ST. CLAIR COUNTY BOARD OF EDUCATION CENTRAL...

ST. CLAIR COUNTY BOARD OF EDUCATION CENTRAL OFFICE

BOARD MEETING October 24, 2011

7 OCT 24 11 BD MTG- AP NOV 14 11.docx of 8

The meeting of the St. Clair County Board of Education was held on Monday, October 24, 2011. The board meeting began at 6:05 pm at the central office with the following board members in attendance:

Scott Suttle Angie Cobb John DeGaris Marie Manning Allison Gray The following individuals were also in attendance:

Melinda Splawn Clay Cato Candy Cato Beth Evans-Smith Gary Hanner Roger Wilkinson Tammy Williams Crystal Montgomery Lisa Love Eloise Williams Staci Butts Ken & Jan Crowe Debbie Parsons Angela Holifield Greg Cobb Amber Thompson Brian Terry Debbie Murphree Joe Goble

1. President Scott Suttle called the meeting to order. 2. A quorum of the board was present. Randy Thompson and Terry Green were absent. All other board members were in attendance. 3. Mrs. Seals recommended approval of the agenda and to strike item 4A on the Personnel Agenda. Mrs. Cobb made the motion to accept the agenda as recommended and Mrs. Manning gave the second. All members voted YES. 4. Mrs. Seals recommended approval of the Consent Agenda. Mrs. Cobb made the motion and Mrs. Gray gave the second. All members voted in favor of the Consent Agenda. A. Minutes-September 19, 2011 B. Disposition of Fixed Assets-October 2011 C. Reading of Proposed Policy 7.36 Fund Balance Policy in Accordance with GASB Statement No. 54 D. LEA Improvement Plan-(LIP)-Whole District E. School Fiscal Accountability Act-MHS F. Travel 1. AHS-Selected faculty member(s) and students to travel on November 10, 2011 to Chattanooga, TN to visit the Tennessee Aquarium. Students will pay their own expenses. 2. SMS-Selected faculty member(s) and students to travel on April 28-May 4, 2012 to tour Williamsburg, Jamestown, Washington, D.C. and other historical sites. Students will pay their own expenses. 3. SHS-Selected faculty member(s) and Key Club to travel on December 6, 2011 to Atlanta, GA to visit the Operation Christmas Child Processing Center. Students will pay their own expenses. 4. OMS-Selected faculty member(s) and students to travel on November 3, 2011 to Chattanooga, TN to visit the Tennessee Aquarium and the IMAX Theatre. Students will pay their own expenses. ***Brain Terry, Roger Wilkinson and Joe Goble presented their Lea Improvement Plans (LIP) to the board** 5. Recognition

Name School Award Girls’ Varsity Volleyball Team

AHS 2011 Area 10 3-A Champion 2011 Area 10 3-A Regional-3rd Place Winners

Sharon Gibson AHS ABC 33/40 Benchmark Teacher of the Week

Student Government Association Hunter Armstrong

OMS 1st Place-2010-2011 Best Middle School Level Project-Southeastern Regional Student Council Conference 2011 SASC Student Council Member of the Year-Southeastern Regional Student Council Conference

Jerry Fuller Transportation Of the 96 buses inspected, approximately 4.2% or four buses were found to have four major deficiencies.

6. The following audience member addressed the board: A. Mr. Clay Cato inquired of the status of questions that he recently submitted to the board.




7.A. Mrs. Seals recommended approval of the Personnel Agenda with item 4A struck from the agenda. Mrs. Gray made the motion to accept the recommendation and Mr. DeGaris gave the second. Mrs. Cobb abstained from the vote. All other members voted YES.

PERSONNEL AGENDA

1. EMPLOYMENT - All new hires (certified and support) are contingent upon completed, satisfactory background check and completed personnel file. Employee Worksite Position Terms of Employment Funding Effective Date A Ginger Annette Johnson Renda MJHS Teacher 187 days less number due to late start Foundation October 3, 2011

B Debbie Bratcher Murphree SW Instructional Aide

*home base OMS 182 (less number due to late start) IDEA October 25, 2011

2. TERMINATION

Employee Worksite Position Effective Date A Deanne Hodges MHS Teacher Termination affirmed October 10, 2011

3. CHANGE OF CONTRACT Employee Previous Contract New Contract Funding Effective Date A Tammy Coefield AES Contract Principal

September 26,2011-June 30, 2013 AES Contract Principal September 26, 2011-September 26, 2014

Foundation September 26, 2011

B Tammy Wester SMS/SES Counselor SES Counselor Foundation 2011-2012school year C Betty Robinson Parental Involvement/Homeless

Liaison 20 hours per week at $20,000 per year

Parental Involvement/Homeless Liaison 14 hours per week at $14,000 per year

Homeless and Title

October 1, 2012

4. LEAVES

Employee Worksite Position Type of Leave Effective Date A

Cathy Alverson

CO

Secretary/Receptionist

Exhausted all leave including FMLA /request additional leave September 19th through September 22, 2011

September 19, 2011

B Tim Abney MJHS Teacher/Bus Driver Suspended from bus driving responsibilities without pay for 15 days in accordance with the hearing officer’s decision.

