artifact

Artifact

Artifact

Artifact

X

X

X

X

X

X

Artifact X

6.2

Stakeholders affirm they have variety of opportunities to be formally involved in life of district Practice X

6.3

Policies regarding volunteer involvement : MCPSS Local

Education Agency (LEA) Parental Involvement Plan, MAEF

Partners in Education Guidelines, Partnership Opportunities Artifact

6.3

Calendar, agendas, minutes, committee membership: Standard 6 meeting agenda and sign in sheet Artifact

6.3 Stakeholder survey data: Community Attitudes Survey Results Artifact

6.3

Advisory Committees: PTA Executive Council agenda,

Artifact

X

X

X

X



Superintendents Student Advisory Council agenda,

Superintendents Teacher of the Year Advisory Committee,

Paperwork Committee members, Education Commission

Members

6.3

District staff affirm that they regularly include community in preparing instructional delivery activities

6.3

Stakeholders affirm that they are actively involved in providing expertise

Practice X

Practice X

6.3

Stakeholders affirm that their suggestions and recommendations are acted upon Practice X

6.4

Regularly published newsletters to community: MCPSS E

Newsletter; MAEF Newsletters ( MAEF Website) Artifact

6.4

Brochures, pamphlets: MCPSS Student Handbook; MCPSS LEA

Involvement Policy, “Choices” Brochure Artifact

X

X

6.4

Online calendar, schedule, and news/updates: MCPSS School

Messenger, MCPSS Website – Upcoming Events; MCPSS

Website Student Services Checking Grades and Attendance

6.4

Parent Handbook: MCPSS Division of Student Services

Handbook

6.4 Student Handbook: MCPSS Student Handbook

6.4

Parent/Teacher conferences: calendar, procedures, participation data: Parenting Baseline Data Report

6.4

Parent versions of Curriculum Pacing Guides: MCPSS Website:

Curriculum and Instruction, MCPSS Blueprint for Multiple

Pathways

6.4

Parents and students are informed and involved in making course selections

6.4

Parents and students are informed and involved in developing individualized learning plans for students

6.4

Stakeholders affirm that they are knowledgeable about student learning

6.5

Policies regarding reporting schedule : MCPSS Policy Manual,

Report Card, MCPSS Promotion and Retention Policies and

Procedures (Elementary)

6.5 Report cards: Sample Report Card

6.5

Parent -teacher conferences: calendar, procedures, participation data: Parenting Baseline Report

Artifact

Artifact

Artifact

Artifact

Artifact

Practice

Practice

Practice

Artifact

Artifact

Artifact

X

X

X

X

X

X

X

X

X

X

X



6.5

Other: CIP review process, MCPSS Website, MAEF Website and Community Meetings, Superintendent Advisory

Committees Practice X

Standard 6

– Stakeholder Communications and Relationships Focus Questions

1. How does the school system’s leadership ensure that the system and its schools are responsible to community expectations and stakeholder satisfaction?

MCPSS has several avenues that are used to maintain and keep an open line of communication with stakeholders. Stakeholders include employees, parents, students, members of the business community, members of faith based communities, and other community members. The lines of communication must be open to all civic groups whether or not their members have children in our schools.

MCPSS ensures that the system and it schools are responsible to community expectations and stakeholder satisfaction. MCPSS has a fully comprehensive system website, which includes a website for each school. The system site provides calendar events, news, forms, parent information, and videos. The front page of www.mcpss.com provides a blog for news items that gives stakeholders the ability to share thoughts and ideas about happenings around the system. Videos on the website provide a powerful means of showing employees and parents what is happening. Local schools maintain a similar site to keep parents and the community informed of meetings, events, and academic progress of the school. Each teacher has a page to post assignments and class information. Adequate yearly progress reports are made


Performance Standards public and posted on the MCPSS website and in local newspapers. School information is shared with local news agencies and is published on their websites.

School Board meetings are publicized on our website and sent to media outlets. The meetings are open to the public and are live streamed on the front page of www.mcpss.com. At the beginning of each Board meeting, there is time set aside for public comment. Each person registered to speak is allowed to address the Board for 5 minutes.

MCPSS budgets are located on the MCPSS website under the Business Division.

Accountability reports are available along with a Citizens Guide to the Budget, which provides updated information on the financial status of the system. The guide includes:

MCPSS demographics, a staffing description, origins of system funds, expenditure of system funds, per pupil expenditures, operations expenses, a brief description of each fund source, construction costs, and how the public may give input. Budget hearings are announced on the website and are open to the public for comment. The budgeting process occurs every year before a new budget is submitted to the state.

The system utilizes digital signage as a means to inform stakeholders of events, activities, awards, etc. as they enter each school. The signage uses video, scrolling marquees, text, and graphics to catch the eye of stakeholders as they conduct business at the schools or Central Office.



The MCPSS has an excellent partnership with the Mobile Area Education Foundation

(MAEF).

The Yes We Can coalition was established in 2003 after citizens of Mobile

County approved a tax increase in May 2001 that helped fund our schools, the first increase in more than 40 years. More than 1,400 citizens throughout Mobile County participated in Yes We Can Community Conversations and helped develop a strategic plan for MCPSS. The Foundation provides a Partner in Education program. Currently there are more than 1,100 partners. The businesses, organizations, churches, and individuals make an annual impact of more than $2.3 million to our schools. Partners participate in a wide variety of activities including reading to children, building playgrounds, supporting teachers and staff through funding, providing special meals for faculties and staffs, planting gardens, painting, cleaning up school sites, and mentoring.

MAEF runs the Evening Educational Options Program (EEOP) that serves MCPSS high school students ages 17 years old or older, who have a minimum of 14 high school credits. The primary purpose of EEOP is to provide accelerated course offerings through a computer based curriculum that allows students to move at their own pace and graduate with a high school diploma. The Research Alliance for Multiple Pathways

(RAMP) for Mobile’s Youth was created to help focus MCPSS students in career preparation and encourage them to pursue post secondary education. This is in response to an unacceptable dropout rate. This alliance includes Mobile’s Mayor Sam

Jones, the MCPSS, the University of South Alabama, Bishop State Community College,

Mobile Works, the Mobile Area Chamber of Commerce, the Office of the District

Attorney, and the Mobile Area Education Foundation.



Schools help foster relationships and ownership of the schools with the public. Monthly or bi-weekly newsletters are sent out by individual schools. These are placed on the school’s website as well. Brochures, pamphlets, and information about schools are available at individual schools. Parent/Student handbooks are distributed at parent meetings. These books are available on many school websites and can be viewed or downloaded. Parents are informed about student progress with frequent progress reports, STI Home, teacher notes, and report cards. Individual school site communication plans are created with the help and input of teachers, resource personnel, administrators, parents, and community stakeholders when applicable.

Progress report dates and report card dates are listed on school’s website and in parent bulletins. Pacing guides and curriculum information is discussed at parent meetings, available on the MCPSS Curriculum and Instruction Division’s website.

Accomplishments are sent to local newspapers and posted on Facebook ® and local school websites. Schools keep agendas of parent meetings and PTA/PTO meetings.

School calendars are posted in parent bulletins, on school’s websites, sent by phone messenger messages, and in classroom newsletters. Website url addresses, phone messenger records, as well as copies of teacher/ principal portfolios offer evidence of stakeholder communications. Digital signs and Facebook ® are also used to notify parents and community of upcoming events.

Parents’ Right to Know

and grievance policies are found on the system site, on individual school websites, in parent handbooks and are also given out at parent meetings. Minutes and agendas from these meetings are in the school’s CIP evidence box and/or principal portfolio. Parents and community members volunteer daily at the local schools to complete such tasks as


Performance Standards reading to students, mentoring individual students, making copies, fundraising, helping with specific art projects, and sharing information about jobs and careers. PTO/PTA groups have individual pages within schools websites where information is posted, meetings are advertised, volunteer opportunities are listed, and PTA/PTO information is kept. PTO scrapbooks, school’s evidence box, and PTO website offer documentation of activities. PTO/PTA members post on Facebook ® . School, club, and PTA/PTO calendars are included in parent bulletins, school websites, phone messages, and classroom newsletters.

