LIMESTONE COUNTY - PC\|MACimages.pcmac.org/Uploads/LimestoneCountySchools/Lim… · Web viewEach...

$Page 1: LIMESTONE COUNTY - PC\|MACimages.pcmac.org/Uploads/LimestoneCountySchools/Lim… · Web viewEach administrator and director then presents a “Pecha Kucha” PowerPoint at a board$
LIMESTONE COUNTY SCHOOL SYSTEM

“Commitment to Children”

Standards Assessment ReportAdvancED District Accreditation

Section III:

Standards


- 2 -

District Accreditation Standards

Standard OneVision & Purpose

STANDARD 1: 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

INDICATORS

In fulfillment of this standard, the system: Not

Evi

dent

Em

ergi

ng

Ope

ratio

nal

Hig

hly

Func

tiona

l

1.1 Establishes a vision and purpose for the system in collaboration with its stakeholders

X

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

X

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

X

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

X

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

X

1.6 Reviews its vision and purpose systematically and revises them when appropriate

X

Definitions

Not Evident Little or no evidence exists

Emerging practice Evidence indicates early or preliminary stages of implementation of practic

Operational Evidence indicates practices and procedures are actively implemented


- 3 -

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

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? (1.1, 1.2)

The Limestone County School System’s vision, mission, and belief statements serve as the guiding force in establishing goals and providing a solid educational foundation for the students in our schools. In November of 1997, the Limestone County Board of Education accepted the challenge of planning for the future of the school system in facilitating a 24-member planning team to develop Limestone County School System's belief statements, objectives, and mission statement. Adopted by the Board in 1998, the mission and belief statements have provided the district a working blueprint and direction for establishing and reaching long-term goals.

As part of the District Accreditation Standards Assessment Report, a committee consisting of stakeholders representative of the communities in the system, facilitated a review of Standard I, including reviewing the established vision, mission, and goals. The Standard I committee, with input from stakeholders in the schools and community, revised the vision, mission, and belief statements, with the purpose of advancing and communicating the shared purpose and direction for advancing the performance of students and the effectiveness of the system.

The District Accreditation Leadership Team facilitated a survey of stakeholders to further solicit their input in revising the vision, mission, and belief statements and to identify indicators of strengths and needs within the system. The survey posed questions on school effectiveness, with specific probes aimed at procuring the perception of parents, community members, teachers, support personnel, and students in reflecting if and how the mission statement and vision for each respective school and the system represents what Limestone County School System is about and where we, as a system, want to go. Relevant questions included in the surveys suggest that 45% of stakeholders completing the surveys view the district as sharing a common vision and goals with student learning as the focus, rating the system in the “Highly Functional” range, with another 47% rating the system in the “Operational” range. The Standard I committee reviewed data and information afforded in the surveys and from stakeholders to consider in the final draft revision of the district’s vision, mission, and belief statements for approval by stakeholders and by the Limestone County Board of Education.

A review of each respective schools "standards review" of the vision and purpose indicates 70% of the schools in the system denote the vision and purpose is established for the system in collaboration with its stakeholders (Indicator 1.1) as well as communicated to build stakeholder understanding and support (Indicator 1.2).


- 4 -

Inherent in the district’s assurance to establishing and promoting understanding of and commitment to each respective school’s vision statement as well as the system’s vision statement is communication. Communication is central to the educational excellence and successful progression of a school system. Limestone County School System appreciates and acknowledges the importance of open communication within the system as well as with stakeholders. The Limestone County School System mission statement and vision and each respective school’s collaborating mission and vision has been disseminated in various ways since the revision to promote understanding and commitment to the system goals. Listed below are some of the significant avenues of communication implemented within the system to establish and build understanding of and commitment to the vision statement and goals.

The school system’s vision, mission, and beliefs are posted in each building, including the boardroom of the Central Office, respective school entryways, as well as on the system’s website.

The system’s vision and mission is inherent in personally selected quotes and personal messages in the “Quote of the Week” distributed by email to all faculty and staff each week by the Superintendent.

The system’s vision and mission is included in the Limestone County Schools Student Handbook as a communication to parents and students. The handbook is updated each school year and distributed to all students in grades K-12 at the start of the school year and to new students upon enrollment.

The system website (www.lcsk12.org) is used to share the vision, mission, and beliefs, as well as encourage and solicit input and feedback from stakeholders in the community. Stakeholders, including parents, are encouraged to submit news regarding their child and or school and community. The website also provides the opportunity for stakeholders in the community to submit questions and concerns for consideration and answers in the “Your Voice” section.

The system website provides system program descriptions, calendars, and news updates to inform parents and stakeholders and encourage regular communication. The system website also provides a direct link to each respective school’s website.

Regular communication for stakeholders in the community is ensured through monthly Board of Education meetings, respective school meetings (PTA, PTF, PTO, Open House, Parent/Teacher Day, etc.). Respective schools have community meetings, write articles for local newspapers updating our commitment and promoting stakeholder involvement, and distributing student newsletters to highlight student successes and to share information to continue the collaborative partnership.

The Superintendent of Education, department directors, coordinators, and program facilitators visit in each school periodically throughout the school year to observe instructional strategies, provide support, assist in data analysis, and encourage input and commitment from students, teachers and staff to continually strive in improving the district’s performance and maintaining progress and promote understanding of the system’s vision and goals.

The process remains ongoing in the Limestone County School System to continue in striving for positive understanding and commitment to the vision statement among stakeholders.


- 5 -

http://www.lcsk12.org/

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? (1.4)

Limestone County School system remains committed to improving individual and collective performance of district and school goals established in the Local Education Agency Improvement Plan (LIP) and respectively in each school’s Continuous Improvement Plan (CIP). The district establishes various opportunities for stakeholders to come together regularly for learning, decision-making, problem-solving, and celebration of success and achievement. As part of the accreditation review, Limestone County School system surveyed students, teachers, parents, and the community. Results of surveys indicate stakeholders view Limestone County Schools are maintaining effective and continuous efforts for school effectiveness (Operational: 43.2%; Highly Functional: 37.5%).

The Central Office Support Team (COST) formed in 2007/2008 with central office directors and staff paired with each school to support and work with each respective school in maintaining and using information that describes the system programs and services as well as the schools programs, services, and performance. COST, in consultation with school staff, parents, and other stakeholders, reviewed system data and respective school data to identify the greatest areas of need in our system and prioritize needs to develop the identified goals in the LEA Improvement Plan. The COST members further met with their respective schools to assist in the process of data analysis, instructional analysis, vertical teaming, and strategic planning and construct the Continuous Improvement Plan and Action Plan for each school. The COST members and the Leadership Support Teams in each school remain committed and involved in supporting and maintaining progress in student learning and education for Limestone County Schools.

Each year, Limestone County School system adheres to the state and federal accountability requirements in documentation and monitoring of student achievement and progress toward established goals. The Director of Federal Programs and Testing/Assessments for the district coordinates the collection of disaggregated data from each respective school and further compiles and analyzes the data collection to provide longitudinal data to assist the district in identifying targets for intervention and establishing goals. This data collection process is further disseminated to the Central Office Cabinet Administration and each respective school administration to share with stakeholders. Data from the district, indicating the respective demographics, statistical profile of faculty and their qualifications, student test performance, graduation rate, etc. is further submitted to the Limestone Board of Education to be compiled into the system “Report Card” for the year. The date is then forwarded to the State Board of Education and shared with all stakeholders. State Report Cards are disseminated to parents and posted on each school’s website as well as the system website. The system’s process of communicating and describing the school system, its programs, services, and schools and their performance (1.4) is achieved in various and numerous ways in each respective school, including the avenues listed below.


- 6 -

Periodically, as appropriate throughout the school year, information such as demographic data, disaggregated standardized assessment data, results from Pride surveys and/or informal surveys, and feedback from monthly (system) public Board of Education meetings, are posted on the system website, and published, as appropriate, in the county newspaper and/or covered by the media.

Respective school forums are held by the superintendent at school PTA/PTF/PTO meetings, etc. with stakeholders invited and encouraged to attend.

The Directors of each Department meet with the Superintendent and Assistant Superintendant in weekly cabinet meetings at the Central Office to review areas of focus, progress, and concern within the system.

The Superintendent of Education, department directors, coordinators, and program facilitators visit in each school periodically throughout the school year to observe, support, gather and analyze data, and encourage input and commitment from students, teachers and staff to continually strive in improving the district’s performance and maintaining progress and promote understanding of the system’s vision and goals.

The Central Office Support Team (COST) partners directors, coordinators, and program/service facilitators from the district level with each school to further promote system programs, services, goals, and progress. The COST members work with their respective school as fellow educational leaders, providing support and facilitating professional development in data analysis of test scores, system strengths and needs, and school strengths and needs.

School Leadership Teams within each school systematically review the demographics of each local community (free/reduced lunch, special education needs, absenteeism, professional development needs, student profiles, and state assessment data) to develop and maintain our system and schools’ performance.

Software Technology, Inc. (STI), the education management system utilized by Limestone County School System, is utilized to track student data in current-year attendance, scheduling, special education data tracking, assessment, discipline, grade reporting, professional development, and parent/teacher communication.

STI Home is available for parents to maintain open communication with regard to their child’s progress, attendance, etc. and to log-in to review homework assignments, due-dates for projects, etc. Each student is assigned a confidential and secure identification number and password for the site.

Limestone County School System remains committed to the goal of active participation of the system administration and each local school’s administration within the community and within the schools.

3. How does the leadership ensure that the system’s vision, purpose, and goals guide the work of the school system and its schools? (1.3)

Limestone County School System continues to identify system-wide goals and measures to advance the vision of the district and its schools. The district's effectiveness in maintaining school-wide expectations for student learning that reflect academic, cognitive, and meta-cognitive skills is recognized by stakeholders as successful in guiding the work of the system


- 7 -

and its schools, with survey results indicating 40% of stakeholders rating the system as highly functional and 44% of stakeholders rating the system as operational (Survey Question # 10).

The system's vision, purpose, and goals, as well as each school's defined vision, purpose, and goals are constantly at the forefront of systematic and school professional development and instructional planning. The district leadership teams, guided by the superintendent, administrators, and department and/or curriculum directors ensure this process by establishing and providing effective professional development based on analysis of standardized assessment data, disaggregated failure rates, graduation rates, at-risk data analysis, monthly progress monitoring, PEPE evaluations, Professional Development Plans, etc.

The central office administration, program and departmental directors, meet with the superintendent in weekly cabinet meetings before the monthly meetings with school principals to plan and establish effective and strategic leadership targets. School principals further lead school administrators and teachers in monthly faculty meetings to clarify and discuss concerns, needs, goals, and strategies for progress to guide the work of the system and its schools. Weekly, biweekly, and monthly progress monitoring data are analyzed during weekly data meetings in the elementary grades, as well as monthly grade level meetings. Secondary departmental meetings are convened at least once a month to ensure alignment of instruction and learning with the stated vision, purpose, and goals as well as to reflect on student progress and discuss needed intervention strategies for at-risk students.

Each school administrator and department director is required to complete an annual self-assessment of goals/objectives to determine effectiveness and assist in guiding the work of the system. Each administrator and director then presents a “Pecha Kucha” PowerPoint at a board meeting to further ensure the clarification and understanding of the system's vision, purpose, and goals guiding the work of the school system and its schools (1.3).

In efforts to expand leadership in ensuring that the vision, purpose, and goals guide the work of the school system and its schools, the Central Office Support Team (COST) formed in 2007/2008 with central office directors, coordinators, and program facilitators paired with each school to support and work with each respective school in maintaining and using information that guides the work of the system and its schools. COST, in consultation with school staff, parents, and other stakeholders, reviewed system data and respective school data, to identify the greatest areas of need in our system and prioritize the identified goals in the LEA Improvement Plan. The COST members meet with their respective schools to assist in the process of data analysis, instructional review, vertical teaming, and strategic planning and construct the Continuous Improvement Plan and Action Plan for each school. The COST members and the Leadership Support Teams in each school remain committed and involved in supporting and maintaining progress in student learning and education for Limestone County Schools. The system and school leadership teams collaborated to develop the LEA Improvement Plan (LIP), each school’s Continuous Improvement Plan (CIP), and the resulting Action Plans. The system and school leadership teams and administrators are now actively committed in documenting and monitoring the attainment of the system’s goals and each school’s respective goals. Some of the measures adopted throughout the district to guide the


- 8 -

leadership in accomplishing the work of the school system and its schools and the system’s vision, purpose, and goals are as follows:

Alabama Reading Initiative (all elementary) Alabama, Math, Science, and Technology Initiative (AMSTI) Implementation of Scott-Foresman research-based reading program and intervention

program in grades K-6 Implementation of Odyssey computer programs in grades K-6 with planned

computer lab time and expanded used in classroom learning centers. Implementation of Thinkfinity for skill reinforcement, remediation and intervention

with targeted subgroups and at-risk students. Implementation of Preparing Alabama’s Students for Success (PASS) for targeted

at-risk students in secondary grades Continue and expand BEST Academy program for at-risk students in middle school

grades and credit-recovery programs in secondary grades Implement and/or continue PLATO, USA/ TEST Prep, etc. and other software

programs for differentiated instruction and intervention in the classroom Classroom application of ARMT folders for specific skill intervention with targeted

students Continue “Character Education” program to promote positive and safe learning

environment Initiate the “bullying” program “Too Good for Violence” Continue and expand the SUCCESS (Schools Uniting Colleagues Create Effective

Successful Students) Mentoring Program Continue the Superintendant’s initiated program, The Aspiring Administrator’s

Academy, to allow teachers and staff within the system to develop and learn skills conducive to effective school administration

Explore and expand professional development studies and activities to address targeted subgroup concerns and areas with planned book studies, including COST team and administrator’s book study of “The Global Achievement Gap, by Tony Wagner”

The system's vision, purpose, and goals, as well as each school's supporting vision, purpose, and goals are constantly at the forefront of systematic and school professional development and instructional planning in guiding the instruction and work of the school system and its schools.

4. What process is used to ensure that the vision and purpose of the school system remain current and aligned with the system’s expectations in support of student learning and the effectiveness of the school system and its schools? (1.5, 1.6)

The vision, mission, and beliefs of the Limestone County School System serve as the guiding force in the teaching and learning process and the strategic direction of the system, respective


- 9 -

schools, departments, and services. The survey of stakeholders conducted by the District Accreditation Leadership Team posed questions on school effectiveness with specific questions and reflections directed at facilitating community input to assess the views of stakeholders in the system’s effectiveness in acting on the compelling shared belief that collectively the system, with stakeholder and staff support, can impact the desired results of the system in remaining current with the system’s vision and expectations in support of students learning and the effectiveness of the system. Results of surveys completed (Survey question # 4), along with each respective school’s “standards review” of the vision and purpose, indicate 45.2% of survey participants viewed the district as “Highly Functional” in this continuing endeavor, while 77% (10 of 13 schools) also view their school and the system as “Highly Functional” (Indicator 1.5).