Monday October 24-November 14, 2011. Returning to drive on Tuesday, November 15, 2011

5. RESIGNATIONS

Employee Worksite Position Effective Date A Dale Stripling MHS Contract Principal October 14, 2011 B Sharon Smith OES CNP Worker September 20, 2011 C Joy Ray OES Special Education Aide October 31, 2011 D Jacob Thompson AHS CNP Worker October 17, 2011

6. SUBSTITUTES Employee Worksite Position Effective Date A Jennice Minton Certified Certified Long Term Substitute Teacher for Shvonne Johnson-

AES September 29, 2011-January 3, 2012

B Ashlee N. Newberry Certified Substitute Teacher October 25, 2011 C Brittany Shea Pentecost Certified Substitute Teacher October 13, 2011 D Regina C. Lewis Substitute Teacher October 25, 2011 E Julie Douthit Hutcheson Substitute Teacher October 25, 2011 F Donna Pickens Johnson Substitute Nurse October 25, 2011 G Christy Jean Hill Certified Substitute Teacher October 20, 2011

7. EXTENDED DAY Employee Worksite Position Terms of Employment Funding Effective Date

A Stacey Bean RHS Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011

B Shelby Boswell RHS Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011 C Kristen Boswell RHS Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011 D Jessica Alexander RHS Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011 E Pam French RHS Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011

F Megan Sudiarnamayasa RHS Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011

***Item Struck from Agenda***




G Breanna Bothwell AES Student Aide $7.25 / Hour 21st Century Grant 10/24/2011 H Karen Tipton AES Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011 I Rhonda Mundy AES Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011

J Mary Evelyn Coker AES Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011

K Tammy Cluck AES Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011 L Randy Farmer AES Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011 M Heather Horn AES Teacher $15.00 /Hour 21st Century Grant 10/24/2011

N Jessica Slovensky-Tice AES Teacher $15.00 / Hour 21st Century Grant 10/24/2011

O Stephanie Abernathy AES Teacher $15.00 / Hour 21st Century Grant 10/24/2011

P Austin Pennington OES

Please change to SW and funding source to 21st Century Grant $7.25 / Per Hour 21st Century Grant 8/25/2011

Q Jacie Tipton AES Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011

R Mark Andrew Whitten AES Adult Aide $10.00 / Hour 21st Century Grant 10/24/2011

S Colby Christian SW Student Aide $7.25 / Hour 21st Century Grant 10/24/2011 T Jennifer Motley MES Adult Aide $10.00 /Hour Student Tuition 10/24/2011 U Amy Rich MES Adult Aide $10.00 /Hour Student Tuition 10/24/2011 V Ashlinn Brown OES Student Aide $7.25/Hour 21st Century Grant 10/24/2011

W Jordan Gregory Simon OES Student Aide $7.25/Hour 21st Century Grant 10/24/2011

8. SUPPLEMENTS and ADDITIONAL PROGRAMS (Temporary)

Employee Worksite Position Terms of Employment Funding Effective Date A B C D E F G H I J K L M N O P Q

Marsha Boswell Lisa Brown Brandi Caldwell Joni Crowe Amanda Donaho Angela Dupre Betty Gunn Tracy Haney Leslee Holliday Stead Laura McClendon Mary Morrow Rebecca Moss Lindsay Pendergrass Amberlyn Scott Sara Wendt James Wilder April West

RHS OMS SW MES SES SES OMS MES MES SES SCCHS SMS SES SES MMS OIS MHS

National Board Certified Teacher

$3500 NBCT 2011-2012

R Judy Dixon SJHS Liaison Migrant Head Start $1200 Migrant October 2011-September 2012

S T U V

Angela Mizzell Mark Glenn Cecelia Duvall Mary Busbee

SCCHS After school tutors 2 hours per week @ $25 per hour

Community Education 2011-2012 school year

W Lisa Fant MES Homebound Teacher $25 per hour as needed IDEA or Local 2011-2012 school year

9. CHANGE OR CORRECTIONS Employee Worksite Position Effective Date A April Lovell SW/SCCHS Teacher Aide/Bus Aide Voluntary Suspension

(unpaid)15 work days Changed dates from September 15-October 6, 2011 to new dates of September 19-October 10, 2011

B Shvonne Johnson AES Teacher FMLA Change dates from October 17-January 03, 2012 to the new dates of September 29-January 3, 2012




10. OTHER NOTIFICATIONS NOT NEEDING BOARD APPROVAL

Employee Worksite Position Effective Date A Angela Lowery AMS Custodian FMLA November 7-December 19, 2011 B Cathy Alverson CO Secretary/Receptionist Catastrophic Leave August 23-September 22, 2011 C Adrianne Dodgen ECT Counselor FMLA November 7-December 5, 2011 D Susan K. Nicely OMS Teacher FMLA September 20-October 14, 2011 E Brandon Cornutt SCCHS Teacher FMLA April 5-April 23, 2012

7.B. Mrs. Seals recommended approval of 2011-2012 Salary Schedule Revisions. Mrs. Cobb made the motion to accept the recommendation and Mrs. Gray gave the second. All members voted in favor. (A copy will follow these minutes) 7.C. Mrs. Seals recommended approval of the Personnel Addendum. Mrs. Cobb made the motion to accept the recommendation and Mrs. Gray gave the second. All members voted in favor.

PERSONNEL ADDENDUM 1. EMPLOYMENT - All new hires (certified and support) are contingent upon completed, satisfactory background check and completed personnel file.