A minimum of two parentteacher conferences are held with each child’s parents each year. Parents are given a schedule of available conference hours and are able to choose a time convenient for them. Conferences are rescheduled as needed. PTA members, parents, and community members serve with faculty and staff on all committees and give suggestions and recommendations.

2. How are avenues used to communicate information to stakeholders about

the effectiveness of the school system and its schools, including the sharing

of student performance results?

MCPSS’s Office of Communications uses a variety of avenues to effectively deliver a two-way communication between the public and the system. Three main avenues consist of: group forums, electronic media, and print publications. Each holds numerous ways to present and share student, school, and classroom success.



Group forums:

The Office of Communications often works through meetings, workshops, and presentations to forward positive information and announcements regarding MCPSS.

The group forums allow an actual two-way discussion between the public, community leaders, and school representatives.

The Communication Representative Workshop is held annually by the Office of

Communications as a training workshop comprised of one school representative from each school with the purpose of learning effective school public relations. The workshop features representatives in various fields of communications to train school representatives on quick and easy ways to promote their school’s news.

The Education Summit is a meeting involving educational and community leaders led by the Education Commission. The organization brings MCP SS’s stakeholders in education, business, and the civic arena together to plan and effect changes that will improve teaching and learning at all levels. The Education Summit is used as the accountability mechanism to monitor and report progress in MCPSS education.

School Open Houses are held at each school twice during the school year. The school opens its doors to tours, resources, and programs that support parents, teachers, and public communications. Schools utilize this forum to discuss the importance of test scores and to review spring/fall test data.



Honors programs are held at schools to reward students who have excelled during the quarter and held high standards in school attendance and behavior.

Parent Teacher Association (PTA) and Parent Teacher Organization (PTO) meetings are organizations of concerned parents that work exclusively on behalf of students. The

PTA and PTO raise funds to benefit programs to support education. Regular monthly or bi-monthly meetings are held at schools to discuss school business. Principals attend as well as other school administrators to address school issues, answer parent questions, and discuss school needs.

Principal meetings are held during the school year for principals and assistant principals. During the meetings, the Office of Communications presents upcoming events on a state and national level, media protocol, press release format, and necessary items regarding school public relations.

Representatives from the MAEF along with MCPSS administrators participate in the

Public Affairs Research Council of Alabama. The foundation’s purposes are to engage in government research for educational interest and to collect, analyze, and distribute data for community use.



Electronic media:

Through the use of digital devices, websites, mobile, and television monitors, MCPSS is able to distribute news and information rapidly to the public. The primary goal in utilizing electronic media is to allow the audience to receive up-to-minute, first-hand accounts of the latest news and announcements from the schools.

MCPSS’ website is a wealth of information that hosts each department within the school system’s Central Office as well as individual school web pages. The website features a video slide show with numerous school videos and power point presentations highlighting school events and programs. The site also includes tabs that link to educational resources available within MCPSS. For Parents is a web page that is designed to meet parent needs, answer questions, and allow a direct pathway to specific contacts. Student performance data, the Student Handbook and Student Code of Conduct , departmental guidelines and information web sites, and a link to the

Alabama Department of Education provide massive amounts of information to parents and other stakeholders.

Notify Me is a sign up service for stakeholders such as parents, community leaders, business partners, and civic leaders to receive updates and news via email and cell phone text message. ENewsletters features school news, announcements, awardwinners, and student achievement and is sent out electronically on a weekly basis. The



MCPSS e-News gathers important school achievement data and highlights its accomplishments. E-News is a link on the website and enrollment is via email sign up.

The Office of Communications manages three popular and internationally recognized social network sites. The MCPSS website features a link to active Facebook ® and

Twitter ® accounts. Currently four schools have separate Facebook ® pages connected to the MCPSS Fan page, and one school has a Twitter ® account. On a daily average, at least two to three posts are made on the social media sites to update school, student and system news. The MCPSS YouTube ® account houses uploaded school videos.

Schools post data and CIPs on Alabama Department of Education web pages, which contain test scores and school AYP information. Schools update as changes are made to the CIP.

School Messenger is a phone messaging service to inform parents of upcoming meetings, big announcements, bad weather conditions causing the closing of schools, surveys, school programs, and other important reminder and event invitations. School

Messenger can distribute from Central Office or individual schools. The message is voiced b y an administrator such as the superintendent or a school’s principal. Each message is dialed to the home phone number and makes a total of 3 attempts to reach the student’s home.



News blogs are located on the front-page of the MCPSS website. The Office of

Communications publishes announcements, success stories, and articles of interest.

The news blogs offer feedback from readers, by way of a comment thread. Readers post their comments, or reply to others that have left a note. The news blogs are updated on a weekly basis or immediately if there is a special announcement, important school closings, or survey.

MCPSS has a wonderful Digital Messaging System (DMS) at every school as well as the Central Office. The DMS operates through 32” to 42” television monitors strategically placed for public viewing that displays the Office of Communications ’ TV

Studio

’s video shows, as well as important

Did you Know facts, school announcements, and employee/student highlights.

Print publications:

Although many audiences prefer the electronic way of communicating, it is still important to have a paper handout or copy of the system/school news. This gives the public easy access to referral information and reaches those audiences not into the digital age.

Local schools post data on dashboard charts visible in front of schools. The schools use a bulletin board to display testing scores, and school state standings.



MCPSS also supports the use of school newsletters, printable eNewsletters, and school newspapers. Each school publishes a weekly or monthly informational sheet that is passed out to students to give to parents. The eNews is available in downloadable format from the website. Three of our high schools publish newspapers that are designed, written, and prepared by students.

Brochures are used frequently to disseminate information on MCPSS programs. The

Division of Curriculum and Instruction has a brochure on elementary, middle and high school enrollment and programs. The Magnet Schools Program has a brochure outlining program information and enrollment procedures and requirements. The Office of Communications offers a Just the Facts handout, as well as an overall brochure that gives a snapshot of the system including student and teacher population, transportation, school lunch information, and important telephone contact information.

MCPSS financial reports, academic accountability reports, departmental procedures manuals are published on an as needed basis to keep all stakeholders informed. These reports are also available on the MCPSS website.



OVERALL ASSESSMENT FOR STANDARD 6 – STAKEHOLDER COMMUNICATIONS AND

RELATIONSHIPS

X 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

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.






implemented

Highly Functional Evidence indicates practices and procedures are fully integrated

and effectively and consistently implemented



INDICATORS


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)

7.2 Engages stakeholders in the processes of continuous improvement

7.3 Ensures that each school's plan for continuous improvement is aligned with the system's vision and expectations for student learning

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

7.5 Provides research-based professional development for system and school personnel to help them achieve improvement goals

7.6 Monitors and communicates the results of improvement efforts to stakeholders

7.7 Evaluates and documents the effectiveness and impact of its continuous process of improvement

7.8 Allocates and protects time for planning and engaging in continuous improvement efforts system-wide

7.9 Provides direction and assistance to its schools and operational units to support their continuous improvement efforts

X

X

X

X

X

X

X

X

X



7.1

Continuous Improvement Plan - district and individual schools:

CIP(school plan) Dixon Elementary School, Denton Middle

School and Theodore High School, CIP link; GAP (system plan)

MCPSS GAP Overview, Sample and link, eCIP Technical

Assistance Agenda and Resources/Binder link, eCIP Review

Process, eCIP Technical Assistance for School Improvement

Schools Artifact

7.1

Specific program initiatives to support continuous improvement:

Eighth Grade Saturday Academic Academy, ESL LEA

Artifact


X

X

Page 202


Improvement Plan; RAMP Initiative News Article

7.1

Information/Data system: AssessTrax Sample, TestTrax Sample,

Denton Middle School report representing data by subgroups Artifact

7.1

Record of student performance improvement efforts: News Article

AYP Status Report Artifact

7.1

State/Federal Accountability Plan: MCPSS State/Federal

Accountability Plan Artifact

7.1

Professional Development Plan: agenda, topics: MCPSS 18 Month

Professional Development Plan

7.1 Stakeholder survey: Satisfaction data

7.1

Graduation and retention rates: MCPSS Graduation and

Retention rates

7.1

Postsecondary engagement: employment, college: Email from

Career Tech Executive Director on percentages

7.1

District staff affirm their involvement in continuous improvement committees

7.1

District staff affirm their involvement in a specific program that supports continuous improvement

7.2

Stakeholder survey data demonstrating stakeholder involvement in district and school improvement: Agenda from Asst.