The Limestone County School System continues in efforts to implement progressive and systematic processes to review its vision and purpose and revise them when appropriate. An analysis of each school’s standards review of the vision and purpose suggests 46% of the schools’ responses indicate “Highly Functional” in this particular indicator (Indicator 1.6). Related survey questions completed by stakeholders during the system accreditation and self-study process indicate that while 43% view the system as “Operational” in this area, 37.5% rated the district as “Highly Functional”. Limestone County School System remains committed to improving individual and collective performance by coming together regularly for learning, decision-making, problem solving, and celebration of student achievement (Survey question # 24).

The system and its schools continue to reflect on the vision and purpose of the district and each respective schools related vision and mission statement throughout the school year through many and various strategies and activities. Examples of some of the various processes employed in the district and in each respective school include:

The Central Office Support Team (COST) members partner with each school to support and work with fellow educators in their partner school in maintaining and using information for data analysis, instructional review, vertical teaming, strategic planning, and implementation and review of CIP and Action Plans.

The COST members conduct regularly scheduled “Walk-Throughs” with the Administration and School Leadership Teams in their respective schools.

The COST members meet at least monthly for system data analysis, strategic planning, LEA Improvement and Action plan review, and systematic self-evaluations.

Each respective school conducts monthly faculty, grade-level, and departmental meetings for reflection and data analysis and strategic planning.

Each respective school plans and implements various parental involvement programs to facilitate parent education sessions, enrichment activities, and workshops, especially for parents of students receiving special services (SPE, ELL, Gifted Education, Reading Recovery, Title I, etc.).

School Leadership Teams at each respective school meet at least quarterly to review, reflect, and plan according to current data analysis, student progress, etc.


- 10 -

The directors of each department meet with the Superintendent and Assistant Superintendent in weekly cabinet meetings to systematically analyze data, review action plans and needs, assess instructional planning progress and needs, address current concerns, and continue strategic planning in support with the system’s expectations for students learning and system effectiveness.

The Superintendent and Board of Education members hold regular strategic planning sessions in addition to the monthly scheduled public meetings to continue the process to ensure the vision and purpose of the system remains current and aligned with the system’s progressive and positive expectations.

Each respective school holds PTO, PTA, PTF, and other school related booster supported meetings to encourage family, community, and stakeholder involvement and celebrate student accomplishments. These meetings are also excellent opportunities for encouraging and continuing the process of active stakeholder involvement in the system’s continuous improvement planning process.

Information gained from ongoing systematic self-evaluation guides the district in continuing to ensure that the vision and purpose of the system remains current and aligned with the system’s expectations in support of students learning and the effectiveness of the district and its respective schools.

Evidence of Compliance Monthly LCBOE meetings for stakeholders (public) with presentations and updates

by Superintendent, Directors, Administrators, etc. LEA Improvement Plan LEA Action Plan Limestone Board of Education Policies School Improvement Plans Limestone County Student Handbook and Code of Conduct Superintendent’s “Quote of the Week” System goal, vision, mission, and belief statements System website: www.lcsk12.org Respective school websites Respective grade level curriculum guides, course of study guides, and/or continuum

of skills are provided to teachers and staff, as appropriate, with professional development ongoing to provide training in effective implementation and use for student instruction

System-wide and school events in The News Courier, The Decatur Daily, and other local newspapers and media outlets

Stakeholder opinion surveys from students, parents, teachers, and community members

Periodic meetings scheduled, as appropriate, within each respective school community, to solicit and encourage stakeholder commitment and input and provide systematic and community updates


- 11 -


Standard Two Governance & Leadership

STANDARD 2: The system provides governance and leadership that promote student performance and system effectiveness.

Impact Statement: A system is successful in meeting this standard when it has leaders who are advocates for the system’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders function with clearly defined authority and responsibility and encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.

Indicators Rubric

INDICATORS

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

Not

Evi

dent

Em

ergi

ng

Ope

ratio

nal

Hig

hly

Func

tiona

l

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

X

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

X

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

X

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

X

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

X

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

X

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

X

In fulfillment of this standard, the system has leadership that:2.8 Provides for systematic analysis and review of student

performance and school and system effectiveness X

2.9 Creates and supports collaborative networks of stakeholders to support system programs

X

2.10 Provides direction, assistance, and resources to align, XStandards Assessment Report

AdvancED District Accreditation- 12 -

support, and enhance all parts of the system in meeting organizational and student performance goals

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

X

2.12 Assesses and addresses community expectations and stakeholder satisfaction

X

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

X

Definitions


Emerging Evidence indicates early or preliminary stages of implementation of practice



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?

Limestone County School System derives its legal status from Alabama’s State Legislature, which in turn, is subject to the federal and state constitutions. The Local School Board is an instrument of the State Legislature and derives power from the Constitution of Alabama. (Policy Files: AA and AB). In general, the Board is a legal body created by the statutes of Alabama and shall be responsible for policy making, with the advice of the Superintendent of Schools, and for the evaluation of such policies. (Policy Files: ABA and ABB). The Board of Education is made up of seven members elected by the voters of the respective districts for a six-year term. The members of the Board hold office until their successors have been elected. Terms of office are staggered so that no more than three new members will be elected at any one time based on biennial elections. No member of the Board can be an employee of the Board. Members of the Board of Education have authority only when functioning as a body or group in a legally called meeting. No authority is granted to members acting as individuals.

The Board has primary responsibility for formulating and adopting policies and takes seriously its role regarding establishing the policies and procedures. The County Board of Education shall, upon the written recommendation of the County Superintendent of Education, determine and establish a written education policy for the county and shall prescribe rules and regulations


- 13 -

for the conduct and management of the schools. The County Board must establish such policies and adopt such rules and regulations and file them with the State Superintendent of Education.

The policies and procedures clearly support the vision and mission of the school system.Limestone County School System has a policy advisory committee which is established by the Superintendent for the purpose of securing input, advice, counsel, and recommendations relative to proposed policies or proposed policy revision and implementation of regulations. The Policy Advisory Committee may include representatives from professional organizations representing the majority of certified employees. In addition, the committee ensures representation from each local school to include teachers, principals, support personnel, and stakeholders. The committee is convened as determined by the Superintendent with no fewer than two meetings being held during each school year. (Policy File: BDF) Once policies are recommended by the Superintendent, draft versions are sent to all employees and published on the district website to gather input. Before adoption, there must be a first, second, and third reading of said policy at three different Board meetings. Such written policies, rules, and regulations, so established, adopted or promulgated shall be made available to all teachers employed by the county Board. Any amendments to such policies, rules and regulations shall be developed in the same manner, filed with the State Superintendent and furnished to the teachers employed by the local Board within 20 days after adoption thereof.

Information related to new or revised policies is communicated to community stakeholders and school personnel by the Policy Review Committee members and administrators. New policies and procedures are shared and discussed by the Superintendent during Board of Education meetings. When the need arises, the Superintendent utilizes the following strategies to communicate new policies and procedures: Alert Now Message System and meetings with school faculty/staff members, local media, and the LCSS website. The web-based policy manual is revised to include changes and additions. A cooperatively developed Board policy handbook is sound educational practice and fundamental to good Board-Staff relationships. The Board’s written policies are regularly revised by the Superintendent of Schools. Policies are accessible to all interested persons and are used consistently by the Board as a basis for its actions. (Policy File: BDE) Board Policies and administrative rules and regulations are made accessible to all employees of the school system, to members of the Board, to students of the school system, and to members of the community through the school libraries. (Policy File: BDD)

Any new or revised policies pertinent to instruction and student discipline are included in the Limestone County Student Handbook and Code of Conduct. System and student handbooks are disseminated to student and parents and placed on school websites for community access. Established and/or revised policies and procedures are communicated through monthly faculty meetings, PTO meetings, school newsletters, parent letters, parent-teacher conferences, open house, athletic/band booster club meetings, extracurricular participation, parent/student orientation, student planners, system wide emails, STI Home, grade level meetings, class room management plans, data meetings, SUCCESS Mentoring Program, VOICE, Alert Now, and the district web site. Policies are provided to the local media as well as stationed at each school for viewing upon request.


- 14 -

The Constitution of Alabama places the responsibility for establishing and maintaining an efficient system of public schools on the State Legislature, who has created the Board of Education as the body charged with establishment, maintenance, development, and operation of an efficient public school system. The Superintendent is the chief administrative officer of the Limestone County School District, and shall have primary responsibility for implementation of Board policy. The Office of Superintendent of the school district is a Constitutional office of the State of Alabama. He has certain authorities and functions defined by law. The Superintendent is the chief administrative officer and secretary of the Board and is responsible to the Board for the efficient operations and administration of the school district according to the laws and policies adopted by the State Board of Education and the local Board of Education. His discharge of duties will assure the quality of the school district’s educational program is consistent with legislative intent, the needs of students and employees, and with the changing needs of the local citizens. As secretary of the Board, the Superintendent conducts all correspondence for the Board, keeps and preserves all Board records, receives all reports required by the Board, and ensures that reports are complete, accurate and in proper form. The Superintendent attends all Board meetings, makes recommendations to the Board and advises the Board but he does not have a vote. He is responsible to ensure that an accurate copy of all minutes is kept in an official minute book reflecting the business of the Board conducted at both regular and special called meetings. As secretary of the Board, the Superintendent ensures that copies of the minutes are provided to all Board members, copies are made available to the public upon request, and agendas, minutes, and action items are displayed on the Limestone County Schools website.

To ensure that all local, state, and federal laws and regulations are observed as they pertain to the operations of a school system, the Board has retained legal services of the law firms Latham, Moffatt, and Wise, and Lanier, Ford, Shaver, and Payne. Attorneys from each firm are assigned to represent the employees of the Limestone County Board of Education with legal counsel, advice, and information concerning legal issues. Lead attorneys are Byrd Latham and JR Brooks each having over 30 years of experience representing school Boards. Attorneys Latham and Brooks are in contact with the Superintendent via email, conference call, and personal contact on daily basis regarding legal issues. The legal teams meet with the Board members regularly or as often as needed. Each attorney is assigned per situation. Legal training is provided annually to the central office staff, administrators, and teachers during in-services as required or necessary.

The Board maintains General Liability Coverage through the Alabama Risk Management for Schools. The Board further maintains property insurance for buildings and contents through the State of Alabama, Department of Finance, Division of Risk Management. Auto liability coverage on buses and county vehicles is provided by State Farm. The system purchases public employee/dishonesty bonds that cover school employees and maintains surety and public officials bonds for the Superintendent and Chief Financial Officer.

The Board provides for the preparation and adoption of the annual budget for the School District. The Board delegates the responsibility for preparation of the budget to the Superintendent of Schools and appropriate members of his staff. The tentative budget is prepared in accordance with rules and regulations as prescribed by the State Board of Education


- 15 -

and presented to the Board at two public meeting dates or a special meeting date for review and approval. The finalized budget is transmitted to the State Superintendent of Education on or before September 15 first for review and approval. Alabama State law requires two public hearings prior to the Board’s approval of the final budget. No budget is approved where expenditures exceed the anticipated revenues and reserves. The current budget meets the requirement of maintaining a minimum of a one-month operating reserve. The budget is reviewed monthly by Superintendent and Board, and financial reports are prepared and presented to the Board by the Superintendent and his staff.

The Limestone County School District makes every effort to address the professional growth of all personnel. An evaluation system is conducted for all personnel. Principals evaluate non-certified staff each semester, unless otherwise specified by the job description. The administrator conducts review meetings, discusses evaluation results, and provides suggestions for improvement. Further, the Alabama Professional Education Personnel Evaluation (PEPE) is administered to all employees working in certified positions. PEPE is both a formative evaluation system that assists teachers in improving classroom instruction and a summative evaluation system for determining overall skill implementation for classroom teachers. The purpose of the system is to identify areas of focus and to provide suggestions, training, and professional development that will address professional growth. Principals, assistant principals, and central office personnel are kept abreast of new mandates involving the PEPE program. Limestone County School District requires newly hired administrator to attend comprehensive PEPE training. Professional organizations available to administrators, teachers, and Board members include, but are not limited to AEA, NEA, CLAS, and AASB.

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

The Limestone County School System keeps its motto “Commitment to Children” as the core belief for its decision making. The system embraces its vision and mission to ensure that all students are provided an environment of educational excellence enabling each child to reach his or her full potential. Evaluation of the system’s effectiveness is evidenced through student achievement and success. The accountability roundtable, Central Office Support Team (COST), uses a multi-step process to gather information and evaluate instructional practices and student performance. COST members meet on a regular basis to review testing data, student grade percentage charts, and information from local school walkthroughs and data meetings. School effectiveness and student performance is analyzed by drilling down to each school’s area or areas of weaknesses to identify subgroups that affect school and district achievement. Next steps for continued improvement are developed. Test results are disaggregated across grade levels. The test data, information gathered, and next steps for improvement are communicated to the local school principal and/or leadership team through system level data meetings, principals’ meetings, and/or local school leadership team meetings.

The principal and leadership team determine the next steps for the respective local school in alignment with the system. Leadership teams are comprised of administrators, counselors, teachers, parents, students, and community members. School leadership teams evaluate school


- 16 -

effectiveness and student performance through accelerated strategies, meeting the needs of diverse learners and at-risk population through collaboration, inclusion, and intervention, and make instructional and fiscal decisions based on standardized assessments.

Limestone County School System uses the following state mandated tests and local assessments to determine effectiveness including but not limited to:

Alabama High School Graduation Exam SAT-10 Alabama Reading Math Test Alabama Direct Assessment of Writing DIBELS PSAT ACT Research Based Test Analysis for elementary reading program Words Their Way Direct Reading Assessment AAA ACCESS STAR Reading and Math Reports DIBELS Progress Monitoring Presidential Physical Fitness Tests

Effectiveness of instruction is evaluated using data gathered from walkthroughs and data meetings at the local schools. The following is a list of evidence of effective instruction in the local schools.