Employee Worksite Position Terms of Employment Funding Effective Date A Yonna Hilder Brasher OES CNP Worker 184 days (less amount due to late start) CNP October 25, 2011 B Cheryl Ann Kuyk MHS Probationary Principal November 7, 2011-June 30, 2013 Foundation November 7, 2011

2. RESIGNATIONS Employee Worksite Position Effective Date A Susan Hudgins SMS Special Education Aide October 28, 2011 B Vickie Hartline SJHS CNP Worker October 1, 2011

3. SUBSTITUTES Employee Position Effective Date A Daniel Adam Key Certified Substitute Teacher October 25, 2011 B Joy Walker Ray Substitute Teacher November 1, 2011

4. CHANGES OR CORECTIONS Employee Effective Date A Melissa Smith Long Term Substitute Teacher for

Amy Fannon MAES Has been substituting since the beginning of the school year due to death of Amy Fannon’s husband in a car accident

There was some question in the beginning about what Amy Fannon’s plans would be. She has been approved for FMLA thru November 1, 2011

August 15, 2011

8. Mrs. Seals recommended approval of Change Order #1 with a decrease of $73,653.17 for the Classroom Addition to AES, Job No. 10-01. Mrs. Cobb made the motion to accept the recommendation and Mrs. Manning gave the second. All members voted YES. 9. Mrs. Seals recommended approval of the construction of a new press box for SCCHS to be declared a public works project. Mrs. Gray made the motion to accept the recommendation and Mrs. Cobb gave the second. All members voted YES.

10. The board selected the following two delegates for the AASB’s 2011 Convention and Delegate Assembly on December 8-10, 2011. Mrs. Manning made the motion and Mrs. Cobb gave the second to nominate Mrs. Gray. Mr. DeGaris made the motion and Mr. Suttle gave the second to nominate Mr. Thompson. All members voted YES.

11. Board Member comments: A. Mrs. Gray congratulated Odenville Middle School’s SGA program on their achievement and said that Mrs. Carroll should be very proud. B. Mrs. Manning congratulated Ragland for being undefeated in football. C. Mrs. Cobb noted the letter in the board packet regarding the Jr. ROTC program and said that it was a fantastic program. She said that they were really amazing and mentioned how someone from a visiting team sent a letter praising the program. D. Mr. Suttle thanked the principals for their work on their CIP presentations.




12. Superintendent’s Report:

Mrs. Seals said there was information in their packet for them to review. She stated that AHS’s Girl’s varsity team and Ms. Gibson would be recognized at the next board meeting.

13. Announce next board meeting-Monday, November 14, 2011 at 6:00 p.m. at the central office.

14. President Scott Suttle recommended approval to adjourn. Mrs. Manning moved to approve the recommendation. Approved the 14th day of November, 2011

Board President

Board Secretary




FIXED ASSETS OCTOBER 2011

FIXED ASSETS-PERSONAL PROPERTY Disposition October-11

Control # Item Description Location School

12953 Infocus Projector OES

12949 Infocus Projector OES

09-02-0027 Compaq Laptop MHS

5369 HP Laptop MES 12469 Projector MES




Fund Balance Policy in Accordance with GASB Statement No. 54 Purpose: The following policy is necessary in order to address the implications of Governmental Accounting Standards Board (GASB) Statement No. 54, Fund Balance Reporting and Governmental Fund Definitions. Governmental Fund Definitions: The following definitions will be used in reporting activity in governmental funds. The Board may or may not report all fund types in any given reporting period, based on actual circumstances and activity.

The General Fund is used to account for and report all financial resources not accounted for and reported in another fund. Special Revenue Funds are used to account for and report the proceeds of specific revenue sources that are restricted or committed to expenditure for specified purposes other than debt service or capital projects. Debt Service Funds are used to account for and report financial resources that are restricted, committed, or assigned to expenditure for principal and interest, even if it is being accumulated for future years’ payments. Debt Service Funds should be used to report resources if legally mandated. Capital Projects Funds are used to account for and report financial resources that are restricted, committed, or assigned to expenditure for capital outlays, including the acquisition or construction of capital facilities and other capital assets.

Fund balances will be reported in governmental funds under the following five categories using the definitions provided by GASB Statement No. 54:

A. Nonspendable fund balances include amounts that cannot be spent because they are either (a) not in spendable form or (b) legally or contractually required to be maintained in-tact. Examples of nonspendable fund balance reserves for which fund balance shall not be available for financing general operating expenditures include: inventories, prepaid items, and long-term receivables.

B. Restricted fund balances consist of amounts that are subject to externally enforceable legal restrictions imposed by

creditors, grantors, contributors, or laws and regulations of other governments; or through constitutional provisions or enabling legislation. Examples of restricted fund balances include: restricted grants.

C. Committed fund balances consist of amounts that are subject to a purpose constraint imposed by formal action of the Board before the end of the fiscal year and that require the same level of formal action to remove the constraint.

D. Assigned fund balances consist of amounts that are intended to be used by the school system for specific purposes. The

Board authorizes the Superintendent or Chief School Finance Officer to make a determination of the assigned amounts of fund balance. Such assignments may not exceed the available (spendable, unrestricted, uncommitted) fund balance in any particular fund. Assigned fund balances require the same level of authority to remove the constraint.

E. Unassigned fund balances include all spendable amounts not contained in the other classifications. This portion of the

total fund balance in the general fund is available to finance operating expenditures. F.