Superintendent’s Team Data Meeting

7.2

Calendar, agendas, minutes, sign-in sheets demonstrating stakeholder involvement in district and school improvement

7.2

Policies, procedures for district and school improvement committee work: Mobile County Public School System Academic Affairs

Continuous Improvement Process, August 12, 2011

7.2

District and School Improvement plan indicating membership of committees

7.2 Parent compact: Sample Compact from Washington Middle

7.2

Stakeholders affirm their involvement in continuous improvement process

7.3

School improvement plans demonstrate alignment with district vision, purpose: Title I Plan 2011-2012, Strategic Plan

7.3

Vision, purpose posted in district-wide facilities: Sample photo of

MCPSS Mission Statement from Professional Development

Center

Artifact

Artifact

Artifact

Artifact

Practice

Practice

Artifact

Artifact

Artifact

Artifact

Artifact

Practice

Artifact

Artifact

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X



7.3

Data: student performance, stakeholder opinion are used in development of school improvement plan: Surveys

7.3

Student performance targets are communicated to all stakeholders:

Torchbearer Schools News Article, Chamber of Commerce

Meeting/Agenda

Artifact

Artifact

7.3

Evaluation data demonstrating impact of plan and actions taken to remediate: Sample CIP Review Summary from Washington

Middle School following eCIP Review, Sample Baker Feeder

Pattern Meeting, MCPSS 2011-2012 CIP Review Schedule Artifact

7.3 Calendar, agendas, minutes of school improvement meetings Artifact

7.3

Staff, students affirm their understanding of student performance targets Practice

7.3

District staff affirm their understanding of the impact of programs that support student learning

7.3

District staff demonstrate capacity for providing methodologies to increase student performance

7.4

School improvement plans demonstrate evaluation of goals, objectives, and strategies impact on student growth: Sample CIP and MCPSS 2011-2012 CIP Review Schedule

Practice

Practice

Artifact

7.4

District guidelines and professional learning provide strategies for effective instruction for closing achievement gaps: Board

Approved Professional Development Contracts, Response to

Instruction (RtI), Cycle of Instruction, Making Middle Grades

Work (MMGW), MMGW Rigor and Sustainability, High Schools

That Work (HSTW), Ninth Grade Transition Redesign Academy,

Pearson Contract-Reading Street, Waterford Contract,

Renaissance Learning-Universal Reading and Math Screening,

STAR Reading and Math, Explore Learning-GIZMO, Career

Cruising, Counseling Initiative Artifact

7.4

District staff affirm their involvement in evaluating the impact of instruction on student growth

7.4

District staff affirm that they regularly use data to inform their practices

7.4

District staff meetings regularly use data to inform their discussions and decisions

Practice

Practice

Practice

7.5

Professional Development Plan: agenda, topics: MCPSS 18 Month

Professional Development Plan, Professional Development

Catalog (January-May 2011), Professional Development

Catalog (June-August 2011), SARIC Offerings, CLAS Offerings,

New Teacher Academy, Alabama Teacher Mentor Program,

Artifact


X

X

X

X

X

X

X

X

X

X

X

X

X

Page 204


Principal Mentor Program, STI-PD Offerings (June-August

2011), PD 360 Online Library of PD Video courses

7.5

Personnel Policies that outline staff evaluation process: PEPE

(Professional Education Personnel Evaluation), Educate

Alabama-Formative Assessment of Teacher Practices-(AQTS),

PLU Programs-Technology, Management of the Learning

Organization

7.5 Continuous Improvement Plan - district and individual schools

7.5

District staff affirm their involvement in professional learning: PEPE

(Professional Education Personnel Evaluation), Educate

Alabama-Formative Assessment of Teacher Practices-(AQTS);

PLU Programs-Technology, Management of the Learning

Organization

Artifact

Artifact

Practice

7.6

Annual Report: Sample from CIP: AYP Report linked in CIP and based on principal assurances

7.6

Newsletters, brochures: Sample District Newsletter, Effective

Parenting Initiative Letter/Brochure, Parent Notification

7.6

Parent-Teacher conferences: Sample Completed Partnership

Conference Form; ESL/Migrant Parent Meeting

7.6 Information/Data system: Sample from INow

7.6

Staffing assignments support monitoring and reporting of continuous improvement efforts: Mobile County Public School

System Academic Affairs Continuous Improvement Process,

August 12, 2011 (pp. 19-22)

7.6

Stakeholders affirm receipt of district communication regarding improvement efforts

7.6

District staff and stakeholders affirm the use of performance data during Parent-Teacher conferences

7.7

Evaluation of effectiveness of continuous improvement plan and process: School Improvement CIP Review Schedule

7.7

District and School Improvement Committee meetings: calendar, agenda, minutes, dispositions: Mobile County Public School

System Academic Affairs Continuous Improvement Process,

August 12, 2011 (LSI Packet)

7.7

District Labor Agreement includes language protecting school improvement planning time

7.7

Stakeholders affirm knowledge of an evaluation of the district's improvement efforts

Artifact

Artifact

Artifact

Artifact

Artifact

Practice

Practice

Artifact

Artifact

Artifact

Practice

X

X

X

X

X

X

X

X x

X

X

X

X

X



7.8

Policies and procedures for engaging in district-wide and individual school improvement planning, implementation, and monitoring:

School Improvement CIP Review Schedule, eCIP Technical

Assistance for School Improvement Schools, eCIP Technical

Assistance Agenda and eCIP Resources/eCIP Binder Part IX link

7.8

District and School Improvement Committee meetings: calendar, agenda, minutes, disposition: Academic Affairs PDCA & Weekly

Meeting Schedule

7.8

District staff affirm that time is allocated for improvement planning, implementation, and monitoring

7.9

District expectations and guidelines for all schools and departments to engage in a continuous improvement process: LSI Packet &

Agenda, News Article AP Classes

7.9

District and School Improvement Committee meetings calendar, agenda, minutes, dispositions

7.9

District staff affirm their knowledge of the district's expectations and guidelines for supporting student performance

Artifact

Artifact

Practice

Artifact

Artifact

Practice

X

X

X

X

X

X

Standard 7

– Commitment to Continuous Improvement Focus Questions

1. Describe the process for continuous improvement used by the school system and its schools and the impact of this process on student learning and system effectiveness?

District Level Commitment to Continuous Improvement:

In 2008, MCPSS embarked on a mission to improve teaching and learning. MCPSS recognized the need to involve all stakeholders in this mission. As a result, more than

5,000 citizens across the county participated in conversations that created shared expectations for school improvement. This work resulted in a mission statement and the establishment of six priorities:


1) Teaching and Learning and Workforce Development


Goal: All students will graduate from high school having completed a rigorous curriculum that prepares them for full participation in the workforce and further formal education

2) Beyond Academics

Goal: Invest, align, and sustain more district and community resources to address the physical, social, creative, and emotional needs of children

3) Communication

Goal: Implement a comprehensive communication plan that informs, inspires, and unites internal and external audiences

4) Parental Involvement

Goal: Create positive parent relations to provide values and expectation for academic success for all children

5) Leadership

Goal: Ensure quality leadership at all levels

6) Finance

Goal: Implement a system to improve, track, and forecast the financial condition of MCPSS that will foster confidence within the system and the community

From these areas, a 5year strategic plan known as the “

MCPSS Strategic PASSports to Excellence ” was developed.