Gifted Education Plans Cluster Groupings Flexible Skills Groupings Individualized Programs in Math/Reading Tiered Centers Tiered Assignments Compacting Learning Contracts Literature Circles Independent Study Projects Honors/Advanced Classes Advanced Placement Classes Distance Learning Dual Enrollment Programs Subject Acceleration Grade Acceleration Skills Lab www.usatestprep.com Alabama Reading Initiative data meetings


- 17 -

http://www.usatestprep.com/

Alabama Science and Math Technology Initiative Building Based Student Support Team Tracking Logs Comprehensive Individualized Education Plans Departmental/Grade Level Meetings Reading Remediation Programs English Language Learner Plan/ Limited English Proficiency Plan Early Intervention Pre-K Program Pre-School Readiness Excellence Program Effective Use of Library

Additional tools to determine school effectiveness are: Professional Development Opportunities PEPE Evaluations Graduation Rate Drop-Out Rate Success Mentoring Program Data Meetings AYP- School Report Cards PASS/BEST Academy SIR reports PRIDE Surveys Scheduling School/Teacher Self Assessments Limestone Improvement Plan- LIP School Continuous Improvement Plan Walkthroughs Survey Results Advisory Committees Policy Review Committees

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

To ensure good decisions Limestone County School System (LCSS) creates and supports collaboration among stakeholders actively involving them in decisions affecting education. Our district’s stakeholders include administrators and teachers; as well as parents, students, community members, and business leaders. Our School Community Relations policy (POLICY FILE: KA-A) demonstrates our responsibility to collaborative school-community relations. We use a variety of media to encourage stakeholder awareness and participation such as district and school websites, local newspaper and television, and school newsletters. LCSS actively tracks stakeholder satisfaction through periodic surveys and solicitation of input from stakeholders at Board Meetings, PTO, PTA, PTF meetings, etc. Parent, teacher, and student surveys to date demonstrate that 71 percent of our stakeholders support our network system and decision-making processes and 50.1 percent of our teachers indicate that they were involved in decisions that impact the teaching and learning process in Limestone County Schools.


- 18 -

Multiple opportunities for stakeholder leadership and their direct contribution to decision-making are encouraged by LCSS. Stakeholder input impacts instruction and learning as they participate in decisions both at the district and local school level. When stakeholders were surveyed data revealed, “…that collectively, staff and other stakeholders can impact the desired results of school decisions”, 45.2 percent answered highly functioning and 42.6 percent answered operational.

District level committees include SACS District Accreditation Committee, At-Risk Funding Committee, Textbook Adoption Committee, Policy Revision Committee, Teacher of the Year Committee, Title II Funding Committee, Title I School Allocation Committee, Technology Committee, Professional Development Committee, and various other committees. Local school venues include Partners in Education, PTO, PTA, PTF, TRAILS, Beta Club, FFA, Scholars Bowl, open house, parenting day, band booster club, tutoring, volunteer work, school festivals, and multiple athletic and academic events. Through clubs, organizations, and events, communication by stakeholders reflects that schools are providing members an active role in leadership and decision making to meet the expectations of the community they serve.

At the district level teachers are provided additional opportunities to take leadership roles that contribute to the decision-making process. Our Aspiring Administrators Academy (AAA) is one example of a program that brings teacher leadership to the forefront. This program was implemented by our Superintendent to meet professional development needs of all personnel within our district. AAA provides Limestone County staff the opportunity for leadership through core and common values for school leadership. AAA confirms the high expectations held for future administrators by emphasizing the importance of and need for leadership, as well as continued staff development. AAA helps the Limestone County school system achieve its goals and reinforces the value placed on staff development, as academy graduates gain valuable skills as they prepare for a future in administration.

At local schools, teachers exercise leadership and contribute to the decision-making process by participating in, but are not limited to programs such as:

SUCCESS Mentoring Program Beta Club Scholars Bowl Principals’ Committee Building Based Student Support Team Building Leadership Team I-ELP/ELL Support Team Budget Committee Professional Development Committee AMSTI data meetings grade level meetings

Meetings provide teachers the opportunities to share instructional successes and concerns of the classroom and share strategies and materials to strengthen teaching. Meeting regularly to solicit


- 19 -

input opens the forum for discussions that lead to assessing and addressing the needs of student learning that ultimately leads to influencing curriculum direction.

Federal Grants we participate in are:

Title I Part A – Improving the Academic Achievement of the Disadvantaged Title I Bart B – IDEA – Special Education Title I Part B – IDEA – Preschool Title II Part A – Teacher Quality Title II Part D – Enhancing Education Through Technology Title III Part A – LEP Title IV Part A – Safe and Drug Free Schools and Communities Title V Part A – Innovative Programs Career Technical Education – Carl D. Perkins Secondary and Tech Prep.

Limestone County maintains up-to-date communication for stakeholders through internet access to district and school websites. Some listings include:

District website: School Board Superintendent Business/Accounting Child Nutrition Program Curriculum/Instruction Personnel/Employment Special Programs Your Voice Information Technology District Accreditation District News School News Top Events

School websites: homework assignments free-live homework link service test schedules lunch menus extracurricular activities schedule teacher/staff e-mail lists school calendar Limestone County Report Card Graduation Schedule Latest news Library Class Schedule


- 20 -

Principal’s Corner Handbook Forms Clubs and Organizations Community Services Guidance section

In order to assess and address community expectation and stakeholder satisfaction LCSS works diligently to stimulate participation by the community at large. Regularly scheduled monthly Board meetings provide avenues for communication and provide both internal and external stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership. At all meetings stakeholders are provided opportunities to voice opinions, share concerns, and become part of the decision-making process that ultimately impacts student learning and teacher instruction in our school system. Working groups and sub-committees are periodically established by the Superintendent and Board for projects. The Superintendent conducts weekly cabinet meetings with directors. During these meetings he focuses attention on the needs for our schools by requiring program director reports. Our collaborative network supports and leads our system to continuously improve in order to provide the best learning opportunities for each and every child in our system.

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

The LCSS ensures that no student is denied participation in a program due to gender, race, national origin, disability/handicapping condition, age, migrant status, I-ELP/ELL, neglect, delinquency, or homelessness. Limestone County provides equal opportunity in programs to all students regardless of race, color, national origin, gender, socioeconomic status, disability, religion, or creed. Providing the best education possible for all students is the goal and responsibility of the Limestone County School System. (POLICY FILE: JAA, JBB) School administrators, counselors, and teachers assign students to classrooms on a heterogeneous and student need basis, further grouping within the classroom uses research based educational criteria. Beginning this year one local school is piloting gender based classrooms for middle school students. Decisions for course enrollment and selection is based on student interest, aptitude, prerequisites, as well as input from students and parents. A wide range of programs are established and available to address educational needs from college preparatory (ACCESS to Dual Enrollment) to career and technical skills (sixteen career offering tracks) development. (POLICY FILE: IEA, IEB, JBCCB, IEC, MFC also IDCE (dual enrollment), IDCFA (online courses)

Limestone County continually works to improve the teaching and learning in our schools. In an effort to sustain forward motion our school system ensures that all schools in our district receive the best instructional technology, innovative software, and comparable materials and services from federal, state, and local fund sources. Decisions for distribution of curricular supplies, software, and classroom instructional equipment are based on student enrollment as well as school and system needs assessment data.


- 21 -

Limestone County implements the Software Technology Inc. (STI) information system which provides administration, teachers, staff, parents, and students immediate access to student information and academic progress. Limestone County Schools Student Handbook Elementary and Secondary serve as the district policy manual for students, is available in English and Spanish, and is accessible through the district website www.lcsk12.org. The Limestone County Schools Comprehensive Course Offerings Booklet provides a complete listing of 7-12 class offerings, requirements for high school graduation, is available in English and Spanish, and is accessible on the district website. In an effort to connect personnel across the district, our district wide personnel list is updated each school year and available for system wide download. In addition to the district personnel list, individual schools provide a personnel handbook with employee information, school information, and school forms.

Limestone County school instruction is competency-based. Procedures for curriculum development, implementation, and evaluation including content standards and benchmarks in reading, mathematics, and annual improvement goals are aligned with needs assessment data to assure that our teachers and administrators continually meet learning needs. The district uses a variety of ways to report progress of learning and district effectiveness. Examples include: DIBELS testing and scores, district report cards, ARMT/SAT10, AHSGE Alabama Direct Assessment of Writing. Limestone County also uses locally developed competencies/performance indicators. ACCESS Distance Learning (Alabama Connecting Classrooms, Educators, and Students Statewide) is an education initiative of the Alabama Department of Education. (POLICY IDCFA) ACCESS provides opportunities and options for Alabama public high school students to engage in Advanced Placement (AP), elective, and other courses to which they may not otherwise have access. Dual Enrollment is offered to students through partnership agreements with Calhoun Community College and University of Alabama Huntsville (POLICY IDCE). College level classes are available to grades 10-12 on local school campus. Advanced education classes are offered in core classes, grades 9-12, general education classes are offered as well. In addition to distance learning, dual enrollment, advanced and general education classes, students are offered the opportunity to attend Limestone County Career Technical Center. The Career Technical Center offers 16 career course tracks for students. Within the Career Technical Center all students are offered the opportunity to take advantage of Co-Op programs their senior year with instructor recommendation. For example, HealthCare Class partners with Athens Limestone Hospital for clinicals. Articulation agreements are in place with community colleges where eligible students can receive college credits for classes taken. To continually support innovation in the career and technical field the Career and Technical education advisory committee/council, composed of public members with emphasis on persons representing business, agriculture, industry, and labor, is designed to assist vocational education planning and evaluation. All teachers at Career Technical Center are BIC (Business and Industry Certified). LCSS participates in Alabama Professional Education Personnel Evaluation (PEPE) systematic evaluation of all personnel which concentrates on competencies and knowledge/skills effective educators are known to possess, on performance standards, and on results. Professional


- 22 -


development for teachers is encouraged. Records for professional development are maintained at local schools as well as through the newly developed program Software Technology Inc. (STI) Professional Development Tracking System. Advanced degrees and certifications are encouraged. National Board Certification is encouraged through existing State funding award programs. All schools in Limestone County receive instructional technology, innovative software, and comparable materials and services from federal, state, and local fund sources. Technical support specialists at each school provide teachers with resources and tools to inspire and increase learning opportunities for all teachers and students.

Local school leadership teams, as well as professional development teams, seek research based professional development opportunities that focus on instructional and learning needs of teachers and students. District and local professional development include but not limited to: New Teacher Academy, SUCCESS Mentor Training, HASP Training, AMSTI, and ARI training. Resources, time and fiscal support are crucial components when choosing equitable learning opportunities. All staff members are encouraged to participate in on-going professional development opportunities that enhance instruction and learning. Conducting ongoing and long-range needs assessment including provisions for keeping the local community regularly informed on progress toward state and locally determined indicators is an on-going process for Limestone County.

Evidence of Compliance Alabama State Department of Education System and School Report Cards Public Board of Education Meetings (announcements, agendas, and minutes) Limestone County Student Handbook Limestone County Schools Comprehensive Course Offerings Booklet System Website (www.lcsk12.org) Limestone County Board Policy Manual System-wide and school events in Athens News Courier, Huntsville Times, and

Decatur Daily, other local newspapers as well as local television stations Limestone County Survey Opinion Inventory from Community Stakeholders I-LEP/ELL Program LEA Title I Committee Agendas (minutes available in Federal Programs

Department) Continuous Improvement Plans Sample copies of local school Parent Teacher Organization Newsletters

Standard Three Teaching & Learning

STANDARD 3: 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


- 23 -


opportunities for all students to acquire requisite knowledge, skills, and attitudes. The system ensures that teachers use proven instructional practices that actively engage students in the learning process; provide opportunities for students to apply their knowledge and skills to real world situations; and give students feedback to improve their performance.

Indicators Rubric

INDICATORS


Evi

dent

Em

ergi

ng

Ope

ratio

nal

Hig

hly

Func

tiona

l

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

X

3.2 Establishes expectations and supports student engagement in the learning process, including opportunities for students to explore application of higher order thinking skills and investigate new approaches to applying their learning

X

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

X

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

X

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

X

3.6 Allocates and protects instructional time to support student learning

X

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

X

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

X

3.9 Maintains a system-wide climate that supports student learning

X

3.10 Ensures that curriculum is reviewed and revised at regular intervals

X

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

X

Definitions


- 24 -





Focus Questions

Please respond to the following questions regarding the processes that are in place to support the school system’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school system’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

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

The Limestone County School System ensures that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of the expectations for student learning in a number of ways. Overall, the curriculum is founded on the nationally-based standards of the Alabama Courses of Study at all grade levels. Additionally, the Limestone County School System develops local continua of skills that are aligned with the Alabama Courses of Study and used as guides for everyday planning and implementation of the curriculum. The continua of skills, which include pacing guides, are reviewed and revised on a regular basis. The schedule coincides with the state’s textbook adoption cycle. However, curriculum committees make revisions more frequently if needed.

During the development of each local continuum of skills, a committee of classroom teachers, parents, and representatives from special education and ELL ensure alignment with the State standards as well as the local content standards. Objectives from the Alabama High School Graduation Exam; SAT-10; Alabama Direct Assessment of Writing; Alabama Reading and Math Test; Alabama Math, Science, and Technology Initiative; Wellness; Alabama Occupational Diploma; WIDA Standards; and Pre-requisite Skills Curriculum Guide are also noted on local continua. By using these guides, teachers know what, when, and where they should be teaching a particular skill or concept in order to meet these clearly-defined expectations for student learning. These guides also allow fluidity at every level in the curriculum with skills building upon new skills, knowledge upon new knowledge. Requirements of federal and state laws such as the No Child Left Behind Act (NCLB) are also taken into consideration and implemented. Following the committee’s work on a new or revised continuum of skills, it is then submitted for Board approval. Continua of Skills are reviewed and discussed at the annual New Teacher Academy held each summer, during Central Office Grade Level/Departmental Meetings, and in the SUCCESS Program. All local continua of skills and a listing of adopted textbooks can be accessed through the district website.


- 25 -

Local school administrators check teacher lesson plans weekly and monitor classroom performance through observations of the Alabama Professional Education Personnel Evaluation Program (PEPE). Across-grade-level observations are routinely conducted. School leadership teams meet to suggest strategies, professional development opportunities, and budget requirements, which are then reviewed and modified by faculty and staff. The Central Office Support Team completes regularly scheduled walkthroughs and serves as a resource for local school administrators and teachers.