When expenditures are incurred for purposes for which both restricted and unrestricted (committed, assigned, or unassigned) amounts are available, it shall be the policy of the Board to consider restricted amounts to have been reduced first. When an expenditure is incurred for the purposes for which amounts in any of the unrestricted fund balance classifications could be used, it shall be the policy of the Board that committed amounts would be reduced first, followed by assigned amounts and then unassigned amounts. The Board of Education along with the Superintendent and Chief School Finance Officer will periodically review all restricted, committed, and assigned fund balances. The Chief School Finance Officer will prepare and submit an annual report of all restricted, committed and assigned funds for the Board of Education.




Substitute Salary Schedule

Substitute Teacher $60.00 per day

Substitute Nurse $100.00 per day

Substitute Janitor $60.00 per day

Substitute Secretary $60.00 per day

Substitute Lunchroom Worker $60.00 per day

Substitute Teacher Aide $60.00 per day

Substitute Bus Aide $30.00 per day

Substitute Bus Driver $60.00 per day

Substitute Vocational Bus Driver $30.00 per day

Substitute Teacher (for extended leaves) * $100.00 per day

*(Must hold or be eligible for an Alabama Teaching Certificate)

*(Board approval per position required to fill extended leaves)

Field trip/extracurricular activity bus driver $30.00 for < 4 hours

$45.00 for 4 hours to < 6 hours

$60.00 for 6 to 8 hours

Field trip/extracurricular activity bus driver $45.00 for < 4 hours

$60.00 for 4 hours and above

$100.00 for weekend trips

SeLo LEFir LEFir SchNa DisNa NCmoTitmuRELEAScoSupJenFedKeSchJanDisKeLEA

ection I: cal Education Ag

EA Improvemerst Year Not Ma

EA AMAOImprrst Year Not Ma

hool Improvemeame: Jan Bailey

strict English Leaame: Kevin Hathc

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gency(LEA):

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2

Section II:

• The LEA Improvement Plan must be developed in consultation and collaboration with school staff, parents, Central Office staff and other stakeholders. Refer to section 1116(c)(7) of the No Child Left Behind Act of 2001 for background documentation.

• The AMAO Improvement Plan must be developed by a Leadership Team including members of the LEA EL Advisory Committee, parents, Central

Office Staff and School Staff School Staff Involvement: Identify schools involved and include signatures of representatives. Staff Member Name/Position

(Ex. Mary Jones/Sp. Ed. Teacher, Jones ES) Staff Member Signature

Ashville Elementary School Ashville Middle School Ashville High School Odenville Elementary School Odenville Intermediate School Odenville Middle School St. Clair County High School Moody Elementary School Moody Middle School Moody Jr. High School Moody High School Margaret Elementary School Springville Elementary School Springville Middle School Springville High School Steele Jr. High School Ragland High School St. Clair County Board of Education St. Clair County Board of Education St. Clair County Board of Education St. Clair County Board of Education St. Clair County Board of Education

Mrs. Tammy Coefield, Principal Mr. Phillip Johnson, Principal Ms. Patti Johnson, Principal Mrs. Christa Urban, Principal Mrs. Constance Seymour, Principal Mrs. Debra Carroll, Principal Mr. Brian Terry, Principal Ms. Kathy Tice, Principal Mrs. Debra Allred, Principal Mrs. Cassandra Taylor, Principal Mr. Bob Smith, Assistant Principal Mr. Joe Goble, Principal Mr. Bobby Byrd, Principal Mr. Virgil Winslett, Principal Dr. Robert Harris, Principal Mrs. Judy Dixon, Principal Mr. Roger Wilkinson, Principal Mrs. Jenny Seals, Superintendent Ms. Jan Bailey, School Improvement Co. Mr. Greg Cobb, Coordinator of Instruction Mrs. Teresa Arnold, Special Education Co. Mr. Scott Suttle, Board President

Parental and Other Involvement: Include parents and others involved and include signatures of representatives.Participant Name Specify parent, community leader, or other Participant Signature

Julie Armstrong Dawn Knight Shawnta Luke

OIS‐Parent MHS‐Parent OES‐ Parent

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Section III, Part A: Annual Measurable Objectives (AMO): A. How many schools are identified for Corrective Action (Year 3)? Please indicate the number:

• Title I _______ • Non-Title ________ • N/A _____

B. How many schools are identified for Planning for Restructuring (Year 4) or Restructuring (Year 5 or more)? Please indicate the number:

Year 4 Year 5 or More • Title I _______ Title I _______ • NonTitle ________ NonTitle ________ • N/A _______ N/A _______

Section III, Part B: Annual Measurable Achievement Objectives (AMAO): Check the AMAO(s) that the LEA did not meet: Part A. Making Adequate Progress in Language Acquisition – at a minimum, percent of ELs making adequate progress in language acquisition Part B. Attainment of English Proficiency – Identification of students who have a first enrollment date in a U.S. school greater than five years and determining a percent who have attained proficiency Part C. Adequate Yearly Progress for the ELL Subgroup – 95% participation and percent proficient in Reading and Math

Describe the factors that prevented the Local Education Agency from meeting AMAOs.

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Section III, Part C1 (AMAOs ONLY): Review school plans/data to identify the greatest areas of need in your system. Summarize data indicating cause(s) for LEA not meeting AMAO(s). Then on the second chart (Part C2) prioritize the goals identified by your schools on which your system will focus with the first area being the LEA’s greatest challenge. Summarize data indicating cause for LEA not meeting AMAO(s) ACCESS for ELLs: Strength(s)

Needs:

Accountability Web Portal EL Data: Strength(s)

Needs:

AYP Data (ARMT, AHSGE, Other Academic Indicators): Strength

Needs:

Other Data: Strength

Needs:

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Section III, Part C2 (ALL COMPLETE): Review school plans, AMO, and AMAO data (as appropriate) to identify the greatest areas of need in your system. Prioritize the goals identified by your schools on which your system will focus with the first area being the LEA’s greatest challenge.