In the summer of 2011, MCPSS realigned the strategic plan in order to comply with requirements set forth in the Alabama Department of Education’s CIP process. The

Strategic Plan is a roadmap to improvement and outlines specific steps the system implements to improve academic performance. The process focuses improvement efforts on student needs by doing the following:

 bringing together all stakeholders to plan for improvement

 focusing planning efforts on priority needs

 building upon school and district capacity for high quality planning

 making connections between how the funds that flow into the system address the priority needs in schools

All departments at the Central Office level are involved in the school improvement process; however the Division of Academic Affairs leads the continuous improvement efforts. The Division of Academic Affairs is comprised of the following divisions:



Division of Curriculum and Instruction (Elementary Education, Secondary

Education, Magnet Schools Program, Environmental Studies Center, Testing and

Textbooks, Library and Media Services, Talents Unlimited, JROTC,

Accountability, Athletics)



Division of Federal and Special Programs (At-Risk, Parental Education, Pre-K,

Safe and Drug Free Education, Staff Development, School Improvement, ESL,

Migrant Education, 504, Non-public Education)





Division of Special Programs (Psychological Services, PACE, Homebound,

Occupational Therapy, Physical Therapy, Speech Pathology)



Workforce Development

Representatives from these areas meet on a regular and on-going basis. In addition, the

Superintendent’s Operations Meeting is held weekly to discuss problems, programs, issues, recommendations, and progress toward attaining goals.

The Division of Academic Affairs identified focus areas for 2011-2012. These focus areas are aligned with the MCPSS Strategic Plan. The strategic goal for 2011-2012 is that

“all students will graduate having completed a rigorous curriculum that prepares them for ful l participation in the work force and further formal education.” The strategies for accomplishing this goal include:



Creating a learning culture and climate with a focus on the vision, mission, and beliefs of the system to create a positive learning environment



Setting high expectations, developing strong leadership, and improving attendance and behavior/discipline



Establishing a rigorous PK-12 curriculum that is data driven and focuses on achievement gaps



Implementing the CIP, Response to Instruction (RtI), and the Cycle of Instruction



Providing high-quality, sustained professional development that is needs-based for the system and for schools



Establishing professional learning communities





Establishing assessment accountability that includes formative assessments, summative assessments, Adequate Yearly Progress (AYP) status, and grading



Conducting data meetings on a regular and on-going basis



Reviewing academic achievement with a focus on increasing the graduation rate



Providing multiple pathways to graduation, post secondary and career readiness, school level and grade level transitions, career cruising, and guidance counseling

These focus areas are articulated to Central Office personnel and shared with principals at all schools in the MCPSS. CIP committees at the local school level develop and monitor CIPs based on identified needs and may include these strategies.

Assistant superintendents are assigned to schools based on feeder patterns. This assignment is done to ensure a seamless system of support for schools. Assistant superintendents conduct on-site visits to schools within feeder patterns to identify focus areas. Upon completion of a site visit to a school, the assistant superintendent and the building principal meet to review and discuss identified focus areas. The assistant superintendent and the principal develop strategies to address any identified need and sign the site visit report indicating that the school will implement the proposed strategies to correct the concern. In the event the school needs technical assistance, the Plan-Do-

Check-Act (PDCA) form is completed indicating what is needed, who will be responsible for completing the task, and when the task is to be completed.



Each division of Academic Affairs completes on-site reports. Schools are monitored on a tiered basis. Generally, schools that make AYP are monitored in September, January, and in May. Schools that do not make AYP are monitored in September, October, January, and May, and schools in improvement are monitored in September, October, November,

January, February, March, and May. The on-site review process includes assessing the

CIP plan and making amendments as necessary, conducting walkthroughs to ensure implementation of the strategies/action steps, examining the evidence box, and planning next steps.

The assessments used to determine AYP for the No Child Left Behind, Act of 2001

(NCLB) are the Alabama Reading and Mathematics Test (ARMT+); the reading and mathematics subject-area tests of the Alabama High School Graduation Exam

(AHSGE); the reading and mathematics subject-area tests of the Alabama Alternate

Assessment (AAA); and Assessing Comprehension and Communication in English

State to State (ACCESS).

ARMT+ test items match standards contained in the Alabama courses of study for reading and mathematics. Students in Grades 3-8 take the ARMT during the spring of the year. Students in high school take the AHSGE which is required for students to pass in order to get a high school diploma. The AHSGE is based on the Alabama

Courses of Study for reading, language, mathematics, science (biology), and social studies.



The AAA is the assessment administered to special education students whose

Individualized Education Program (IEP) teams determine they cannot participate in general state assessments, with or without accommodations. The AAA is based on a student’s mastery of the

Alabama Extended Standards in reading and mathematics.

ACCESS is the assessment administered to Limited English Proficient (LEP) students.

For LEP students who are in their first 12 months of enrollment in a U.S. school,

ACCESS will count as their participation requirement for reading. These students’ test scores will not be included in the reading and mathematics proficiency calculations.

In addition to the annual measurable objectives in reading and mathematics, NCLB requires at least one additional academic indicator (AAI) be used to determine if schools and school systems have made AYP. Alabama uses attendance rate as the additional academic indicator in elementary schools, middle schools, and any schools without a

Grade 12. A school or school system is considered to have made its attendance goal if it meets the goal of 95% attendance rate, or if it improves the attendance rate from the previous year. For high schools or schools with a Grade 12, the additional academic indicator is stipulated by NCLB to be the graduation rate.

The results of these assessments are shared with parents and with the public in several different ways. The Alabama Department of Education posts the results on the state website. The results are disaggregated by subgroups and include information pertaining to AAI.



School Level Commitment to Continuous Improvement:

Beginning with the 2011-2012 School Year, the Alabama Department of Education requires any school that falls into one or more of the following categories to complete a CIP.



Schools that do not make AYP



Schools that are designated for school improvement



Schools that receive Title I funds (regardless of Title I status)



Schools that receive State Department of Education (SDE) support based on proficiency trend data

The CIP is a 2-year plan and is divided into eight parts:

Part I: Comprehensive Needs Assessment

Part II: Goals to Address Academic Needs

Part III: Goals to Address AMAO/ELP Needs

Part IV: Strategies to Address Safety, Classroom Management/Discipline and

Supportive Environments

Part V: Components to Satisfy Federal Requirements

Part VI: Parental Involvement Plan

Part VII: Professional Learning Needs

Part VIII: Budget

Part IX: Monitoring



The CIP process is designed to guide improvement efforts in schools. During the week of May 9-13, 2011, MCPSS personnel conducted a series of workshops designed to provide guidance to schools in developing and implementing CIP plans. In addition to initial training, technical assistance sessions were provided by Central Office staff to school teams. MCPSS, in conjunction with the Alabama Department of Education, developed a toolkit to serve as a resource guide for assisting schools in completing this process.

Schools are required to establish school-based CIP committees. The CIP committee is made up of administrators, regular and special education teachers, counselors, and community members, including parents. The first step in the continuous improvement process begins with the CIP committee conducting a comprehensive needs assessment

(CNA). Principals at elementary, middle, and high schools are responsible for regularly meeting with the CIP committee to assess needs at the building level, including input on instructional practices, data analysis, staff development needs, budgeting and community engagement activities.

The CNA is the driving force behind the CIP and includes an analysis of data pertaining to the following:



DIBELS for grades K-2



Alabama Reading and Math Test (ARMT+) for grades 3-8



Alabama High School Graduation Exam (AHSGE) for grades 9-12





Alabama Science Assessment (ASA) for grades 5 and 7 (Note: ASA will not be administered 2011-12 school year)



Stanford 10 for grades 3-8 (Note: Stanford 10 will not be administered 2011-2012 school year)



Alabama Alternate Assessment (AAA) for special education students

Additional data that is reviewed include, but is not limited to, student and teacher attendance, discipline, drop-out and graduation rates, and perception data such as Parent

Perception surveys and PRIDE surveys. Additionally, MCPSS administers grade-specific content-based EQTs that contains questions relating to specific objectives taught during a quarter for a course/subject. Schools have immediate access to EQT data and also use AssessTrax ® data on a regular basis to monitor student progress and plan for instruction and intervention.