At the local schools, all teachers are involved in monthly departmental meetings and/or grade-level meetings. These opportunities allow teachers to collaborate on expectations for learning, to reflect on strategies used in the implementation of programs, and to analyze assessment data. Teachers are provided on-going professional development opportunities to stay abreast of the most current research and most effective instructional strategies. The local school counselors also serve as active members of the educational team. They provide a comprehensive counseling and guidance program for all students and collaborate with teachers, parents, and staff to enhance their effectiveness in helping students and to ensure articulation among all levels. The curriculum challenges Limestone County students to excel and provides new approaches for students to apply what they have learned. The Alabama Reading Initiative is implemented in grades K-6. Several of our schools including Clements High School, Creekside Elementary School, East Limestone High School, Owens Elementary School, and West Limestone High School are Alabama Math, Science, and Technology Initiative Schools with others beginning the process each year. HASP, a hands-on science program, is implemented in grades K-6. Advanced-level courses are offered at every high school grade level in the core curriculum. Dual enrollment courses in English, history, and Spanish are popular among students, as are ACCESS online courses. Many Limestone County students attend the Limestone County Career Technical Center. Eighth grade students visit the Career Technical Center prior to pre-registering for their freshman year to see firsthand the various programs and opportunities available to them. Four of our six high schools presently utilize state-of-the-art Interactive Video Conferencing (IVC) Labs: Ardmore High School, Clements High School, East Limestone High School, and Tanner High School. Plans are in place for our remaining two high schools to also have operational IVC labs. Students are able to use their creativity, higher order thinking skills, and life skills through additional opportunities such as Robotics, Alabama Penman Creative Writing Contest, Scholars’ Bowl competitions, Spelling Bees, and the various clubs and organizations at each local school. High school students are also encouraged to register for our courses in art and music, which are already a part of the K-6 curriculum. All required State of Alabama assessments are given, and the data analyzed. At monthly data meetings, teachers and administrators routinely study the correlation between the data and the curriculum. Results from formal assessments such as the Dynamic Indicator of Basic Early Literacy (DIBELS), Alabama Reading and Math Test (ARMT), SAT-10, Alabama High School Graduation Exam, Alabama Direct Assessment of Writing, and ACT are provided to the faculty, administration, counselors, parents, and students for their consideration and input.


- 26 -

Other local data, as well as the results from informal assessments such as the ASVAB, PSAT, Making It Count, PLATO instructional software, Odyssey ARMT folders, Words Your Way, and Direct Reading Assessment are also taken into consideration. As a result of these assessments, decisions are made based on reliable data. The information gained is used in monthly data meetings to assist in identifying necessary changes in curriculum, instructional strategies, and assessments at the district level as well as at the local school level, which in turn leads to greater student success. The Central Office Support Team develops the District Improvement Plan at the beginning of each year. District level data meetings are also held at the beginning of the year with the principals and their lead teachers to review state, district, and local data. The District Improvement Plan is reviewed at this time, and the process of writing Continuous Improvement Plans begins. During the middle of the year, data meetings are held to review local school data from assessments such as ARMT, SAT-10, and DIBELS.

As data shows a need for the implementation of interventions to help students, various types of interventions are supported. For example, tutoring and innovative software programs are commonly utilized. For students who are unsuccessful in the regular classroom, each school in Limestone County has active Building-Based Student Support Teams (BBSST). The teams work diligently to develop plans geared towards helping each individual child find success in the classroom. Special education inclusion teachers work with their identified students in the regular classrooms unless noted in their Individual Education Plans. These students may receive either small group instruction or specialized services in the resource room. Reading Coaches, Title I teachers and Reading Intervention teachers work with individual and small groups with interventions in the regular education classroom. Student instruction in reading is closely monitored to ensure continuous student achievement. This is accomplished through the use of the DIBELS progress monitoring system as well as the Scott Foresman Reading Program Test Analysis. Reading Coaches in each elementary school also provide essential feedback in this process. Monthly data meetings are held to discuss gains, losses, and reading interferences. Improvements are celebrated and next steps are written to address concerns or areas of deficiency. Professional development is provided as needed. In addition, Compass Learning and Odyssey ARMT folders are used to implement a pathway of learning based on the needs of the individual student in reading and mathematics. Overall, the curriculum establishes criteria for success, supports the use of research-based instructional strategies reflective of best practices, and provides opportunities for innovative instruction that promote an atmosphere filled with student learning and proven success at every grade level. By reviewing data teachers are not only able to help students, but they are also able to evaluate their effectiveness. The Limestone County School System strives to provide for its students, faculty, and staff the resources and opportunities necessary for all to reach their maximum potential.

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?


- 27 -

Limestone County School System implements programs and strategies with support from all levels: State Department of Education, local Board of Education, central office staff, local school administrators, classroom teachers, parents, and students. At the forefront of every decision are the needs of the students. State initiatives have greatly influenced student achievement following the mandate of NCLB. For example, the Alabama Reading Initiative has placed a focus on reading. To ensure its implementation, Limestone County teachers in Grades K-6 have been trained in best teaching practices. Providing intervention in phonemic awareness, fluency, phonics, vocabulary, and comprehension, the teachers use research-based reading instruction and activities to help students improve their reading skills daily. Weekly, bi-weekly, and monthly progress monitoring is conducted. Teachers receive support from the reading coaches through observing, modeling, side-by-side teaching, and professional development in the coaching process. The administration and reading coaches conduct walkthroughs and observations. Administration, reading coaches, and teachers use monthly data meetings and other professional development opportunities to analyze the data, collaborate on instructional practices, and discuss methods of instruction that will be successful in meeting the needs of all students. Data information is then shared with the appropriate stakeholders. Another initiative that has greatly benefited the students of Limestone County is the Alabama Math, Science, and Technology Initiative. A hands-on science program (HASP) is implemented in Grades K-6. Teachers use research-based math and science instructional strategies, innovations, and activities to facilitate achievement for all students, and with the implementation of strategic learning strategies at the secondary level, students at all grades levels benefit. Data from other state assessments such as the Dynamic Indicators of Basic Early Literacy, Alabama Reading and Math Test, SAT-10, Alabama Direct Assessment of Writing, ACCESS for ELL, and Alabama High School Graduation Exam allow an emphasis on reading and other essential skills across the curriculum and are a driving force in the curriculum.

Another method that ensures implementation of research-based instructional strategies, innovations, and activities is that of on-going professional development opportunities at the district and local school level. Teachers attend workshops to learn strategies with hands-on activities, technology, and ways of reaching individual learners. The Professional Education Personnel Evaluation Program (PEPE) allows administrators to conduct formal classroom observations and allows teachers additional opportunities for professional development and growth. The Central Office Support Team conducts regularly scheduled walkthroughs to ensure implementation of best practices.

The Limestone County School System appreciates the diversity of our students and strives to meet the needs of each student. Consequently, our system incorporates a wide variety of programs and activities to enhance instruction and challenge students. For instance, students are motivated to excel by using programs such as Accelerated Reader and Accelerated Math, Compass Learning, and PLATO. Secondary students are encouraged to take courses online through the Alabama State Department of Education’s ACCESS program. The Limestone County School System has Dual Enrollment agreements with local colleges and universities enabling our students to complete college credit while still in high school.


- 28 -

In addition, numerous interventions are in place, which allow every student the opportunity to reach the highest level of achievement possible. For example, listed below are a few of the many services provided to Limestone County students:

504 Services Accelerated Reading Accelerated Math Athens State University College Career Day BEST Academy Big Brothers-Big Sisters Program Building-Based Student Support Team (BBSST) Credit Recovery Drug Education ELL Services Extended Day Program Gifted Program High Hopes Initiative Kindergarten Camp Kuder Career Planning System Reading Coaches in each elementary school Reading Intervention Teachers at each school Rosetta Stone Compass Learning, Odyssey Classworks PLATO Software Special Education Services Summer Reading Program Summer School Program Thinkfinity Title I Services

Tutoring: i. NAACP

ii. RSVPiii. Boys and Girls Club

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?

The Limestone County School System makes every effort to hire qualified personnel to fill all job openings. Over half of Limestone County teachers currently hold advanced degrees with many others presently pursuing advanced degrees. All teachers new to the district are required to participate in New Teacher Academy, an intense five-day training program that addresses classroom management and strategic teaching through best practices teaching strategies for the first three days and concludes at the local school for the last two days. In


- 29 -

addition to this initial training, the Limestone County Board of Education has established the SUCCESS Mentoring Program (Schools Uniting Colleagues Creates Effective Successful Students) which conducts the last two days of New Teacher Academy at the local school. This teacher-oriented program offers individualized support to all non-tenured teachers with the goal of increasing student achievement and reducing teacher attrition.

Each school’s administration develops a master schedule. The amount of instructional time follows state requirements and is carefully guarded to support student learning. Elementary schools follow a master schedule that includes a protected reading time while the middle and high school students follow a seven-period schedule. All teachers have their planning times built into the master schedules.

Administrators observe all teachers, tenured and non-tenured, both formally and informally. Evaluations conducted as part of the Alabama Professional Education Personnel Evaluation Program (PEPE) provide a timeline and an instrument to assess performance of all certified personnel and offer suggestions on areas of improvement. PEPE observations of teachers follow State Department guidelines and may be announced or unannounced. Administrators often use lesson plans to attain a suitable time for an observation. Administrators check lesson plans weekly to ensure that teachers are following the designed curriculum. Lesson plans must contain not only academic objectives but also character education goals. In addition to writing detailed lesson plans in STI, teachers are required to document the objectives being taught by dating the local continua of skills/pacing guides. The dates provide verification that the skills or objectives aligned with the Alabama State Courses of Study are being taught by the teachers. A part of the continuum is the pacing guide, which ensures that all teachers, new or experienced, are teaching the same content at the same rate. This allows for an easy transition for students who move within the district from one school to another.

In order for teachers to broaden their own educational base, the Alabama State Department of Education, Limestone County Schools, and the local schools provide many professional development opportunities. The Limestone County School System builds two professional development days into the school calendar each year. The North Alabama Teacher Exchange (NATE) works in conjunction with the district to offer a variety of training sessions for teachers. While all professional development workshops or conferences must be approved by the district or the local administration, teachers are encouraged to request different opportunities within their grade level or content area. Local administrators involve the school leadership teams in professional development activities, which build leadership capacity and address the creation of sustainable learning communities. In addition to the local school efforts, the Limestone County School System offers an Aspiring Administrator’s Academy for those employees interested in future administrative positions. This leadership development program engages participants in field activities, seminars, workshops, and meetings with local education officials.

Limestone County is currently participating in the Alabama Reading Initiative (ARI) for all schools kindergarten through 5th or 6th grade. Some of our secondary teachers have also received training in secondary strategic teaching strategies. ARI allows for the employment


- 30 -

of reading coaches who help foster an atmosphere of both teacher and student support. The coaches provide suggestions and materials for teachers and assist in reading support for the students. Grade level data meetings are held to support teachers in meeting the needs of all learners. Other meetings that occur on a regular basis at the local schools are faculty meetings, departmental meetings, and grade-level meetings for teachers. These are used to keep faculty members abreast of goals and objectives, upcoming tests, and opportunities for professional development. Disaggregated data is often disseminated during these meetings in order to align all faculty members with the school’s focus on student achievement. The results from DIBELS testing, SAT-10, the ARMT, ADAW, and the AHSGE are reviewed regularly as the data from these assessments guide instructional strategies. The Limestone County Schools System is committed to providing the opportunities necessary for all of its teachers and students to be successful.

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

Information is disseminated to students, parents, and staff in a variety of ways including each local school’s web page, the district’s web page, e-mail, the Limestone County Schools Student Handbook, the Limestone County Schools Comprehensive Course Offerings Booklet, announcements, the Alert Now System, and the annual Parenting Day. The system’s Technology Director and Technology Trainer, along with Technical Specialists at each local school, provide assistance to teachers and students as well as professional development opportunities for teachers to incorporate the newest technology into their classrooms.

The Limestone County School System uses the Alert Now Notification System, an automated calling system for both emergencies and general announcements. This system provides an automated phone message to parents about school cancellations, delays, and other pertinent information. The district also provides information to parents concerning their child’s academic performance through STI Home. Each student is given a login and password. Parents can obtain this information from the local school. From their home computers, parents can view their child’s grades, attendance records, and discipline records. Teachers post classroom assignments and grades weekly. They can also post messages to parents.

The district’s web page contains valuable information relevant for the entire district in addition to links to each local school. Through the websites, parents can e-mail their child’s teacher. Teachers use STI to record grades and attendance. They are also expected to include technology as a part of their classroom instruction through tools such as United Streaming, Odyssey, and Thinkfinity. Students use technology to complete class assignments, projects, and research. In addition to communicating through technology, teachers and parents have an opportunity to meet face to face and discuss student progress on Parenting Day, which is scheduled into the calendar each year.


- 31 -

Every classroom in Limestone County is equipped with at least one computer with Internet access, and each school has curriculum computer labs that are available for student use. All schools are equipped with computer labs based on student enrollment. Students at the Limestone County Career Technical Center have comprehensive instructional technology available through a fully operational computer lab. In addition, many individual departments, including the gifted program, have access to their own labs. Other instructional technology is evident through the use of advanced machinery in areas such as graphic design, automotive, and welding.

Elementary classes have scheduled computer time each week plus flexible times if the students need to use the lab more often. Posted in all the high school labs are weekly schedules on which the teachers may sign-up to use the lab. Every student and teacher has equal and equitable opportunities to use the technology in the labs as the computer labs provide open access to instructional technology throughout the school day for use by both the faculty and the students. The computers in the curriculum labs are outfitted with many of the following programs: Microsoft Word, Excel, PowerPoint, Publisher, Compass Learning, Accelerated Reader, Accelerated Math, PLATO, USA Test Prep, Rosetta Stone, Odyssey, Classworks, Pearson Success Net-leveled Readers and Web Activities, and Type to Learn. Limestone County Schools also provide secondary students courses online through the Alabama State Department of Education’s ACCESS Distance Learning Program. These online courses allow students to enroll in courses that they might not normally have access to due to barriers such as class size or availability of teachers. Each high school’s ACCESS lab is located next to the IVC lab with a trained facilitator to oversee both. Four of our high schools presently utilize the Interactive Video Conference (IVC) labs for certain courses, and plans are in place for all six high schools in the Limestone County School System to have IVC labs in operation.

Media centers are provided for all of the schools in the Limestone County School System. A library media specialist, who has the library media certification required by our system, supervises in each of the libraries. Elementary students are scheduled to use the media center at least once a week, and flexible scheduling allows for more use when needed. Teachers may schedule the use of the media center upon request. The library has Internet access, which is often used to connect to the Alabama Virtual Library. This site provides a number of subscription databases free for students to use at school or at home. Web-based library automations software, InfoCentre, has the ability to allow students access to the collections from home. By using the library, each student has the opportunity to enhance his or her reading ability and technology awareness.