List school goals in order of priority, if applicable:

List any schools, grade levels, or subgroups the LEA will target to ensure objectives will be met:

Identify LEA staff

responsible for ensuring implementation of

strategies:

Describe how the LEA will monitor the implementation of strategies and how

effectiveness will be measured:

Special Education Subgroup in Reading will increase their proficiency levels by practicing inclusion and using coteaching strategies

Moody High School Odenville Intermediate School Odenville Elementary School All Special Education students in all schools and all grade spans

Special Education Coordinator, Coordinator of Instruction, School Improvement Coordinator

District Instructional Team will conduct walkthroughs at all schools monthly to specifically look for effective inclusion and coteaching reading/literature classrooms and we expect 10% increase in proficiency

All students will reach high standards, at a minimum attaining proficiency or better in reading by 2014.

Moody High School Odenville Intermediate School Odenville Elementary School All students in all schools and in all grade spans

Coordinator of Instruction, School Improvement Coordinator

District Instructional Team will conduct walkthroughs at all schools monthly to target strategic teaching and best practices of reading across the curriculum and we expect 10% increase in proficiency

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For AMOs, complete IV (ah). For AMAOs, complete IV (d). Section IV a) The LEA identified for not making AYP or improvement should ensure that the eight (8) required components in NCLB Section 1116(c) (7) are described in the LEA Improvement Plan (LIP) and that each component is being implemented. Section IV a):

• Describe in detail scientifically based research (SBR) strategies that the LEA will incorporate to strengthen the core academic program in its schools, particularly in low‐performing schools (e.g. May refer to strengthening other programs already in place that use scientific research methods, such as ARI, AMSTI, federal grant programs; or research related to gender differences, poverty studies; innovations and other whole school reforms).

• Describe performance measures to be used to evaluate the effectiveness of these strategies.

• A team of administrators attended the SREB National Summer “High Schools That Work” to network and improve system wide strategies for school improvement. One strategy that has been initiated in the middle schools by the system is the “Power of I.” The district provided training for all elementary and middle school personnel.

• In grades 38, the district provides STI Assessment, which is used as a benchmark and is utilized to provide differentiated instruction for all students in reading, language and math.

• APEX, the district’s At Risk digital curriculum, is used for students that are in danger of not graduating on time or for students that are overage. We also have an innovative program, EXCELerate, stationed at the Eden Career Tech Center that offers 1520 students per year the opportunity to attend ECTC all day and take all core and technical classes on ECTC campus.

• All schools maintain active Problem Solving Teams in conjunction with Response to Instruction (RTI) to help provide Tier II and Tier III intervention strategies for students atrisk of failing due to academic or behavioral challenges.

• The District Instructional Team which consists of the district wide School Improvement Specialist, Technology Integration Specialist, Coordinator of Instruction, Special Education Coordinator, and the Testing/Curriculum Coordinator. This team works together to sustain district wide curriculum initiatives and programs. This team works together to research best practices and 21st century learning opportunities and keep our system moving toward the 21st Century.

• Our county has just renewed 21st Century Learning Community grants for Ashville Elementary School, Odenville Elementary School, Margaret Elementary School and Ragland High School. These grants provide personnel, training, and resources for schools which allows for them to offer before and after school as well as summer learning activities that otherwise would not be available.

• The Coordinator of Instruction and the District Instructional Team has selected a team of high school teachers from each core content area. This team is the SILT, Secondary Instructional Leader Team. This smallgroup collaboration, will determine instructional pacing guides and timelines. The central office will assist in monitoring pacing guide application.

• The District Instructional Team will coordinate their schedule to attend data meetings, to collaborate with faculties at all schools on unit theme tests, STI Assessments for K12 and Classworks (K12) a unique comprehensive, interactive learning system that is a combination of formative and summative assessments and AHSGE results.

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• The District Instructional Team will coordinate their schedule to collaboration with administrators and counselors at each school to assist in reorganizing schedules that will create more learning time for intervention classes for all grades reading and mathematics and AHSGE remediation.

• The District Instructional Team will research with the Special Education Coordinator resource materials that are in each school to determine the need for additional instructional materials, item specifications for reading, mathematics, science, social studies and language; products that address instruction and assessment with multiple choice, gridded, and openended items; leveled texts on every grade level; and mathematics manipulatives. The team will compile lists of needs from surveys and research, order, distribute, train and participate in walk throughs monitoring the use and effectiveness of instruction with the additional resources.

• The District Leadership Team will coordinate on site visits for teachers in schools that didn’t make AYP to schools that excel in utilizing research based reading and mathematics strategies.

Additional Resources: a. Handbook on Restructuring and Substantial School Improvement. 2007. Walberg, H. J., Ed.; Center on Innovation and Improvement;

Download from www.centerii.org b. The Turnaround Challenge: Why America’s best opportunity to dramatically improve student achievement lies in our worst performing

schools. Calkins, A. et al. 2007. Mass Insight Education and Research Institute. Download from www.massinsight.org c. Coaching for School Improvement: A guide for coaches and their supervisors. Laba, K. 2011. Center on Innovation and Improvement;

Download from www.centerii.org.