The school’s CIP committee, in collaboration with Central Office support, review data from the CNA and ident ify the schools’ strengths and weaknesses. The needs are prioritized and become the focal point of the school’s plan. The school sets goals, establishes measurable objectives, develops research-based strategies and action steps, and aligns resources to address identified needs based on the focus areas identified at the system level. Completed plans are forwarded to the Central Office for peer review. Representatives from the Central

Office departments are part of the peer review committee. During the peer review process, plans are closely reviewed to ensure that schools have developed plans that address the prioritized, data-driven needs of the schools.



In addition, MCPSS also developed a CIP rubric. The rubric is aligned with state and federal requirements and is used to ensure that required components are included in a school’s CIP. The indicators are measured according to “Met”, “Partially Met”, and “Not

Met”. In the event a school has a included the required components, the appropriate technical assistance team member provides intensive support and assistance until the school has “Met” or “Partially Met” that particular indicator.

As noted, schools are monitored on a tiered basis by administrators from the Office of

Academic Affairs. Visits include a review of data and classroom walk-through information focusing on the Cycle of Instruction and CIP implementation. When needed, appropriate Central Office staff may model effective program implementation and/or coach teachers to encourage professional growth toward meeting the needs of students. Targeted schools with severe academic concerns are assigned a school improvement specialist (SIS) that provides intensive support. Schools in improvement are provided extensive technical assistance in implementing their CIP. The plan is reviewed and amended as necessary by the CIP committee.

2. What process is used to ensure that improvement goals reflect student learning needs and are aligned with the vision and purpose of the school system and its schools?

The mission or purpose of MCPSS is to graduate citizens who are literate, responsible, and committed to learning over a lifetime. This purpose is the cornerstone of our


Performance Standards continuous improvement process. We envision a MCPSS where a variety of pathways to academic and career success are available for all students, where adults consistently work in a collaborative school culture to improve student learning, where all educators willingly accept responsibility for the academic success of each student, and where all students become independent life-long learners confident in their ability to succeed in a global society following high school graduation.

A set of core beliefs stem from our vision and give focus to our continuous improvement efforts. We believe a strong and equitable public school system is central to our success in a global economy. We believe the skilled performance of employees at all levels in

MCPSS drives the achievement of high academic standards and determines organizational success. We believe that we must have a high performing school system that encourages employee participation in collaborative, problem-solving activities.

Based on these core beliefs, we are committed to:



Provide an ethical school system that requires fair treatment, honesty, openness, integrity, and respect for all stakeholders



Provide all students with the opportunity to perform to their full potential and ensure that there is no discernable difference between the achievement levels of students by race, gender, or economic level



Place a principal with strong instructional leadership and management skills as the key leader in every school





Build and promote an organizational climate where all teachers take responsibility for academic achievement of their students



Enhance our personnel through meaningful professional staff development



Operate effectively and efficiently with fiscal accountability



Educate all students in safe and orderly environments conducive to learning



Provide multiple pathways to graduation which prepare students to make informed career choices



Prepare all students to be successful in institutions of higher learning or the workforce without a need for remediation



Use internal and external stakeholder feedback to continually improve the services we offer



Develop professional learning communities where shared decision making is expected

MCPSS uses the following strategies to ensure that improvement goals reflect student learning and are aligned with the purpose and vision of the school system:

Data Analysis:

MCPSS is dedicated to continuous improvement based on thorough data analysis at the system, school, and individual student level. This data highlights student achievement, gaps in learning based on subgroups, individual standards, and other areas that will be


Performance Standards addressed in the CIP. MCPSS currently uses a variety of resources to assist in this effort:



Data Warehouse



TestTrax ®



AssessTrax ®



Site-based data meetings

Improvement Plans:

MCPSS understands data analysis is only meaningful if it is followed by a plan to affirm strengths and improve areas of needed growth. Based on results of the data, each school develops a CIP with goals, strategies, and action steps. In addition to the CIP, an

LEA improvement plan has been developed for areas that have been identified as needing improvement at the system level.

Professional Development:

MCPSS is firmly committed to professional development necessary to ensure effective change. This professional development is a vital component of each CIP and is supported with fiscal resources and allocated time.



Monitoring:

MCPSS has a comprehensive system in place to ensure that CIPs are being implemented. Central Office personnel monitor the improvement process to offer guidance and support. Administrators and site-based committees keep the school focused on the goals set forth in the CIP. Faculty and staff meet regularly to discuss progress and offer solutions to concerns. Monitoring systems set in place include, but are not limited to:



Problem solving team meetings



Benchmarks to measure action steps



Collection of evidence of continuous improvement action steps



Regular classroom walkthroughs by Central Office personnel and school

leadership team members

Determine Effectiveness:

Through on-going data analysis and a review of benchmarks, MCPSS determines the effectiveness of CIPs and makes adjustments as necessary. Items addressed when considering the effectiveness of plans are as follows:

 New AYP data as it relates to previous year’s goals



Benchmarks indicated in CIP



Evidence boxes at local school





Walkthrough evidence

Revision:

When new data becomes available, CIPs are reviewed and revised. An updated needs assessment is developed. Goals, strategies, and action steps are formulated to address current needs based on the new information.

Through systematic data analysis, improvement plans, professional development, monitoring, instructional effectiveness, and timely revision, MCPSS ensures a continuous improvement process that is aligned with the vision and purpose of the school system and its schools.

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?

MCPSS builds system capacity to effectively and efficiently improve student learning through a broad range of systemic, intentional, and ongoing professional learning opportunities for all employees. MCPSS supports implementation of professional learning identified in school plans by providing research-based professional opportunities, structured for long-term in-depth learning, and school-site support.

Central Office personnel extend knowledge and skills through participation in


Performance Standards professional learning opportunities such as data warehouse and iNow training to increase efficacy in data analysis and CIP development. They visit exemplary school sites in-state and out-of-state to better understand testing structures and scoring of the

AAA to more effectively support MCPSS special education students. They also attend training in specific areas of system academic needs such as the Reading Street

®

(including My Sidewalks

®

), adolescent literacy and comprehension, and instructional strategies. Central Office personnel calibrate observational precision through common classroom visits with debriefing of resulting data. Through subsequent collaboration and curriculum development, MCPSS supports schools by providing structures and modeling for effective implementation of the components of the RtI state initiative, as well as CIP strategic plan development. In addition, MCPSS Curriculum and

Instruction supervisors and resource teachers meet monthly with school-level department chairs and lead teachers to provide needed curriculum support.

Long-term system contracts with vendors provide resources and on-site support for school-based improvement activities. For example, the Southern Regional Education

Board (SREB) focuses on literacy across the curriculum and student engagement as well as cultural/structural reform efforts through High Schools that Wor k

®

(including

Ninth Grade Academy) and Making Middle Grades Work ® programs. Professional development sessions provide vertical team structures with emphasis on academic transitions from fifth to sixth grade and eighth to ninth grade. The Waterford

®

contract supports teachers in developing literacy in pre-school youngsters, while the Pearson


Performance Standards contract allows teachers to support high school students through needs-based credit recovery.

MCPSS also provides schools with professional learning resources using PD-360 (from the School Improvement Network), an on-line video library of over 200 hours of research-based best practices presented by over 65 educational experts. With over

3000 classroom examples in the course segments, educators actually see how to implement these best practices at elementary and secondary levels at any time during the day and at any location with access to the Internet. Following classroom walkthroughs, school administrators can email a teacher a PD-360 course segment targeting an area of focus based on the observation or the teacher’s professional learning plan. Each segment engages the teacher in completing three reflection questions with follow-up questions provided 72 hours later when teacher reflects on his/her implementation of the best practice studied.

MCPSS has a contract with Explore Learning to provide GIZMOS ® elementary and secondary science and math training to engage teachers in hands-on manipulations that are incorporated throughout the system’s curriculum. MCPSS also has a contract with Renaissance Learning. STAR Enterprise provides a Universal Reading and

Math

®

screening tool for all K-12 students. This is used to address needs of all

MCPSS students.