Evidence of Compliance

Agendas/Minutes of Local School Departmental Meetings and Grade-level Meetings Alabama Professional Educators Personnel Evaluation System (PEPE) Policy,

Website (www.alabamapepe.com), and EvaluationsStandards Assessment Report


http://www.alabamapepe.com/

Alabama State Department of Education Courses of Study Alabama State Department of Education System and Local School Report Cards BBSST Agendas and Minutes BBSST Training Manual Guidelines for State Curriculum Time Requirements Limestone County Schools Calendar Limestone County Schools Course Offerings Booklet Limestone County Schools Continua of Skills Limestone County Schools Professional Development Plan Limestone County Schools Student Handbook Limestone County Schools Safety Plan Limestone County Schools Technology Plan List of Advanced Placement and Dual Enrollment Courses List of Assessment Objectives for AHSGE, SAT-10, ARMT List of Extracurricular Activities List of Literacy Partners List of Requirements for Academic Endorsements, Career Technical Endorsement,

and Alabama Occupational Diploma Professional Development Needs Assessment Schedules – School, Resources, Technology Stakeholder Surveys Student Assessment Results Technology Needs Assessment

Standard FourDocumenting & Using Results

STANDARD 4: The system enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and system effectiveness.


- 33 -

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

INDICATORS


Evi

dent

Em

ergi

ng

Ope

ratio

nal

Hig

hly

Func

tiona

l

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 X

4.2 Ensures that student assessment data are used to make decisions for continuous improvement of teaching and learning X

4.3 Conducts a systematic analysis of instructional and organizational effectiveness, including support systems, and uses the results to improve student and system performance X

4.4 Provides a system of communication which uses a variety of methods to report student performance and system effectiveness to all stakeholders X

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

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

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

Definitions



Operational Evidence indicates practices and procedures are actively implementedStandards Assessment Report



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? (4.1, 4.2, 4.7)

The Limestone County School System uses a variety of assessments and evaluation methods to guide the analysis of changes in student performance at the district and local school level. Examples of state required assessments include:

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)Primary Purposes:The DIBELS benchmark assessment is used to assess students’ mastery of early reading skills,; provide teachers and parents with a better understanding of a student’s strengths, weaknesses, and progress in the major developmental areas of early literacy; to provide information to the teachers and parents in a time-efficient manner; and to assist teachers with the development of classroom instruction appropriate for the student. The use of the DIBELS benchmark test is required by the Alabama State Department of Education for grades K-2 and Limestone County Schools also uses the benchmark assessment for grades 4-6. This test is administered three times a year, in the fall, winter and spring. The DIBELS progress monitoring instrument is used in grades K-6 as needed between benchmarks to measure student progress.

Stanford Achievement Test, Tenth Edition (Stanford 10)Primary Purposes:The SAT10 assessments is a norm reference test used to compare individual and group performance with performance of the norming group; to report relative strengths and weaknesses of individuals and groups; and to provide data to study changes in performance over time. State required content assessments include:

Grade 3—Reading, mathematics, and language Grade 4—Reading, mathematics, and language Grade 5—Reading, mathematics, language, and science Grade 6—Reading, mathematics, language, and social science Grade 7—Reading, mathematics, language, and science Grade 8—Reading, mathematics, and language

The Stanford 10 is administered during the first two weeks of April along with the Otis-Lennon School Ability Test (OLSAT), the companion school-ability assessment,. Results provide Alabama educators, parents, and the public a comparison of the performance of Alabama’s students, schools, school systems, and state to the performance of the nation. At the present time, the Limestone County School System does not administer the SAT 10 content areas or grade levels other than those required by the State Department.

Alabama Reading and Mathematics Test (ARMT)Primary Purposes:


- 35 -

The ARMT allows Alabama school systems to assess students’ mastery of state content standards in reading and mathematics; to report individual and group performance; to report relative strengths and weaknesses of individuals and groups; and to provide data to study changes in performance over time. The ARMT is a criterion-referenced test. It consists of selected items from the Stanford Achievement Test (Stanford 10) which matches the Alabama state content standards in reading and mathematics. Additional test items were developed to be included so that all content standards were fully covered. It is this combination of Stanford 10 items and newly developed items that is known as the ARMT.The ARMT has a 100% alignment to the Alabama state content standards in reading and mathematics. A student must take Stanford 10 Word Study Skills (Grade 3 only), Stanford 10 Reading Vocabulary (Grades 3-8), Stanford 10 Reading Comprehension (Grades 3-8), and the ARMT Part 2 Reading subtest to get an ARMT reading score. A student must take Stanford 10 Mathematics Procedures (Grades 3-8), Mathematics Problem Solving (Grades 3-8), and the ARMT Part 2 Mathematics subtest to get an ARMT mathematics score.Student performance on the ARMT is reported in the following achievement levels:

Level I—Does not meet academic content standards Level II—Partially meets academic content standards Level III—Meets academic content standards (proficient or grade-level

performance) Level IV—Exceeds academic content standards

Results are used for accountability for Grades 3-8 in meeting one of the requirements of the No Child Left Behind legislation.

Alabama Science Assessment (ASA)—Grades 5 and 7Primary Purposes:The ASA was developed by the State Department to assess students’ mastery of state content standards in science; to report individual and group performance; to report relative strengths and weaknesses of individuals and groups; and to provide data to study changes in performance over time. The ASA is a criterion-referenced test that consists of 66 multiple-choice questions. The ASA is aligned to the Alabama state content standards in science. Performance is reported in the following achievement levels:



Alabama Direct Assessment of Writing (ADAW)Primary Purposes:This state required writing assessment is used to assess students’ writing performance in descriptive, narrative, expository, and persuasive modes of discourse, thus encouraging writing in all four modes; to report to the public regarding students’ writing performance in descriptive, narrative, expository, and persuasive modes of discourse. The grade 5 assessment includes descriptive, narrative, and expository modes of writing; grade 7 includes descriptive, narrative, expository, and persuasive modes of writing; and grade 10 includes narrative,


- 36 -

expository, and persuasive modes of writing. The ADAW is administered in late February/early March and performance is reported in the following achievement levels:

Level I: This writing shows little understanding of the writing task. Level II: This writing reflects some understanding of the writing task but more

author involvement than author control. Level III: This writing indicates a good understanding of the writing task and is

sufficiently developed with a sense of audience, purpose, and author control. Level IV: This writing is thorough with a strong sense of audience and purpose

and is precise, consistent, and elaborated with details that are clear and coherent.

Alabama High School Graduation Exam (AHSGE)Primary Purposes:The purpose of the AHSGE is to assess students’ mastery of content defined as “fundamental,” and is a requirement for receipt of an Alabama high school diploma; to report the percent of students in the school passing each subject-area test for grades 10, 11, and 12; and to report relative strengths and weaknesses of individuals and groups. AHSGE content includes academic content standards in reading, mathematics, language, science, and social studies found in the Alabama courses of study. The first administration of the AHSGE occurs in the spring of the students’ 10th grade year. This is a checkpoint. If a student passes of any of the subject-area tests, he or she is given credit for that subject area-test. The second administration of the AHSGE occurs in the spring of the students’ 11th grade year. After this administration, any subject area that is not passes by a student may be taken again during subsequent administrations of the assessment. These administrations take place in July following the 11th grade, September of the 12th grade, December of the 12th grade, and March of the 12th grade. The student receives information regarding mastery/non-mastery for each objective. Performance is reported as “pass” (mastery) or “fail” (non-mastery).

Alabama Alternate Assessment (AAA)Primary Purposes:The primary purpose of the AAA is to assess students’ mastery of state extended content standards in reading, mathematics, and science; to report individual and group performance; to report relative strengths and weaknesses of individuals and groups; and to provide data to study changes in performance over time. Content assessed by the AAA include:

Grades K-8 and 11—Academic extended content standards in reading Grades 3-8 and 11—Academic extended content standards in mathematics Grades 5, 7, and 11—Academic extended content standards in science

The AAA is a criterion-referenced portfolio assessment and is administered to students with significant cognitive disabilities working on the Alabama Extended Standards. Each extended standard has four levels of complexity. (Example: Mathematics Extended Standard 3.1) Complexity 4—Identify numbers from 1 to 100 Complexity 3—Count by 1’s to 100 Complexity 2—Imitate counting by 1’s to 100 Complexity 1—Interact with different size groups of objects 1-100The level of assistance provided by the teacher is important and the measurements include:


- 37 -

Independently—the student performs the task without prompting or support. The cognition of the task is performed by the student.

Prompting—the student is provided cues by the teacher to initiate or sustain the activity. The cognition of the task is performed by the student.

Support—the student receives direct assistance to achieve the skill. The cognition of the task is not performed by the student alone; however, the task is not completed by the teacher. This assistance is more than prompting.

The compilation of the Body of Evidence completes the assessment process: The teacher teaches and collects pieces of evidence reflective of the student’s

performance on a particular complexity level for each grade-level extended content standard throughout the school year.

During a three-week window in March, the teacher selects three pieces of evidence per extended content standard to send as the student’s Body of Evidence. Scorable evidence includes student worksheets/teacher tests, student work samples, annotated photographs, scripted audio/video, and written performance summaries.

The student’s Body of Evidence is shipped to a vendor for scoring. The pieces of evidence in the Body of Evidence are scored using the AAA Rubric:

a. Alignment to the Extended Content Standardb. Complexity of the Extended Content Standardc. Level of Assistance Usedd. Mastery of Content

Standards were set using Profile Sorting and a Contrasting Groups Study. Performance is reported in the following achievement levels:



Reading and mathematics results are used in Grades 3-8 and 11 in determining Adequate Yearly Progress, a requirement of NCLB. Science results are reported in Grades 5, 7, and 11 as a requirement of NCLB.

Not only are standardized tests available for analysis but teachers continually use other measures of assessments that include tests that are not mandated by the Alabama State Department of Education and informal assessments to measure student performance and progress. Examples include:

ACT PSAT SAT STAR Reading STAR Math Accelerated Reading Accelerated Math Scott Foresman Reading Assessment PLAN


- 38 -

EXPLORE ASVAB NAEP ACCESS for ELL

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? (4.3, 4.4, 4.6)

The analysis and evaluation of multiple measures of student assessment data are the foundation of the Limestone County School System’s instructional program. The systematic analysis of student assessment data is used to guide curriculum decisions, develop intervention plans and determine future direction at the system, school and classroom level. The Limestone County School System provides a system of communication which uses a variety of methods to report student performance to all stakeholders.

At the beginning of each school year, when testing data is received by the system Accountability Director, a packet of graphs, reflecting both system and school results, is developed. Assessment data from AHSGE, SAT/ARMT, ADAW, ACCESS for ELL and DIBELs is included in this presentation. Test data is broken down across grade levels and is tracked longitudinally, including results for the past three to five years. The Central Office Support Team (COST) meets to examine this data. The team also examines system and school data posted on the Accountability Reporting System page of the Alabama State Department of Education website. This site allows the team to examine disaggregated data for the system and local schools. Assessment results are analyzed in depth at this meeting to determine areas of weakness and strength for the system as well as local schools. The COST members and local school principals then meet to analyze the testing data and collaborate on strategies to address areas of weakness. New principals are given in depth guidance in interpreting the assessment results. System test data is examined and principals examine their local data with their COST team partners.

At the local school level, principals share information regarding system and school assessment results on the SAT/ARMT, AHSGE, ADAW, AHSGE, and ACCESS for ELLs with school faculty and staff at regularly scheduled faculty meetings. School faculty and staff then examine the data in more detail in departmental and/or grade level meetings. During these meetings, decisions are made collaboratively on how to choose and implement proven strategies that address the needs of all students. Data is examined longitudinally and vertically. Faculty and staff examine specific student results to determine the effectiveness of current programs and guide in course planning and individual student remediation. Test results of individual students are examined by faculty members responsible for student instruction for use in developing classroom instructional plans. Cross-grade meetings are held to track student performance from one year to the next. An item analysis is conducted on AHSGE results after receipt of results for each testing administration to determine weaknesses for individual students and to guide development of individual intervention plans. Elementary schools use DIBELs progress monitoring data and benchmark assessments in monthly data meetings to determine progress of students in reading. These results are used to determine the


- 39 -

instructional plan for each student in reading. Results from the ACCESS for ELLs are examined by LEP teams to determine strengths and weaknesses of individual students and develop instructional plans. On-going analysis of informal classroom assessment data is conducted by teachers to monitor student progress and develop individual intervention strategies.

The group results of formal state mandated assessments are released to the local media in accordance with state protocol and published in local newspapers. Local schools present testing information to parents and community members at PTA, PTO, or PTF meetings. School and system State Report Cards are posted on both the system and local school websites. Individual student results are sent home to parents and results are interpreted for parents by teachers and counselors on Parenting Day and during other parent/teacher conferences. Progress reports and report cards are sent to students and parents every 4 ½ weeks. Parents of Limestone County School System students are able to review student progress at any time through the use of STI Home. Communication is also provided to parents on student progress through phone calls, conferences and email.

3. How are data used to understand and improve overall effectiveness of the school system and its schools? (4.5 and 4.6)

The Limestone County School System examines and analyzes student data from multiple sources to evaluate system, school and student performance and effectiveness. Formal and informal assessment data is used in conjunction with additional student data in the areas of attendance, behavior and socio-economic status to evaluate current educational programs and develop future academic plans.

At the system level, the Central Office Support Team (COST) meets regularly to examine and evaluate data. At the beginning of each school year, the team meets to review state testing data including the SAT/ARMT, ADAW, ASA, DIBELs, ACCESS for ELLs, and AHSGE. System and school results are examined longitudinally and vertically. Disaggregated data from the Accountability Reporting page of the Alabama State Department of Education is examined. The team collaborates regarding areas of need and develops strategies to address these areas of weakness. A comparison of system assessment scores with comparable system, state and national results provides insight into the Limestone County School System program. Data is used to develop the System Improvement Plan for the upcoming year. Local school principals take the data back to their schools and the data is used by school leadership teams to evaluate and update the Continuous Improvement Plan. Throughout the school year the COST members conduct walk-throughs at local school to help ensure system progress. Data from these school visits along with grade distribution data, attendance data and behavioral data is used to track system and school performance and effectiveness. COST members meet regularly with local school administrators and leadership teams to collaborate on progress and develop strategies for school and system improvement.