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Section IV b): • Describe strategies that the LEA will implement that have the greatest likelihood of increasing achievement in participating students. Include a

timeline that the LEA will follow to review school progress (e.g. ongoing review of data and assessing targeted benchmarks listed in each school improvement plan; consult stakeholders and outside experts such as SDE Regional School Improvement Coaches or university faculty; ensure schools have completed authentic needs assessments that address documented needs).

• Describe performance measures to be used to evaluate the effectiveness of these strategies. All schools will develop, implement and evaluate a Continuous Improvement Plan All schools will develop and implement a consistent (RTI) Response to Instruction process All schools implement frequent progress monitoring for all RTI students and complete and submit an action plan for all Tier III students LEA will monitor RTI and PST progress by using results of a variety of assessments and accountability test results All schools will utilize existing INOW technology to capture student information data as “high yield” indicators. This system will identify which students are ontrack to graduate and which students are off track to graduate and likely to dropout. The Problem Solving Teams will analyze Alabama Graduation tracking System (AGTS) reports and align interventions/resources that provide support for offtrack students. Attendance, behavior and course performance will be analyzed and monitored after first 20 days and quarterly. Goal setting will be implemented with students to utilize summative and formative assessment results and set learning goals toward meeting standards. LEA will provide wider and deeper guidance for data analysis in data meetings and professional development in all schools and participate in meetings and trainings using AHSGE, ARMT, STI Assessments, Classworks, DIBELS, Harcourt Theme Tests, end of the unit assessments. LEA will monitor and participate in goal setting and advisement meetings for students in all grade spans and measure using AHSGE results LEA will monitor vertical planning with improvements in accountability test results Data of student achievement will be analyzed quarterly by each school and at the district level to evaluate strategies that increased performance. LEA will make plans to address areas of concern with strategic training through LEA, Inservice centers and SDE or consultants.

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Section IV c):

• Describe the LEA’s role in supporting the implementation of professional learning related to academic needs and school safety, discipline, and culture identified in school plans. Include how the LEA will follow‐up and evaluate the effectiveness of professional learning opportunities. Note: LEAs in Improvement must address the professional learning needs of instructional staff by committing to set aside 10% off the top of its Title I allocation on the Set‐Aside Page in the e‐GAP Title I Consolidated Application (e.g. used for School Improvement Specialist, highquality structured mentoring, coaching training, etc.).

Describe performance measures to be used to evaluate the effectiveness of this activity The LEA provides a plethora of professional development opportunities for all district employees that are correlated to our needs assessment. Some of our LEA support includes but not limited to the following:

• All K12 content teachers will be trained to use Classworks, a systematic progress monitoring assessment. • Our district has written a grant in alignment with STI Assessment for STI Achievement Service. This grant gives us

support for all 17 schools targeting the most urgent first and foremost. This service provides us with a highly qualified consultant that conducts data meetings and embedded professional development throughout the year.

• The Coordinator of Instruction and the SIS will deliver Strategic Teaching, Response to Instruction and Student Engagement training system wide in collaboration with ARI Regional Coaches and STI Achievement Services.

• The Special Education Coordinator will provide trainings for special education teachers as well as general ed teachers on inclusion and coteaching including Reading 180 and other research based programs

• A District Leadership Team will be attending three trainings to assist in graduation tracking, truancy challenge and Operation Graduation and train Problem Solving Team chairpersons on the Alabama Graduation Tracking System

• Alternative Education, attendance, drop out and social enactment training for LEA and Community Partnerships • Teachers, administrators and LEA will attend Mega Conference sessions on Special Education, School Improvement,

RTI, Strategic Teaching and EL • Targeted high schools and middle schools will observe successful schools implementing Project Based Learning,

Power of I and High School That Work and Making Middle Schools Work/SREB • Targeted teachers will be trained on “How to Teach “Reading Across the Curriculum.” • The LEA supports the work of our ARI Literacy Partners and our Coordinator of Instruction with the Elementary

Reading Coaches. Together they plan and refine pacing guides for the reading program by reflecting on the routines and actions steps that were established last year to extend to 12th grade. The effectiveness of this professional learning will be evaluated by the classroom teachers, literacy partners, reading coaches, directors and the LEA by noting students’ increased reading proficiency.

• The LEA will work with our Inservice Center to provide trainings in areas that need improvement school wide and district wide.

All professional development training will be evaluated with a survey and data of student achievement will be analyzed for effectiveness of training to make decisions for future support.

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Section IV d):

• Identify the specific areas that caused the LEA to be unsuccessful in obtaining AYP or AMAOs. Refer to Section III, Part C2, and identify how schools are addressing these areas. Describe in detail how the LEA will support schools as they work toward specific measurable achievement goals and targets for each of the groups of students identified in the disaggregated data, and how progress will be incrementally measured.