MCPSS professional development efforts are comprehensive and involve the community and other agencies. Central Office facilitates efforts to increase the impact of the Advanced Placement Program and the Counseling Initiative in conjunction with

Ed Trust and other state, regional, and national agencies. The system’s subscription to

CLAS leadership institutes supports administrators’ growth as instructional leaders.

Also, Career Cruising, which is an online career guidance and planning system, is also provided throughout MCPSS.

The LEA also encourages professional growth of school and teacher leaders through long-term, standards-based training such as the 2010-2011 superintendent-approved

Technology (Standard 6) and Management of the Learning Organization (Standard 7)

Professional Learning Units (PLU’s).

MCPSS provides a structure for school leaders to meet regularly to collaborate in feeder patterns to address student needs, graduation rate, and community concerns in a K-12 arena, rather than as isolated entities. Free-flowing information from K-12 helps to create a seamless articulation of curriculum and open channels of cooperation.

Teachers and administrators in various career stages receive Central Office support through professional learning activities. New Teacher Induction, consisting of the

Alabama Teacher Mentor (ATM) program and the MCPSS New Teacher Network,


Performance Standards encourages and supports beginning teachers through the initial year of professional growth while providing support for the mentors guiding the growth of the protégés.

The Central Office also guides the implementation of the twoyear pilot of the state’s

New Principal Mentor Program (NPMP) with five first-year principals and trained mentors in collaboration with the University of South Alabama to implement a partnership which improves student achievement. In addition, MCPSS supports the growth and development of classified employees and substitute teachers as they train to use system resources and processes to make contributions to the effectiveness, efficiency, and culture of the respective schools.

MCPSS monitors targeted schools and teachers through support team visits and site visits focusing on the Cycle of Instruction and CIP implementation. MCPSS personnel utilize and share professional development, program-specific checklists with school administrators to encourage fidelity of program implementation in the classroom. When needed, Central Office personnel model effective program implementation with teachers to encourage professional growth toward meeting the needs of the students.

The Alabama Professional Education Personnel Evaluation Program (PEPE) is used to facilitate the improvement of teaching and learning; and it seeks to effect growth, collegiality and assistance to Central Office Leadership, principals, and assistant


Performance Standards principals. Educate Alabama is a formative system designed to provide information on an educa tor’s current level of practice within the Alabama Continuum for Teacher

Development , based on the Alabama Quality Teaching Standards (AQTS). The AQTS constitutes the foundation of the teaching profession while the continuum is a tool used to guide educator reflection, self-assessment, and goal setting for professional learning and growth.

MCPSS evaluates effectiveness of professional learning strategies through formative and summative adult learning measures, such as surveys, portfolios containing evidence of teacher/student learning and collaboration, checklists, administrative walkthroughs, reflections on professional learning, and its implementation. In addition, formative (i.e. EQTs, STAR

®

tests, etc.) and summative (i.e. ARMT, AHSGE, etc.) student measures of progress are significant indicators of professional learning effectiveness.

4. How does the leadership ensure that the improvement plan is implemented,

monitored, achieved, and communicated to stakeholders?

The MCPSS Central Office staff is responsible for implementing a collaborative and ongoing process for improvement that aligns all functions of the system and its schools with expectations for student learning. The superintendent’s senior staff is divided into two teams - Operational and Directions. The Operational Team meets weekly and leads


Performance Standards the planning and evaluation of school system operations. The Directions Team is responsible for direct day-to-day operation of schools, monitoring, achievement and communication to stakeholders. The Academic Affairs Division, under the leadership of the deputy superintendent, leads the continuous school improvement process through school services and support of individual schools. The Assistant Superintendents Pre-

K-12 conducts monthly data meetings to review the program implementation and academic achievement of students. Information from these meetings may be brought to the Academic Affairs Division’s data meetings to assess school improvement benchmarks and decisions are made to prioritize resources and support for schools.

At the school level, based on school AYP status, data meetings are held regularly to analyze achievement results of school benchmarks on the CIP plans. Plans are updated based on student achievement results. Action plans to accomplish CIP goals are implemented and continuously reviewed by school site staff, Central Office staff, and community stakeholders.

Various methods are used to communicate the current status of the system’s improvement plan as well as those of individual schools. Some examples of these methods are as follows:



Local television, radio, and newspaper coverage



System website and school websites



Long Range Strategic Plan link on MCPSS website




System-wide newsletters



Parent/student orientation



Leadership Team meetings of Academic Affairs staff




Data team meetings



Chamber of Commerce meetings



Public relations publications



Post Strategic Plan on website



Board meetings



Monthly principal feeder pattern meetings and assistant principal meetings



Workforce Development through Career and Technical Education brochures



School Messenger announcements

 Superintendent’s annual survey of stakeholders



Administrative matrix



Parent University



Entitlement management



ESL parenting sessions



School CIP monitoring meetings

 Principals’ data meetings



OVERALL ASSESSMENT FOR STANDARD 7 – COMMITMENT TO CONTINUOUS

IMPROVEMENT

X 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



Assessment Report

Part VI

QUALITY ASSURANCE METHODS

MCPSS / Mobile County Public School System Standards Assessment Report Page 230

Quality Assurance Methods


1. What processes does the district use to monitor and document improvement?

MCPSS is morally, legally, and ethically responsible for the operation of the school system. Each program is administered in accordance with all applicable statutes, regulations, program plans, and applications. MCPSS continues to monitor student performance and adjust programs and resources to meet the needs of its students.

Long Range Strategic Plan :

Evaluative summaries are completed by the MCPSS leadership team in the form of a

Balanced Scorecard. These evaluations are used to monitor the implementation of established goal areas, to develop a list of accomplishments, and to revise the plan for the following year. MCPSS’ Balanced Scorecard is a comprehensive document with established units of measure, metrics to be evaluated, longitudinal results, and evaluations indicating if targets are met by the system.

Local School Continuous Improvement Plans (CIPs):

Each Central Office Federal Program and Curriculum and Instruction staff member is assigned to a local school to provide support. During the school year, school improvement specialists, resource teachers, and other needed academic team members conduct walkthroughs (4 to 5 a year) to monitor the implementation of the school’s CIP. Additionally, each school is required to keep an evidence box evidencing that each strategy in the school’s CIP is being implemented. In April/May, the school


Quality Assurance Methods improvement specialist and the local school administrator review the evidence box and complete a documentation form. These forms can also be updated at quarterly reviews.

Local School Evaluations of CIPs:

Local schools complete a Comprehensive Needs Assessments each August as they begin the process of writing new CIPs. Schools use data from standardized tests to measure the goals that were set during the previous year and analyze the data to highlight areas of success, to revise strategies as needed, and to monitor the overall effectiveness of the school’s CIP in relation to meeting goals.

2. How does the district provide meaningful feedback and support to its schools and across the district?

MCPSS strives to continually provide meaningful feedback through the following methods:



CIP reviews



Data reports (EQTs, AHSGE, ARMT+)

 Principals’ and Assistant Principals’ Meetings

 Weekly Principals’ Packets provided by the Academic Affairs Division



Media releases from the MCPSS Communications Department



Closed-circuit television monitors in the Central Office and all school buildings



Inside Education television program



Morning School Bell radio show



Daily updates on the MCPSS website





NotifyME © information service



MCPSS monthly newsletters



Survey data compilation (NSSE, Perception, SAI, etc.)



AssessTrax ®



TestTrax ®

 MCPSS’ Data Warehouse



AdvancED Standards Assessment Report: Draft copy shared with all personnel



ListServ ©



SharePoint ©



Evaluation compilations from professional development opportunities



PTO Forum (i.e., PowerPoint ® of the MCPSS Long Range Strategic Plan, demographics, etc.)