Local schools use data from multiple sources to determine student and program progress and effectiveness. At the elementary level, DIBELs scores are used to aid in strategic planning when developing differentiated instruction in classrooms. Progress monitoring and


- 40 -

Benchmark tests are closely examined and evaluated during regularly scheduled data meetings. This data is used to assist in identifying students in need of more intensive interventions. At all grade levels SAT/ARMT, ASA and ADAW results are used to identify areas of strength and weakness in curricular instruction. Faculty and staff examine and evaluate these results during faculty meetings, departmental meetings and grade level meetings. Vertical teaching teams track scores on these assessments to identify possible curriculum gaps and develop strategies to meet these areas of instructional need. Students scoring at Level I and II are identified and provided with additional academic support. AHSGE results are examined and evaluated as soon as received after each administration. Item analysis is used to develop individualized student remediation plans for use by classroom teachers, Skills Lab remediation instructors and AHSGE tutors.

Limestone County schools use data from multiple sources to evaluate and improve school and system effectiveness. Subject area and grade level grade distribution charts are used to examine and evaluate student achievement within schools and across the system. Attendance data and behavioral data is examined and evaluated by student, by grade and by school to determine individual student needs and areas of weakness. Student and parent survey results are used by local schools and the system to evaluate stakeholder perception regarding program effectiveness.

Through careful analysis of data from multiple sources, the Limestone County School System evaluates the overall effectiveness of system wide and local school programs. Decisions regarding curriculum, school policy and individual student instruction are made based on collaboration resulting from the analysis of this data.

4. How are staff members across the system and its schools trained to understand and use data to impact teaching and learning in the classroom? (4.3 and 4.6)

At the beginning of each school year the District Assessment Coordinator shares the new student assessment data at a Principal’s meeting with Central Office Support Team members in attendance. The District Assessment Coordinator provides training on the Annual Measureable Objectives (AMO’s) set by the State Department of Education. These objectives are used in comparison with our actual overall scores for the individual schools in the district. During the meeting information is shared and discussed on how each school has scored on the Alabama High School Graduation Exam (AHSGE), Stanford Achievement Test (SAT10), Alabama Reading and Math Test (ARMT), Alabama Direct Assessment of Writing (ADAW), Dynamic Indicator of Basic Early Literacy Skills (DIBELS), Alabama Alternate Assessment (AAA) and ACCESS for ELLs Test, overall on each student assessment. The data is presented in reports, graphs and charts. Longitudinal data is presented in graphs that reflect a three to five year period. We use this information to assess our progress over time in specific areas. This information is used to develop strengths and weaknesses for the district LEA Improvement Plan (LIP). (Indicators 4.2, 4.3, 4.5, 4.6 & 4.7)

It is at this time that principals, COST members and other school representatives break into groups by school. During the small group discussions, we look at the individual school data in relation to previous year’s scores to reflect on progress, regression, and future needs. Each


- 41 -

principal is given copies of the data for their school. Each principal is responsible for ensuring that the faculty members are trained and understand how to interpret the scores for each test. Each COST member is given the data for the school(s) to which they are assigned for that school year. Meetings are set up by the principals with either their Building Leadership Teams (BLT) or entire faculty for training. The principals or Building Leadership Teams (BLT) then go through the process of sharing AMO’s and score results with the faculty. This information is then used by the CIP committee to build strengths and weaknesses for each school’s Continuous Improvement Plan (CIP). (Indicator 4.3)

Based on the identified areas of need, the committee collaborates on goals, strategies, and action steps that will impact teaching and student achievement in the classroom. When the continuous improvement process is complete, an Action Plan is developed. Principals and COST members participate in walkthrough visits to classrooms, resource rooms; computer labs, skills labs, ACCESS labs, etc. to ensure that efforts are being made by the faculty and staff to impact student learning through the use of the specific action steps outlined in CIPs and Action Plans both at the district and local school level. At the beginning of each school year this process begins again. (Indicators 4.6 & 4.7)

During the course of the school year other data is used to analyze student’s progress. Some of the other data sources are Dynamic Indicator of Early Literacy Skills (DIBELS) Benchmark test, DIBELS Progress Monitoring, STAR test, Odyssey Reports, USA Test Prep Reports, Skills Lab Reports, English in a Flash, Report Cards, etc. Dynamic Indicator of Early Literacy Skills (DIBELS) Benchmark test for K-6 grade students is given in August, December and April. Administrators and teachers are trained to interpret the score results. Each time this test is given the scores are analyzed to determine which students fall in to the categories of benchmark, strategic and intensive. The Progress Monitoring portion of the DIBELs test is also given to students on a weekly, biweekly or monthly basis. This information is used to make instructional changes that meet the needs of individual students. Faculty and Staff at each school are trained to use the results of the above mentioned score results to make adjustments in the instruction of our students. (Indicators 4.6 & 4.7)

In the Limestone County School System, we use multiple forms of assessment. Some of the assessments are formal and state mandated while others are informal and used at the local school level. We use the assessment results to drive instruction for our students as we strive for continuous improvement of our students, teachers and administrators.


ACCESS for ELLs Comparison Charts DIBELS Longitudinal Data Chart Data Comparison Charts for:

SAT10 ARMT ASA


- 42 -

AHSGE ADAW AAA

ACT Charts Alabama State Department of Education System and School Report Cards At-Risk Report Walk Through Summary Report Continuous Improvement Plans for Local Schools District Continuous Improvement Plan District Website www.lcsk12.org Comparison to Similar System Report Grade Distribution Charts AMO Chart AYP Report

Standard Five Resource & Support Systems

STANDARD 5: The system has the resources and services necessary to support its vision and purpose and to ensure achievement for all students. Impact Statement: A system is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that: enables students to achieve expectations for student learning, meets special needs, and complies with applicable regulations. The system employs and allocates staff well-qualified for their assignments. The system provides ongoing learning opportunities for all staff to improve their effectiveness. The system ensures compliance with applicable local, state, and federal regulations.

Indicators Rubric


- 43 -


INDICATORS

In fulfillment of this standard, the system:

Not

Evi

dent

Em

ergi

ng

Ope

ratio

nal

Hig

hly

Fun

ctio

nal

Human Resources5.1 Establishes and implements processes to recruit,

employ, retain, and mentor qualified professional and support staff to fulfill assigned roles and responsibilities

X

5.2 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 regulations (i.e., professional preparation, ability, knowledge, and experience)

X

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

X

5.4 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

X

Financial Resources5.5 Engages in long-range budgetary planning and annually

budgets sufficient resources to support its educational programs and to implement its plans for improvement

X

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

X

Physical Resources5.7 Maintains sites, facilities, services, and equipment to

provide a safe, orderly, and healthy environment X5.8 Establishes and implements written security and crisis

management plans with appropriate training for stakeholders

X5.9 Implements processes and plans for maintaining and

improving sites, facilities, and equipment X5.10 Provides technology infrastructure and equipment that

is up-to-date and sufficient to accomplish the system’s goals

X

Support Systems


- 44 -

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

X5.12 Provides student support services coordinated with the

school, home, and community X

Definitions





Focus Questions

1. What is the school system’s process for recruitment, induction, placement, development, evaluation, and retention of qualified personnel and support staff across the system and its schools?

The Limestone County School System strives to employ the most qualified and effective administrators, teachers, and staff in order to meet the high expectations set for our students. The school district has policies, programs, and procedures in place to assist in the recruitment, hiring, and retention of highly qualified personnel. The school system is effectively using a comprehensive assessment system to provide feedback for improvement in leadership, instructional practice, and student performance.

The office of the Assistant Superintendent handles the recruitment and application process for Limestone County Schools. All job openings in the school system are posted on both the Limestone County Schools System and Alabama State Department of Education websites. Job postings are also posted electronically and sent to all Limestone County employees via e-mail accounts. In addition to electronic notifications, vacancies are often listed in the local newspaper. The Assistant Superintendent and/or designee attend Interview Days and Career Fairs at local colleges and universities in order to recruit applicants to the system.

Qualified administrators, teachers, and support staff seeking job opportunities complete employment applications. The appropriate central office departments then screen the applicants. This screening process includes verification of certification, references, and highly qualified status. The applicant’s resume is scrutinized to make certain that he or she is certified according to criteria set by the local school board for that particular vacancy. The most qualified applicants are given an interview with the proper department directors, and the best


- 45 -

possible candidates are forwarded to the local school administrators. The local administration and/or committee then interview the candidates and make a recommendation to the Superintendent. The Superintendent recommends the candidate to the board for approval. Over 45% of employees surveyed indicated that our system is highly functional in placing teachers in curriculum/teaching areas that match their training, interest, and experience. (Indicator: 5.2)

LCSS New Teacher Academy (NTA) was created as a professional development initiate to help promote quality teaching among new teachers, improve new teacher content knowledge, and enhance teacher confidence and classroom excellence. NTA offers a wide range of professional development activities and strategies that address the needs of new teachers who are new to teaching as well as those who have prior teaching experience. All newly hired LCSS teachers are required to attend 5 days of NTA training that consists of 3 days of intense professional development activities and 2 days of work at the local schools where new teachers collaborate with their mentors, school mentoring coordinators, and administrators acclimating to new school. During the NTA, new teachers are provided with opportunities to learn new skills in the areas of classroom management, lesson planning and documentation, parent communication, ARI station management, best teaching practices, small group instruction, continuum of skills documentation, textbook logs, BBSST, and classroom use of technology. Teachers are familiarized with HR forms and procedures, payroll regulations and forms, and are provided a chance to meet representatives from various LCSS departments. NTA helps teachers in their first years of teaching with LCSS by providing a safe, supportive environment while teaching the skills to become effective educators. Support staff also attends workshops where they can learn new strategies to best serve their students.

The district has also established an effective mentoring program. Schools Uniting Colleagues Creates Effective Successful Students (SUCCESS) Program, serves as a valuable tool in retention of effective teachers. SUCCESS is a teacher-oriented program that is individualized to support and guide all non-tenured teachers in compliance with ALSDE and local guidelines. The program provides assistance and offers support to all non-tenured teachers with the goal of increasing student achievement and reducing teacher attrition. The teacher mentors, school coordinators, and district coordinator receive ALSDE training through a series of modules developed by ALSDE. The district coordinator, school coordinator, mentor, and mentee work closely together to identify and meet the needs of a new teacher at the beginning of each school year.

Each first year teacher with no previous teaching experience is matched with a mentor by subject, grade level, and location proximity. Mentors and mentees meet on a daily basis up to 2.5 hours a week and document their meetings while aligning them with Alabama High Quality Teaching Standards. Each new teacher is provided with an opportunity to observe mentor’s classroom and to be observed by the mentor four times during the school year. In addition, all new teachers are offered to attend various training sessions concerning classroom management, discipline, and effective instructional practices. All non-tenured teachers who are not new to teaching profession receive mentoring support from a school mentoring coordinator through regular quarterly meetings. Mentors, mentees, and school mentoring coordinators are provided with an ongoing support by SUCCESS district coordinator through meetings, training sessions, personal contact, and informal observations.


- 46 -

SUCCESS mentoring program can be accessed through the website of the Limestone County Schools to view links to educational websites, contact district coordinator, or view upcoming training sessions on a district level. A supportive culture of trust, collegiality, respect, and teacher confidentiality is in place to support the SUCCESS Mentoring Program. New teachers also participate in the Professional Education Personnel Evaluation (PEPE) Program of Alabama. In this program, all certificated personnel are evaluated in order to determine their effectiveness and to ensure that they meet the expectations set by Limestone County and the State of Alabama. Support Staff are monitored by the school administrators who ensure that they are performing their duties. Over 40% of personnel surveyed indicated that our system is highly functional in using a comprehensive assessment system to provide feedback for improvement in instructional practices and student performance. (Indicator: 5.3)

2. How does the leadership ensure that the allocation of financial resources is supportive of the school’s vision, educational programs, and its plans for school improvement?

The Limestone County School System ensures the proper allocation of financial resources through various methods. The system develops an annual budget for each fiscal year which begins on October 1st and ends September 30th. The budget includes funds received and generated from state, federal, local, and other financing sources. All budget reports are prepared in accordance with general accepted accounting principles and comply with reporting requirements outlined in the Financial Planning and Budgeting and Reporting System for Alabama Schools.

The budgeting process provides a tool for Limestone County in order to ascertain an overall plan for the use of financial resources that will best serve the needs of the current student body and to encourage the concept of site-based management. With the implementation of site-based management, decisions for the use of financial resources are to be made by the system’s personnel responsible for accomplishing the desired results. In addition to the financial plan presented by the proposed budget each year, the school system submits nine other operational plans to the State Department of Education. These plans are as follows:

Capital Projects Student Transportation Professional Development Technology Special Education At-Risk Students Career/Technical Education Federal Programs School Safety

Alternative financial resources are also available through Partners in Education, Parent/Teacher Organizations, and county student allocation allotments. Budgeting at the local school level is accomplished through the committee process. Committees are implemented at each school to oversee the distribution of funds such as professional development, instructional materials, technology instruction, library enhancement,


- 47 -

and all other areas needed to address school improvement. All certified staff members have the opportunity to accept or reject the financial recommendations provided by each committee. All voting records and committee meeting minutes are available for review. A periodic review of each school’s Continuous Improvement Plan is made to ensure the allocated funds support data driven instruction. Financial resources are also provided through the provision of the complete teacher supply money allotment. Teachers are not required to contribute any of this money to common purchases such as copier paper, copier maintenance, etc. This allows the money to be spent on purchases that will directly benefit the education of the student. Of all the employees surveyed, 51.5% stated the system was operational on allocating material resources to target areas of improvement. (Indicator: 5.5)

An annual audit is conducted of all financial reports by the Alabama Department of Examiners of Public Accounts. For the last five years on the district level, Limestone County has been in compliance with state guidelines. Limestone County School System requires the local schools to abide by the Local School Accounting Manual because, in addition to the system audit, local schools undergo an audit once a year from an independent accounting and auditing firm. As well as the formal audits, the school system internally monitors its resources approximately every twenty days.


- 48 -

Fiscal Year 2007-2008

Revenues

State 54,243,680 65.0%

Federal 5,192,541 6.2%

Local 23,843,901 28.6%

Other 204,538 0.2%

Total Revenues 83,484,660 100.0%

State 65%

Federal6.2%

Local 28.6%

Other0.2%


- 49 -

The above chart clearly shows the commitment of the Limestone County Schools to the Instructional Program with 58.7% of expenditures going for instruction. This includes approximately 68 locally paid units in the system staff for 2007-2008.

Fiscal Year 2007-2008Expenditures

Instructional Services 49,167,687.44 58.7%Instructional Support Services 10,149,184.50 12.1%Operation and Maintenance 6,302,118.42 7.5%Auxiliary Services 10,003,662.39 12.0%Administrative Services 1,427,054.59 1.7%Other 1,324,064.14 1.6%Capital Outlay 2,199,131.18 2.6%Debt Services 3,170,193.03 3.8%Total Expenditures 83,743,095.69 100.0%

Instructional Services58.7%

Instructional Support Services12.1%

Operation and Maintenance

7.5%

Auxiliary Services12.0%

Other1.6%

Administrative Services1.7%

Capital Outlay 2.6%

Debt Services3.8%

3. How does the school system ensure, support, and monitor the provision of resources and support services that meet the needs of all students?