Describe performance measures to be used to evaluate the effectiveness of LEA support strategies. Elementary ( K5)

• Reading in the Special Education subgroup • Reading for male subgroups • Poor Vocabulary (including testing vocabulary) • Lack of Nonfiction Reading selections • Lack of openended practice (ARMT+ practice) • Lack of understanding of item specs and testing blueprints • Lack of focus on working toward increasing our students to level III’s and IV’s by setting goals • Lack of systematic and research based assessments for Intervention with at risk and special education students • Lack of self monitoring, district monitoring, and embedded professional development

Middle (68)

• Reading in the Special Education subgroup • Identifying At Risk students and provide intervention • Reading in the male subgroup • Poor Vocabulary (including testing vocabulary) • Lack of Nonfiction Reading selections • Lack of openended practice (ARMT+ practice) • Lack of understanding of item specs and testing blueprints • Lack of focus on working toward increasing our students to level III’s and IV’s by setting goals • Lack of systematic and research based assessments for Intervention with at risk and special education students • Lack of self monitoring, district monitoring, and embedded professional development

High Schools (912)

• Reading in the Special Education subgroup • Lack of reading instruction in 912 grade • Reading in the All Student, White subgroup and Free and Reduced Lack of effective and targeted Remediation classes Lack of systematic benchmark assessment opportunities and data reporting to drive classroom instruction Inconsistent CIP schoolwide team Lack of Professional Development to train on specific reading strategies across the curriculum Evaluation including all faculty members in walkthrough teams, teacher academic binders, data meetings, and professional development implementation.

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The Alabama State Department of Educational Programs Division of Classroom Improvement provides training through state, regional, and district workshops regarding the development of Continuous Improvement Plans (CIPs), the monitoring procedures for CIPs, and the reflections and projections related to CIPs. The Regional School Improvement Coach (RSIC) works collaboratively with the LEA’s School Improvement Specialist (SIS) in each district. Following the training, modeling, monitoring, side by side experiences, the SIS is prepared to train principals and CIP teams from each school. The SDE continues support to the LEA throughout the year. The RSIC assists the SIS of each LEA in combining all the schools’ need within the CIPs and aligning with the district’s goals.

• The SDE will provide training to the LEA on analyzing and using assessment data effectively. This data is used to drive instruction and to provide specific timely interventions for nonmastery students.

• The LEA and SDE will provide training opportunities related to effective methods of instruction and scientifically research based strategies to strengthen core academic subject areas at all grade levels. This training, if implemented appropriately, will ensure academic achievement among student populations.

• The LEA and SDE will provide information for development and implementation of teacher mentoring programs and reviews the progress.

• The LEA and SDE will provide guidelines and a list of Supplemental Educational Service providers to the LEA and monitors these programs throughout the year.

• The LEA and SDE will make recommendations to schools about ways to improve the school culture and the rigor and relevance of core subjects.

• The LEA and SDE will provide training on College and Career Core Standards and Item Specifications • The LEA and SDE will provide professional development for faculties and oversight of school practices.

The LEA Instruction Team will work closely to fulfill all regulatory and compliance issues regarding school improvement (SI) including;

• Providing timely notification to school principals on their SI status as soon as information is released from the SDE and reviewed by the central office staff.

• Developing a stronger system of technical assistance and support to each School’s Improvement Team to develop and implement their school’s Continuous Improvement Plan. In addition, the team will help monitor the plans progress and to provide guidance or any additional support needed during regular intervals this year.

• Assisting all faculties in analyzing and revising their school budgets so that each school allocates its resources effectively. Additionally, the team will confer with faculties on the use of any other funds that may become available from the SDE.

• Supporting faculty members who, within reason, need to attend ongoing professional learning sessions aimed at improving student achievement and strengthening teaching strategies. The SDE may also require school CIP teams to attend relevant workshops. If so, these will be supported as well.

• Informing the general public about the school improvement status of our schools, what caused the schools to not make AYP, and what parents can do to support improvement efforts in schools.

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• Providing and making available any information to the public on each school’s annual individual performance profile for the previous school year.

• Provide ongoing training for Problem Solving Teams and RTI • Ensuring that all professional learning revolves around school improvement strategies. • Providing assistance with curriculum alignment and pacing guides the system will develop and schools to implement. • Making sure funds are available for school choice and/or supplemental services as necessary. • Providing funding for extended learning opportunities for students focusing on encouraging students not meeting

challenging state standards to attend regularly.

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Section IV e). • Describe how the LEA will oversee the fundamental teaching and learning needs in all schools including an analysis of why the LEA’s prior

strategies for improvement did not bring about increased student academic achievement. • Describe performance measures to be used to evaluate the effectiveness of LEA oversight activities.

All teachers will use data and standards to drive strategic instruction for all students. All schools will develop and implement a consistent (RTI) Response to Instruction process. All schools implement frequent progress monitoring for all RTI students and complete and submit an action plan for all Tier III students. Goal setting with students to utilize summative and formative assessment results and set learning goals toward meeting standards. Advise students about academic decisions and monitor academic achievement and attendance, guide students through the secondary school process, leading to graduation and looking ahead to career/college options, foster communication between the home and school and among members of the school community. Cohesiveness between feeder schools to improve student achievement with vertical planning and successful student transitions will result in better results. LEA will provide wider and deeper guidance for data analysis in data meetings and professional development in all schools and participate in meetings and trainings. LEA will provide wider and deeper strategic teaching training and measure accountability test results. LEA will monitor RTI and PST progress by using results of a variety of assessments and accountability test results. LEA will monitor and participate in goal setting and advisement meetings for students in all grade spans and measure using AHSGE results. LEA will monitor vertical planning with improvements in accountability test results. The Regional Coach will meet monthly with the LEA (SIS) to evaluate data of school and system as well as implementation of CIPs through walkthroughs. Self reflection, correction and assigned explicit training in areas of concern will be required. LEA is on the PEPE full evaluation cycle by Superintendent. Student Achievement and School Improvement measures the effectiveness of LEA effectiveness.