Community partnerships



Mobile Area Education Foundation meetings

MCPSS supports its local schools through the following efforts:



Continuous Improvement Plan process



Professional development opportunities



Special education services



Data disaggregation



Technology support



Testing and textbook services



Program area specialists support





School improvement walkthroughs to monitor the implementation of CIP



Local funding (when available)



Instructional professional development training



Human resources new employee orientation



Local auditors



Maintenance support at each local school



Internet accounts and email access for all employees



Email for students



Communication for all principals, bus drivers, and Central Office staff



Transportation scheduling for bus routes



Nursing services



Homeless funds



Inner office mail service



Public relations



School improvement specialist support for each school



Employee benefits package



Wellness screening and counseling



System-wide social workers



Behavior specialists



ESL services



Homebound services



Teacher resource center



3. How does the district ensure that the AdvancED standards are met by all the schools and the district as a whole?

The AdvancED Steering Committee provided administrative and Central Office staff training during a principals’ meeting and assistant principals’ meeting. A train-the-trainer model was developed to ensure that all personnel participated in the review process.

Principals conducted professional development on each accreditation standard at all school sites to familiarize faculty and staff members with the accreditation process and to gather input to pass along to the standards teams writing the Standards Assessment

Report (SAR).

Standards teams were developed to review and evaluate each indicator and answer each focus question. All answers were compiled to create the SAR. Standards teams, which were strategically constructed to include a wide range of stakeholders in the review process, gathered all related artifacts in support of each indicator. The MCPSS

AdvancED Leadership Team and chairs of each strategic area reviewed the information for the purpose of evaluating which strategic area addressed system needs.

AdvancED evidence is housed on the MCPSS website to provide documentation of each indicator for the 7 district accreditation standards and will be available at the visit.

An AdvancED standards checklist will be developed for each school leadership team to complete at the end of each school year. These completed checklists will be collected and filed in each school's file at the Central Office. Any noted deficiencies will be addressed in local school ’s CIPs for the following school year. The school improvement


Quality Assurance Methods specialist will work with each school to ensure that standards are being reviewed on a yearly basis. Additionally, the school improvement specialist will ensure that the system continues to monitor the adherence to the standards and collect evidence (yearly) to support AdvancED standards.

4. How does the district regularly collect, use, and communicate results?

Collection of Results:

Results are collected through the following methods:



Surveys



Face-to-face meetings



State testing data from the Alabama Department of Education and through the

MCPSSs Testing Department



Evaluations of all professional development opportunities



Media releases



Stakeholder input (MAEF, Chamber of Commerce, Leadership Mobile, etc.)



Partners in Education



South Alabama Workforce Development Coalition



PTO Forum



Balanced Scorecard Summaries completed for each strategic area (Long Range

Strategic Plan)



Progress reports for each local school

’s CIP





Local school assessment data through paper-pencil tests and through informal processes



Emails, letters, phone conferences, and other sources of communication

Use of Results:

Results are used for the following purposes:



Analyze data



Supply information for the Mobile County Board of School Commissioners



Supply information for the AdvancED Standards Assessment Report



Supply information for administrative decisions



Revise goals, strategies, plans, etc.



Implement plans (Long Range Strategic Plan and local school CIPs)



Plan and provide professional development opportunities



Guide instructional initiatives



Collect further information to help with the decision-making process

Communication of Results:

MCPSS communicates results through the following methods:



MCPSS website



Inside Education



STI Home



State Report Cards (to be published in February 2012)



Press releases




Board work sessions



Local school progress reports and report cards



Local media meetings



PTO Forum



Continuous school improvement team trainings



Mail outs



Emails



Newsletters (system and local school)



Annual community meetings





Assessment Report

Part VII

CONCLUSION

Conclusion

Conclusion

The following focus questions reflect MCPSS’ overall analysis of its internal evaluation of the accreditation standards.

Focus Questions

1. As you review your responses to the standards, what major trends, themes, or areas of focus emerge that cut across the seven standards?

MCPSS recognizes several themes and trends that have emerged through evaluation of the AdvancED District Accreditation Standards. Through this process, MCPSS has identified 4 engines that drive our system: Instruction, Continuous Improvement

Process, Strategic Planning, and Leadership Development. These engines help to focus our efforts on student achievement through continuous improvement and drive all decisions that the local schools and the system make. To ensure increased student achievement, MCPSS is committed to implement and evaluate the Continuous

Improvement Process, to dedicate MCPSS resources to areas of greatest need, to monitor results through collection of relevant and reliable data, to collaborate with stakeholders, to utilize current best practices through job-embedded professional development, to monitor classroom instruction, and to provide a research-based curriculum through data-driven decision-making.

The Continuous Improvement Process has been an integral component of

MCPSS’ focus at both the system level and the local school level. Through this process, CIP


Conclusion teams evaluate data from various sources, develop plans based on best practices and research-based curriculum, and implement and monitor the Continuous Improvement

Process throughout the year. Each school’s CIP team is comprised of stakeholders including administrators, teachers, parents, community and business leaders, and

Central Office personnel. Monitoring the effectiveness of the plans occurs in various ways: evaluative summaries, monthly meetings and signature forms, Central Office support personnel walkthroughs, and evidence boxes. The CIP teams document and use current results to revise the plans for the following school year. These plans have become the driving force for the local schools and for the MCPSS Strategic Plan to increase student achievement.

Efforts have also been made to ensure that all stakeholder groups are active participants in MCPSS initiatives. Partnerships with community stakeholders have enabled the system to begin improving workforce development readiness for all secondary students. Students learn to set goals, to write their future story, and to better prepare for real-world experiences.

Because MCPSS is committed to lifelong learning for students and employees, professional development is another component that cuts across the district accreditation standards. Through professional learning opportunities, current best practices and research-based curriculum training is provided for teachers throughout the year. Increased student achievement is the focus for these learning opportunities because training enhances depth and breadth of content and instructional delivery. In


Conclusion addition to professional learning opportunities, MCPSS uses data-driven decision making to increase student achievement as a theme that runs throughout the system.

Through the CIP process, various data sources, including EQTs and benchmark assessments, the Alabama Reading and Mathematics Test Plus (ARMT+), the Alabama

High School Graduation Examination, the Alabama Alternate Assessment, ACCESS for

English Language Learners (ELLs), and the PLAN ® and Explore ® tests are used to set academic, cultural, and professional development goals. MCPSS’ leadership team also uses data sources to provide rationales for goal setting that are a part of the strategic plan. Within MCPSS, professional learning communities at all levels encourage and expect the evaluation of formative and summative data sources to enhance teaching and learning opportunities.

As a system that is committed to increasing student learning opportunities, the CIP process has enhanced the leadership capacity at all levels and has identified a focus for

MCPSS. Through the CIP process, all of the district accreditation standards intertwine with goal setting, implementation, and evaluation procedures. Although MCPSS is always seeking effective methods to include stakeholders, the system is committed to using stakeholder input as a means to provide valuable information and to enhance student learning through partnerships and participation on leadership and action teams.

As a result, MCPSS is dedicated to making student-centered decisions based on data, identified needs, and continuous school improvement initiatives.


Conclusion

2. 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?

After reviewing themes and trends within the system initiatives, MCPSS has identified the following strengths in accordance with district accreditation standards: a fullyimplemented CIP process, a rigorous and relevant curriculum which is standards based and aligned to state and national standards, end of the quarter system-wide testing in all core academic areas, a dedicated teaching and support staff, a hard-working cadre of

Central Office staff dedicated to academic improvement for all students, a motivated

Technology Division, and visionary leadership through goal setting and collaboration.

Continuous School Improvement:

MCPSS implements a system-wide practice for the strategic planning process and for all local school planning that focuses on analyzing various data sources, setting goals, developing strategies based on research-based curriculum, implementing and revising the CIP as needed, monitoring CIP implementation during monthly reviews, and evaluating the entire process for the following school year. For the last 8 years, MCPSS used a most effective School Action for Excellence (SAE) model. In 2011 MCPSS transitioned to the CIP as mandated by State requirements. MCPSS has embraced the

CIP process and the strategic plan, as evidenced in the Balanced Scorecard document.

Both are fluid processes that are implemented and revised on a regular basis to meet the needs of the system.