The Limestone County School System provides numerous services for students in the areas of health and nutrition, counseling, co-curricular, safety and transportation, and special learning needs. Meeting the needs of the students continues to be a high priority for all of the schools. Support services are provided as mandated by federal and state laws and local board policies for all students in kindergarten through twelfth grade. Evaluation of programs and monitoring of resources are accomplished through data analysis, budget research, and continued training. Every effort is made to ensure that Limestone County graduates become productive members of society. Of the Limestone County School System employees that participated in the School Effectiveness Survey, 40.5% believed that the system was highly functional in providing student support services and special programs to optimize individual student learning. (Indicators: 5.11 and 5.12)

The health of the students of Limestone County is supported by seventeen school nurses. The budget for fiscal year 2009 plans for state appropriations exceeding $360,000 for school nurses; therefore, the district employs five registered nurses and twelve LPNs. Each school in the system has at least one nurse on campus every school day. The nurses ascertain the health of the students by performing scoliosis screenings, administering first aid, and distributing emergency hygiene products. The nurses document that the faculty and staff at each school view a safety video each year on cleaning of bodily fluids, and in addition to the video, the nurses provide training on how to safely administer shots with an epinephrine pen. The faculty and staff must also undergo video training on how to properly use defibrillators which are located at every school.

The guidance counselors work to ensure the health of the students by providing emotional support to the students. The Limestone County School System employs twenty-one certified guidance counselors who serve the students at the local schools and always exhibit an “open door” policy. Conflict Resolution, Bullying, Self Injury, and Suicide are some of the topics covered in professional development trainings offered to the counselors each year. Some schools implement peer counseling sessions hosted by the guidance counselor and the school resource officer. In addition to supporting the students emotionally, the counselors provide academic support by facilitating large group guidance activities, arranging for transportation to college and career fairs, making available scholarship applications, and organizing many standardized testing dates. The guidance office is always available to aid parents during PTO/PTA/PTF functions, open houses, and on parenting days and nights. The counselors are also instrumental in arranging a smooth transition for students from elementary to middle school and from middle to high school.

The guidance counselors provide students who are homeless or dealing with hardships the opportunity to enroll in the free and reduced price meal program. The nutritional guidelines for the food service at each school are regulated by federal and state laws,


- 51 -

and the school system meets or exceeds these guidelines. Federal monies completely fund the child nutrition program, but Limestone County as a district sets a menu of breakfast and lunch items for each month. The monthly menus are posted on the website for viewing, and copies are sent home with the elementary students. Both breakfast and lunch are served at all of the local schools except for the Limestone County Career Technical Center. Forty five percent of the student population in Limestone County qualifies for free or reduced price meals; therefore, healthy nutrition is imperative for the students. Good nutrition is taught in health classes, in the life physical education class, and in many family and consumer science classes. In an additional effort to provide healthy food, the contents of the vending machines at the local schools are now regulated by the state for calorie, fat, and sugar content.

The health and general welfare of the students in Limestone County is further guaranteed by the creation of the LEA Comprehensive Safety Plan. The state department of education requires that a safety plan be submitted to them in which provisions are set forth for many different emergency situations. With the assistance of many safety experts, the local schools appoint a crisis management team to help in the event of an emergency. To further prepare our teachers and students for emergencies, all classrooms are equipped with a calling system that allows persons to contact the main office. Visitors must sign in at the main office, and every high school has been assigned a school resource officer who is a deputy with the Limestone County Sheriff’s Department. The officer aids in required lock-down drills and in providing professional development on school safety to the administration, faculty, and staff. Local Board Policy requires that monthly fire and tornado drills be conducted at each school. Additionally, each classroom contains a map detailing the evacuation route that students will take during the drills and in case of an actual event. Student safety is also secured by the custodial staff at the school and maintenance division of the district. Buildings and campuses are routinely inspected by various personnel to find any safety issues for anyone using the facilities. Custodians are required to lock closets containing harmful chemicals and place signs in areas where one might encounter wet floors.

Other safety measures are also in place throughout the district. Cameras are located in the halls of high schools and on 65 of the 123 buses used to transport students. All of the school buses, including the 18 used to carry physically disabled students, are inspected every 20 days by a certified mechanic employed by the board of education. Transportation revenues from the state should exceed 4.8 million dollars during the 2009 fiscal year allowing for transportation of any student to and from schools in Limestone County regardless of the distance they reside from the school. Drivers for the school buses must possess a CDL license with endorsements for passenger vehicles (P) and school buses (S) and attend a recertification class each year. Drivers assist in the evacuation drills which are conducted twice a year and are supervised by a principal or assistant principal.

In an effort to establish co-curricular programs throughout the school district, Limestone County pools teacher units, administrative units, and other financial resources to fund the Career Technical Center (CTC). Students in grades ten through


- 52 -

twelve may attend the CTC and take classes ranging from cosmetology to design drafting. Many at-risk students are afforded the opportunity to graduate with classes at CTC and other intervention programs. For those at-risk students who are over a year behind on their regular coursework, BEST Academy, an alternative setting where students recover credit through computer programs such as PLATO, provides a different route toward achieving a high school diploma. The school system provides support for Section 504 and special education eligible students by coordinating access to the general curriculum. Limestone County guarantees full inclusion for the students receiving special education services; in fact, 88.9% of the students are removed from regular class less than 21% of the school day which far exceeds the state target of 58.26%. In addition to students who struggle academically, Limestone County has 501 gifted students from age six through 12th grade who receive special services either at the CTC or in collaboration at the local school. The system employs five teachers who use a Center Model Gifted Program to serve the students with their many activities:

Robotics Dauphin Island learning trips Haunted Science Labs Mock Presidential Debates Space Camp

SETSweb software is used to maintain the special education records in compliance with applicable federal, state, and local regulations. Technical assistance for this program is provided by the special education coordinators to the local school administrators, teachers, and guidance counselors.


Applications for Employment Continuous Improvement Plans (CIP) Crisis Management Plans Facilities Maintenance Documentation Guidance Plans Independent Auditors Report by the Alabama Department of Examiners of

Public Accounts Job Descriptions LEA Professional Development Plan Limestone County Board of Education Annual Budget Limestone County Schools, Student Handbook Local Education Association Improvement Plan (LIP) New Teacher Academy Notebook PEPE Manuals School Incident Reports SETSweb Manual Survey Results The Limestone County School System Board Policy Manual The Limestone County School System Five Year Capital Plan


- 53 -

The Limestone County School System website: www.lcsk12.org

Standard SixStakeholder Communications & Relationships


- 54 -

STANDARD 6: 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

INDICATORS


Evi

dent

Em

ergi

ng

Ope

ratio

nal

Hig

hly

Func

tiona

l

6. Fosters collaboration with community stakeholders to support student learning

X

6. Uses system-wide strategies to listen to and communicate with stakeholders

X

6. Solicits the knowledge and skills of stakeholders to enhance the work of the system

X

6. Communicates the expectations for student learning and goals for improvement to all stakeholders

X

6. Provides information that is meaningful and useful to stakeholders

X

Definitions

Not Evident Little or no evidence existsEmerging Evidence indicates early or preliminary stages of implementation of practiceOperational Evidence indicates practices and procedures are actively implementedHighly Functional Evidence indicates practices and procedures are fully integrated and

effectively and consistently implemented

Focus QuestionsStandards Assessment Report


1. How does the school system’s leadership ensure that the system and its schools are responsive to community expectations and stakeholder satisfaction? (6.1, 6.2,6.3)

The Limestone County School System strives to maintain open communication with all stakeholders: students, employees, parents, community members, and the business community.

The Limestone County School System currently consists of thirteen schools: 6 High Schools and 6 Elementary School and 1 Career Technical Center. In the past 10 years two new elementary schools have built and one renovated with additional classrooms. An additional elementary school is scheduled to open in 2010. Community members, parents, and school personnel served on committees to design, name, and determine the location of the newly built elementary schools. (Inventory of School Effectiveness, Question #16)

In addition to regular school visits the Superintendent devoted a full day per school in the first semester of the 2008-2009 school year. (6.3) During the day, the superintendent met with student groups to ask and answer questions about the school. At the end of the day, he spoke to the faculty of each school and answered questions. The superintendent holds weekly meetings with cabinet and monthly meetings with the cabinet and principals to discuss program planning and upcoming school board meetings. Board of Education meetings are held on the first Monday of each month. The Board of Education minutes are posted on the website. The superintendent makes a concerted effort to attend school and community events such as parent-teacher meetings, extracurricular activities, athletic events, parades and celebrations.

Your Voice is a link on the district website. (6.2) Anyone can click on this link and ask a question for anyone in the district. The question is delivered to the Superintendent via email and he forwards it to the appropriate department for answering. The answer is guaranteed in 24 hours of the submission. The question and answers are hosted on the district website for at least 30 days.

2. What avenues are used to communicate information to stakeholders about the effectiveness of the school system and its schools, including the sharing of student performance results? (6.4, 6.5)

The Curriculum and Instruction Department provides guides/pacing charts and other information on the website as a convenience for teachers and parents. The Limestone County School District Policy Manual is available at each school, the Central Office, and on the system website in English and Spanish for stakeholders’ access.

Central Office staff members meet regularly with principals for program planning. Building-Based Student Support Team (BBSST), data meetings, grade level meetings


- 56 -

and faculty meetings are all used by the local schools and the system to communicate with staff on an ongoing basis. (Inventory of School Effectiveness, Question #24)

Assessment data such as the Alabama High School Graduation Exam (AHSGE), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Alabama Math and Reading Test (ARMT), Stanford Achievement Test – Tenth Edition (SAT-10), Alabama Direct Assessment of Writing (ADAW), Alabama Alternate Assessment (AAA), and ACCESS for ELLs are communicated to parents individually. Each school’s Adequate Yearly Progress (AYP) status and ALSDE Report Cards are sent home annually and a link placed on the district website (www.lcsk12.org). Results of annual state required assessments are available on the Alabama State Department of Education website at www.alsde.edu under Accountability Reporting.

Alert Now Notification System is utilized by the Central Office as well as at each local school. The system allows the superintendent to send a message to all student and faculty within 10 minutes. The system also divides the student and faculty population into school groups, faculty groups, grade level groups, etc. to be able to communicate with specific populations as needed. In case of bad weather, the entire district can be notified as well as a Congratulations message to a school that met their reading goals. Principals use the system to communicate PTO/PTA/PTF meetings, School Events and special messages as needed.

The district website www.lcsk12.org contains the mission and vision of the system. (Inventory of School Effectiveness, Question #23) All district employees are listed and an email link to each is provided. Each Central Office department maintains their section of the site. District and School Events are highlighted on the homepage. A slideshow of LCSS students are showcased on the homepage as well. Via the district website, the Limestone County School System maintains a private network for all faculty members. The site requires a login and password for confidentiality. All district and local files are kept here for easy access for all employees. District forms and procedures are kept on the private network. Each school maintains a school website. (Parent Opinion Survey, Questions #26, #44) Announcements, schedules and upcoming events are updated daily. There is an email link for each faculty member for all parents and community members to access. (Teacher Opinion Survey, Question #26)

From the school level, parent communications includes orientations, open houses, correspondence from teachers, and newsletters. Open house sessions are conducted prior to school opening. Kindergarten orientation is held in the spring of each year for parents of upcoming kindergarten students. A kindergarten information guide is provided on the system website. High school orientation meetings are held in the spring for each upcoming grade from an elementary feeder school. Schools keep parents informed of students’ progress with mid-term student progress reports and report cards. In addition, STI Home is available for all students. This is an internet program for parents to log in to view their child’s grades 24 hours a day. Teachers are responsible for updating the


- 57 -


http://www.alsde.edu/


site on a weekly basis. Parenting Day is held in the first semester of each school year for teacher and parent conferences. Conversation and phone logs are required at some schools.

Inventory of School Effectiveness Survey:

Community perspective is important in determining the effectiveness of a school system since leaders and citizens serve to promote the achievement of the school system goals. Sharing a common vision and goals that have student learning as a focus received the most “Highly Functional” ratings.

Parent Opinion Survey:

Parent perspective is important in determining the effectiveness of a school system since the home/school connection is vital for high student performance. The Limestone County School System believes that keeping parents informed ensures that parents have the information needed to their children succeed in school. The two areas receiving the highest ratings in this area were: Our school uses technology to provide parents with information about our school and Effective procedures are in place to support my communication with parents.

Teacher Opinion Survey:

The perspective of teachers is critical in determining the effectiveness of a school system since they are responsible for implementing the instructional program. The majority of the responses from teachers rated the system as agree and strongly agree. Overwhelmingly the teachers agreed that Effective procedures are in place to support my communication with parents.

Stakeholder Category Number of Surveys Taken


- 58 -

Teacher 480

Parents 871

Community 551


- 59 -


- 60 -


- 61 -


- 62 -


- 63 -


Inventory of School Effectiveness, Teacher Opinion, and Parent Opinion Surveys

Board Policy Manual – www.lcsk12.org Curriculum/Instruction - www.lcsk12.org Board Meeting Calendar and Meeting Minutes – www.lcsk12.org STI Home – iiod.ssts.com STI Classroom Web – http//classroomweb.lcsk12.org:8082 Calendar of Superintendent Visits to Schools Private Network – www.lcsk12.org PTO Announcements Teacher Newsletters Orientation Invitations Teacher Conversation Logs Aspiring Administrators Agendas

Standard Seven Commitment to Continuous Improvement

STANDARD 7: The system establishes, implements, and monitors a continuous process of improvement that focuses on student performance.


- 64 -





Impact Statement: A system is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the system with the expectations for student learning. Improvement efforts are sustained and the system and its schools demonstrate progress in improving student performance. New improvement efforts are informed by the results of earlier efforts through analysis of student performance, system effectiveness, and assessment of the improvement process.

Indicators Rubric

INDICATORS


Evi

dent

Em

ergi

ng

Ope

ratio

nal

Hig

hly

Func

tiona

l

7.1 Engages in a continuous process of improvement that articulates the vision and purpose the system is pursuing (Vision); maintains a rich and current description of students, their performance, system effectiveness, and the community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform future improvement efforts (Results)

X

7.2 Engages stakeholders in the processes of continuous improvement

X

7.3 Ensures that each school’s plan for continuous improvement is aligned with the system’s vision and expectations for student learning

X

7.4 Ensures that each school’s plan for continuous improvement includes a focus on increasing learning for all students and closing gaps between current and expected student performance levels

X

7.5 Provides research-based professional development for system and school personnel to help them achieve improvement goals

X

7.6 Monitors and communicates the results of improvement efforts to stakeholders

X

7.7 Evaluates and documents the effectiveness and impact of its continuous process of improvement

X

7.8 Allocates and protects time for planning and engaging in continuous improvement efforts system-wide

X

7.9 Provides direction and assistance to its schools and operational units to support their continuous improvement efforts

X

Definitions



- 65 -




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.

Limestone County School System strives to foster a community of learners dedicated to continuous improvement throughout the school district. All Limestone County School System schools and employees work in a partnership with students, families, community members to work towards continuous improvement and ensure each child reaches his or her full potential. Limestone County School System community developed a vision and a mission to guide our continuous improvement efforts and reflect the common goal for all stakeholders to follow. Based on student achievement data, each school in the district developed a Continuous Improvement Plan (CIP) reflecting each school’s individual strengths and weaknesses. Indicators 7.1, 7.4)

The sources of data reviewed by schools’ instructional leadership team included the following items:

Number and Percentage of Highly Qualified Teachers (HQT) Alabama High School Graduation Exam (AHSGE) test results Alabama Reading and Mathematics Test (ARMT) test results Stanford 10 test results Alabama Science Assessment test results Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test results Alabama Direct Assessment of Writing (ADAW) test results ACCESS for English Language Learners (ELLs) test results Professional Education Personnel Evaluation (PEPE) School Profile

information Alabama Alternate Assessment (AAA) test results School Technology Plan Data Local Data (surveys, program-specific assessments) School Demographic Information related to student discipline

Each school works with Central Office Support Team (COST) to review strengths and weaknesses identified in the Continuous Improvement Plan to develop SMART goals, professional development opportunities, and coordinate resource needed for implementations of continuous improvement. Central Office Support Team assists


- 66 -

each school leadership team in development of the Action Plan reflecting goals and strategies along with action steps to ensure successful implementation of the Continuous Improvement Plan. In addition, each school in the district conducts monthly school improvement team meetings, data meetings, walk-throughs, grade level and departmental meetings to target problems and identify areas in need of improvement. (Indicators 7.1, 7.2, 7.4, 7.9)

Central Office Support Team members assigned to each individual school stay in close contact with the school instructional leadership team to monitor and evaluate progress made towards the goals developed in the CIP. COST members conduct regular walk-throughs to monitor implementation of strategies and action steps suggested in the action plan and to provide feedback to the schools. Based on the feedback received from COST members and from school faculty, staff, and parents instructional leadership team in each school reviews suggestions and makes necessary changes to make the process of continuous improvement more effective. (Indicators 7.1, 7.2, 7.7, 7.9)

Committees are regularly formed in each school to ensure continuous improvement and assist in decision-making process in the targeted areas. To help determine the discipline problems and most effective solutions within the school discipline plan, each school formed a discipline plan committee. The new discipline plans developed by the committees in each school resulted in fewer office referrals, after school detentions, and in-school suspension assignments. In addition to discipline plan committee, each school created a Building Based Student Support Team (BBSST) that consists of teachers, administrator, counselor, and parents to encourage student improvement and provide necessary support to failing students to best meet each individual student’s academic needs and foster student success. (Indicators 7.1, 7.2, 7.4, 7.8)

To continuously improve new teacher performance that has a direct impact on student learning, Limestone County School System developed a SUCCESS Mentoring Program. Within the mentoring program mentor teachers provide assistance to new teachers through weekly meetings, observations, and one-on-one discussions to encourage improvement and collaboration in strong teaching practices. School coordinators and district coordinator work closely with new teacher and mentors to ensure timely assistance and provide new teachers with knowledge in support needed to continuously improve and affect student performance in a positive way. (Indicator 7.5)

Continuous improvement process and impact of this process on student learning as well as effectiveness of the process is regularly evaluated, documented, and monitored through school instructional leadership team meetings, data meetings, school walk-throughs, COST walk-throughs, multiple sources of data collected and analyzed regularly, achievement gains of each individual students, and successful implementation of strategies. Results of the improvement effort are communicated to teachers, parents, and students on regular basis and in timely manner through test


- 67 -

reports, weekly teacher reports sent home with students, progress reports, and report cards. (Indicators 7.1, 7.6, 7.7)

Limestone County School DistrictContinuous Improvement Process Diagram


- 68 -

Review/ Implement Necessary Changes

Monitor/ Evaluate

Identify and Implement Strategies and Action Steps

Set SMART Goals

Review Strengths and Weaknesses and Prioritize Needs

Collect and Analyze Data

Establish Continuous Improvement Leadership Teams

Develop Vision and Mission Statements

Continuous Improvement

Process

2. What process is used to ensure that the improvement goals reflect student learning needs and are aligned with the vision and purpose of the school system and its schools?

Limestone County School System uses external and internal systems of accountability to ensure that the district improvement goals reflect student learning needs and are aligned with the district’s mission and vision.

The implementation of NCLB legislation requirements, Alabama Reading Initiative, Alabama Math, Science and Technology Initiative, fulfillment of local and state guidelines, and the goal of 100% Adequate Yearly Progress are the driving external forces that guide continuous improvement process. As a part of this process, multiple sources of data are analyzed to identify gaps between current and targeted student performance levels of all students, strategies and action steps to increase student performance are identified, and progress toward improvement in closely and regularly monitored through documentation of strategies and action steps with outcomes, standardized test data, school and district walk-throughs, students grades, and teacher observations. (Indicator 7.1)

The internal system of accountability ensuring that the improvement goals reflect student learning needs and are aligned with the vision and purpose of the school system involves each individual school’s needs and climate. Each school in the district accepts responsibility for guiding each individual student toward targeted improvement goal. While developing Continuous Improvement Plan, each school identifies different areas of focus based on individual strengths and weaknesses specific to each school. The school and district leadership promotes and monitors success of all students in the learning environment by aligning the curriculum collaboratively, and reviewing the instruction and assessment process to ensure student achievement. Implementation of the continuous improvement process involves all stakeholders, including administrators, teachers, central office staff, support personnel, parents, students, and community members. Professional development opportunities are offered based on students’ needs and weaknesses identified in the CIP and the Action Plan. (Indicators 7.1, 7.2, 7.3, 7.9)

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?

School system professional development is determined through our continuous improvement process. Each school year meetings are held where student data is analyzed at the district and local school levels to identify areas of strengths and weaknesses. LEA Improvement Plans (LIP) and Continuous Improvement Plans (CIP) are created with the involvement of all stakeholders. Goals, strategies and


- 69 -

action steps in the LIP and CIP are implemented to address those areas that need improvement. Section VII of the CIP outlines the professional learning needs for each school.

These needs are based on student assessment data, school surveys, SAR surveys, PEPE evaluations, input from Building Leadership Teams (BLT) and interest surveys completed by district personnel for North Alabama Teacher’s Exchange (NATE). (Indicators 7.1, 7.2, 7.7)The school principals ensure that the school personnel who need the professional development outlined in the CIP are provided with training to enhance student achievement. Central Office Support Team (COST) members collaborate with the principal and Building Leadership Team (BLT) during walkthrough visits to gain updates on professional development time lines and to ensure that these activities are being completed. There are many avenues to which professional development activities are provided in the Limestone County School System. The process can be initiated at individual school sites, the Curriculum Department, Federal Programs Department, Special Education Department, Technology Department, etc. Many professional development training sessions are presented by local schools, district, and state personnel. Our system also uses various fund sources to provide professional development from presenters outside the district. (Indicators 7.3, 7.4)

Samples of professional development workshops and activities listed below are directly related to Continuous Improvement Plans (CIP) and the LEA Improvement Plan (LIP) for the 2008-2009 school year. (Indicator 7.6)

Logic and Argument- Effective Professional Development to increase Critical and Higher Order Thinking Skills – Ardmore H.S.

Graphing Linear Equations - Math Departmental meetings – Ardmore H.S. SAMS Workshop on School Climate- Ardmore H.S. Imbedded Training – Cedar Hill Elementary Curriculum Integration – Cedar Hill Elementary Scott Foresman Textbook Training – Cedar Hill Elementary Comprehensive Toolkit Training for 3rd and 4th grade – Cedar Hill

Elementary WIDA Standards Training – Clements H.S. ARMT Folder - Odyssey Training – Creekside Elementary Bullying – Creekside Elementary Dropout Prevention book study – Creekside Elementary Graduation Rate – In-service – SDE – East Limestone H.S. Using Differentiated Instruction to Raise Scores on the ARMT/AHSGE –

In-Service – East Limestone H.S. School Climate Workshop – Elkmont H.S. Reading Comprehension Professional Development – Elkmont H.S. Fractions and Decimals – Odyssey Training- Johnson Elementary Rob Holiday Anti Bullying Assembly – Owens Elementary Differentiated Instruction in Math and Science – Piney Chapel Elementary


- 70 -

Technology- Odyssey Training – Piney Chapel Elementary Strategies for Teaching Three Models of Writing – Piney Chapel

Elementary Technology – STI Home – Piney Chapel Elementary Technology – Harcourt and Accelerated Math- Piney Chapel Elementary Accelerated Reader – Increasing the volume of reading – Piney Chapel

Elementary Vertical Team Meetings with Tanner H.S. – Reid Elementary Virtual Seminar: “Learning to Read a Second Language” – Reid Elementary Reading Comprehension Workshops – Reid Elementary Reading Workshops – Tanner H.S. Scott – Foresman training 3rd/4th grade – Tanner H.S. Comprehension Toolkit Training – Tanner H.S. DIBELs data meetings – Tanner H.S. Training on Vertical Teaming – Tanner H.S. Workshops and in-service events that focus on classroom management and

student discipline. - Tanner H.S. Safety and Bullying strategies presented by the School Resource Office-

Tanner H.S. Rob Holiday Anti Bullying Assembly – West Limestone H.S. Drug Awareness In-Service – West Limestone H.S.

In addition to workshops and activities directly related to the LIP and CIPs, here is a list of some professional development activities offered by the Limestone County School System annually to support personnel in the district to increase student performance. (Indicator 7.1, 7.2, 7.3, 7.4)

Alabama Reading Initiative (ARI) AMSTI/HASP Odyssey Mastering the Maze New Teacher Academy SUCCESS Mentoring Program - District Level Meetings New Teacher Technology Training Thinkfinity Training ELL New Teacher Training Special Education SETS & AAC Training Special Education New Teacher Training Dynamic Indicator for Basic Early Literacy Skills (DIBELS) Data Meeting

Training Professional Education Personnel Evaluation (PEPE) Training Building Based BBSST Training Assessment Training (AHSGE, SAT10, ARMT, DIBELS, ACCESS for

ELLs, AAA, ADAW and Science Assessment).


- 71 -

4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders?

Implementation: To ensure implementation, the Limestone County School System leaders at the Central Office are assigned to the Central Office Support Team (COST). COST members are responsible for guiding personnel in achieving system goals. The COST team analyzes student data and school AYP results at the district level to collaborate on which goals, strategies and action steps will be implemented for the district LEA Improvement Plan (LIP).

Leaders at the district level assign Central Office Support Team (COST) members to schools each school year. There is collaboration between COST members, principals and the Building Leadership Teams from each school. A needs assessment is done based on the most current data results from state mandated student assessments and surveys to gain feedback from faculty, staff, students and parents (7.1, 7.2).

Each local school Continuous Improvement Plan is developed in committee meetings with the following stakeholders: COST members, principals, assistant principals, counselors, regular education teachers, resource teachers, parents, board members and community leaders. Various sources of student data are used to identify areas of strength and areas for improvement in student achievement. Goals are set and strategies and action steps are developed. After collaboration of all the stakeholders, a plan is implemented for each school (7.2).

Monitoring: COST members are instructed to initiate regular walkthroughs at their assigned schools. These walkthroughs are used as a tool for monitoring the implementation of the school CIP. During the walkthrough a form is used that specifies things to observe. This form along with the Action Plan formulated from the CIP gives the COST members a clear focus of what should be happening in regular education classrooms, ACCESS Labs, Skills Labs, Computer Labs, and libraries, etc. After each walkthrough is documented on the appropriate form the information is then shared with the principals of each school. The COST member does a follow up with the principal and/or the Building Leadership Team (BLT) to ensure that all elements of the Continuous Improvement Plan have been implemented. If adjustments need to be made to the plan they can be made at that time.School administrators monitor lesson plans, conduct walkthroughs, observe teachers, lead data meetings, and review data on a continuous basis with the Building Leadership Team (BLT) (7.1, 7.2, 7.3, 7.4, 7.9).

Achievement:


- 72 -

Ongoing evidence of improvement is demonstrated through the following: progress reports, grades on student report cards, school report cards, the district report card, AYP Status, School Improvement status of each school and the district (7.7).

Communication: The Continuous Improvement Plans (CIP) are communicated to stakeholders in many ways. Community leaders, parents, students, administrators, teachers and support staff members are involved in the writing, revising and monitoring of the CIPs and LIP.

We receive valuable input from all stakeholders to ensure direct alignment with the system’s vision and mission for continuous improvement efforts (7.3).The CIPs are presented to faculty members in faculty meetings. Each faculty member receives a copy of the Continuous Improvement Plan to have as a reference when planning daily lessons. The goals, strategies and actions steps are discussed in grade level and departmental meetings (7.1, 7.4).

The Continuous Improvement Plan is communicated to parents at PTO meetings and Parent –Teacher meetings periodically throughout the school year. ALL stakeholders have access to the CIPs for each school on the Limestone County School System website. Newsletters are also used as a way to communicate school improvement goals to all stakeholders (7.2).


LCSS Vision and Mission statements Continuous Improvement Plans LEA Improvement Plan and Action Plan Action Plans from each of the LCSS schools COST walk-throughs documentation and reports SUCCESS Mentoring Program guidelines and forms Results of LCSS School Effectiveness Survey (including teacher, support

staff, parent, 3-5 students, and 6-12 students opinion surveys) LCSS Professional Development Plan


- 73 -

Alabama State Department of Education System and School report cards Local school schedules for regular education classrooms, ACCESS Labs,

Skills Labs, computer labs, and libraries Limestone County School System website (www. lcsk12.org)


- 74 -

Date post:	29-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

LIMESTONE COUNTY - PC\|MACimages.pcmac.org/Uploads/LimestoneCountySchools/Lim… · Web viewEach...

Documents