Research-Based Professional Development Opportunities :

Conclusion

MCPSS values quality professional development for all employees. During the past two years, the system leadership team has developed a system-wide model for all professional learning opportunities focused on state content. Key professional development initiatives are as follows:



Making Middle Grades Work



High Schools That Work



21 st Century Schools



SREB Project Based Learning



Alabama Reading Initiative



Alabama Math, Science, and Technology Initiative (AMSTI)



Literacy Training



SMART training



AP training



RTI






Feeder pattern professional learning communities



Talents Unlimited

Through professional development, teachers, support employees, and administrators receive quality training that directly impacts the culture of the system and the overall academic focus of increased student achievement.


Conclusion

Visionary Leadership:

MCPSS leadership is committed to collaboration through professional learning communities, professional development, and future leadership development. The system focuses on collaboration across all levels of leadership. Through the training and implementation of professional learning communities, student learning and achievement have become the top priorities among collaborative efforts.

Central Office leaders receive professional development training directly related to leadership qualities through Educate Alabama and in turn receive professional learning units of credit. Principals and Central Office staff participate in a professional development opportunity to help build effective leaders through a book study on Motion

Leadership (Fullan, Michael). Assistant principals receive turnaround training on professional development topics to ensure that all leaders are provided with quality learning opportunities. With the Alabama Department of Education’s requirements of 5 professional learning units (PLUs) taking the place of the previously required 50 continuous education units beginning with the 2009-2010 school year, MCPSS developed a state approved plan that provides various activities that support the knowledge and skills required to master the AdvancED standards. Training is provided throughout the school year for all MCPSS certificated administrative personnel.

Through the CIP process, local school teachers participate in leadership activities that enhance their abilities. The system leadership team believes in continuous learning to develop leadership abilities. As a result, MCPSS is committed to providing ongoing


Conclusion leadership opportunities for future leaders, along with current employees that hold leadership positions. Through the system’s vision, MCPSS is committed to training future leaders and increasing current leadership skills.

3. What would you consider to be your school system's greatest challenges?

One of the most critical challenges faced by MCPSS is the need to increase the number of high school students graduating in 4 years and reduce the “drop-out” rate. Students often go to high school academically and socially unprepared to meet the demands of a rigorous high school curriculum. MCPSS has implemented freshmen academies in all high schools to closely monitor and advise first year freshmen and to teach valuable study skills. Credit recovery is offered in all high schools to help students remain on track toward graduation in 4 years.

A second area of critical need is to get all schools to meet Adequate Yearly Progress requirements set forth by the Alabama Department of Education in spite of rising Annual

Measurable Objective (AMO) standards of performance. MCPSS has made steady progress in improving test scores but still has many special education students unable to meet the rising AMOs. Close monitoring of special education classrooms has become a focus for MCPSS special education resource teachers and school improvement specialists.


Conclusion

A third critical challenge faced by MCPSS is the need for highly qualified secondary mathematics and science teachers. MCPSS is actively recruiting in these academic areas and offering incentives to elementary teachers willing to take the Praxis to teach in middle school math and science vacancies. MCPSS strongly believes that all students deserve a highly qualified teacher in every classroom.

MCPSS also faces the challenge of necessary funding to support buildings and staff and to provide resources that are needed for serving approximately 63,000 students.

Although funding does not guarantee a school system’s success, a lack of funds can hinder success. The local economy has suffered over the last 5 years, consequently impacting the school system. MCPSS is still reeling from the impact of the BP oil spill and the drastic down-turn in the American economy. Many area families have been impacted which places additional strain on the MCPSS budget to provide more services to children. Additionally, MCPSS cannot build new schools or renovate current schools fast enough to meet needs due to funding issues.

Through careful financial management and cost-cutting measures, the Board of School

Commissioners and the CFO have been able to continue to offer services and support for most needed programs. The CFO and Board are working to re-build the required

“rainy day” fund balance.

The greatest MCPSS financial problems that directly impact classrooms are the reduction in the number of state funded teacher and administrative units and the


Conclusion deletion of funds to purchase textbooks. Reduction in the number of state allocated teacher units has resulted in a rise in the pupil teacher ratio and deletion of needed programs. Since local tax revenues are also down due to the recession, MCPSS has had to cut locally funded teacher units, also contributing to a rising pupil teacher ratio.

The reduction of State funded administrative units has left some schools struggling to provide adequate supervision and placed tremendous additional responsibilities on current administrators.

Financial cutbacks at the State level have resulted in little money for textbooks for the last 3 years. Although Alabama math standards have been aligned to National Common

Core Standards for Mathematics, Alabama has not provided funds to purchase new math books for the 2012-13 School Year. MCPSS will have to reallocate other funds in the system to purchase math textbooks locally. Grammar books were adopted in 2009-

10, but no books were purchased. Many classrooms have had to use classroom sets of old books and on-line books to fill the void. Elective books and AP books are almost non-existent. Meeting these challenges is the responsibility of all stakeholders. MCPSS must hold all stakeholders accountable for the financial condition and academic success of our schools.

4. How will you use the insights gained from this self-assessment to inform

and enhance your quality assurance and continuous improvement efforts?

MCPSS strives to continually improve in all areas that impact student learning. Through the CIP process, the system has involved all stakeholders in development of a strategic


Conclusion plan, CIPs at local schools, and an evaluation process that analyzes goals, strategies, and benchmarks. The self-assessment has further allowed system stakeholders, including Central Office personnel, administrators, teachers, business and community members, parents, and support staff, to evaluate the seven research-based AdvancED standards, and to analyze the system’s effectiveness in relation to the indicators.

The data provided from the accreditation process will allow MCPSS to evaluate the strategic plan and incorporate the findings into future action plans. These action plans will include goals, rationales, personnel, strategies, benchmarks, and monitoring efforts.

The academic team will utilize this plan to guide future continuous improvement.

Through the use of the self-assessment as an internal review, and the

AdvancED’s

Quality Assurance Review T eam’s external review, the information gleaned will be useful in future endeavors to guide student learning and system effectiveness. MCPSS will continue to monitor various data sources, set goals, revise and develop current

CIPs, and monitor and evaluate school improvement plans. MCPSS values input from internal and external stakeholders and collaborates on the suggestions provided to maximize the effectiveness of the strategic implementation based on the feedback.


TABLE OF CONTENTS - The Official Site - Varsity.com

Mobile County Public School System

District Accreditation

Standards Assessment Report

Glossary of Terms

District Committees

Standards Assessment Report (SAR)

Mobile County Public School System

District Accreditation Standards

Assessment Report

Part I

MCPSS DISTRICT PROFILE

Mobile County Public School System

District Accreditation

Standards Assessment Report

Student Characteristics

Mobile County Public School System

District Accreditation Standards

Assessment Report

PART II

MCPSS Performance Standards

Standard 1 – Vision and Purpose

Standard 3 - Teaching & Learning

Standard 5 – Resource and Support Systems

Standard 7 - Commitment to Continuous Improvement

Mobile County Public School System

District Accreditation Standards

Assessment Report

Part VI

QUALITY ASSURANCE METHODS

Mobile County Public School System

District Accreditation Standards

Assessment Report

Part VII

CONCLUSION

Conclusion

Related documents

Products

Support

TABLE OF CONTENTS - The Official Site - Varsity.com

Mobile County Public School System

District Accreditation

Standards Assessment Report

Table of Contents

Glossary of Terms

District Committees

Standards Assessment Report (SAR)

Mobile County Public School System

District Accreditation Standards

Assessment Report

Part I

MCPSS DISTRICT PROFILE

Mobile County Public School System

District Accreditation

Standards Assessment Report

Student Characteristics

Mobile County Public School System

District Accreditation Standards

Assessment Report

PART II

MCPSS Performance Standards

Standard 1 – Vision and Purpose

Standard 3 - Teaching & Learning

Standard 5 – Resource and Support Systems

Standard 7 - Commitment to Continuous Improvement

Mobile County Public School System

District Accreditation Standards

Assessment Report

Part VI

QUALITY ASSURANCE METHODS

Mobile County Public School System

District Accreditation Standards

Assessment Report

Part VII

CONCLUSION

Conclusion

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