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Section IV f). • Describe how the LEA will incorporate before‐ and/or after‐school activities, additional learning during the summer, and/or during an extension of the school

year. Include specific activities intended to strengthen learning opportunities most likely to assist in bringing all groups to proficiency in reading and mathematics such as additional tutoring, summer school, parental involvement, or other. (Optional for Did Not Make AYP)

• Describe performance measures to be used to evaluate the effectiveness of these strategies. The LEA supports schools in their efforts to provide extra academic assistance in programs in the following ways:

• The LEA budgets the High Hopes funds for after school and summer tutoring which is used for preparation of the AHSGE. • The LEA provides summer school annually for students to make up courses. • The LEA will assist the high school in providing remediation courses for students that have not successful passes the ASHGE.

Using the High Hopes Grant to pay salary and provide materials, schedules will be adjusted to allow core/resource teachers to teach the review course. The administrator/and Testing Coordinator will supervise the review process and facilitate to increase the passing rate of the students in the ASHGE review courses to judge effectiveness.

The LEA has written 21st Century Grants for four elementary schools this year. These grants provide after school activities anprovides opportunities for academic enrichment, including the provision of tutorial services to help students, to meet state anlocal academic achievement standards in core subjects such as reading and mathematics, science, and language.

Offer students a broad array of additional services, programs, and activities that are designed to reinforce and complement thregular academic program of participating students.

Offer families of students served by community learning centers opportunities for literacy and related educationdevelopment. The community learning center will develop and nurture the potential for parents or guardians to assist instructing their children and to support their children’s school success.

• The LEA uses APEX, an online curriculum, for high school students that are in danger of dropping out, behind in credits multiple grade levels behind. This online feature provides extended hour opportunities and can be done at home or school.

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Section IV g). • Specify how the LEA will adhere to the fiscal requirements in NCLB section 1120A. Confirm with SDE staff how the SDE will, if asked, provide

technical assistance. Section 1116(c), paragraph 9, states that the SDE may be called upon to provide assistance to better enable the LEA to develop and implement this LIP and to work with schools needing improvement. N/A for Did Not Make AYP.

• Describe performance measures to be used to evaluate the effectiveness of the technical assistance provided. Dr. Beth Thompson, St. Clair County’s SI Regional Coach, supports the LEA School Improvement Coordinator (SIS) as she supports the system to build capacity in areas of need as requested. Dr. Thompson will be working with the LEA SIS in assisting MHS, OIS, and OES to implement their CIP including, setting up evidence boxes and training on the College and Career Readiness Standards. She will be training our teachers on discovering more effective teaching methods through School Assistance Meeting (SAMs) trainings. 10% set aside from Title I budget (SDE) toward Professional Development for Special Education and General Ed teachers working with at risk students Reading………………………………………………………………………………………$113,000.00 SREB/Making Middle Schools Works and High Schools That WorkSDE Mega ConferenceSDE AGTS/Early Warning/Operation GraduationSDE Alternative/Attendance/Dropout and Social Interactions Curriculum and Instruction WebX StrategiesSDE RTI/Problem Solving TeamsSDE Power of “I”SREB Project based LearningBuck Horn Institute Reading 180Scientific Based Research (SRB)At Risk Reading Program The State Department/Federal Programs/and Grants provide opportunities and technical assistance to St. Clair County in the following areas which directly enables the LEA to provide implementation of personnel and programs for school and district improvement. (3) EL Teachers (foundation) These teachers are key in our EL subgroup student success……..………….……$185,000.00 (6)Classroom Reduction TeachersTitle II.………………………………………………………………………………………….…….$300,000.00 (4)Office of School Readiness PreK Teachers and (4) Assistant Teachers………………………………………..……….$316,000.00 EL Professional Development………………………………………………………………………………………..……………………….……$18,500.00 High Hopes……………………………………………………………………………………………………………..……………………………….…..$59,946.00 At Risk ……………………………………..……………………………………………………………………………….……………………………….$220,929.00

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Children First……………………….…………………………………………………………………………………………………………………….….$97,067.00 STI Achievement Services Grant……………………………………………………………………………………………………..……………..$50,000.00 21 Century Grant (4 x $125,000.00)…………………………………………………………………………………………………………..;.$500,000.00 The following assessments and online curriculum are being provided by the LEA with technical assistance and data to implement goals, strategies and action steps for school and district improvement. These assessments and curriculum will be used to measure the effectiveness of strategies put into place by individual schools and as a district. STI Assessments (benchmark assessments)……………………………………………………………………………………………….…$60,000.00 Classworks(progress monitoring/RTI)………………………………………………………….…………………………………………… $100,000.00 APEX (online curriculum for At Risk Students)…………………………………………………………………………..………………… $30,000.00

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Section IV h). Identify strategies that the LEA will implement to promote effective parental involvement in schools. Include plans for involving parents in the joint development of the Parent Involvement Plan and the process of school review and improvement under Section 1116. Provide details on how the LEA will support schools in planning and implementing parent involvement activities to improve student academic achievement. Describe how the LEA will involve parents in conducting an annual evaluation and analysis of the effectiveness of the parent involvement activities. St. Clair County Schools has or will implement the following strategies to promote effective parental involvement in schools:

• District website • School websites • School Cast for attendance warnings, school closings, or emergency messages • District & School Newsletters • School Board Meetings • INOW Home for all schools so parents can access student grades and attendance • Teacher web pages offer current information about assignments, powerpoints, test dates, etc.. • Parent meetings held after hours • Parent/Community/Stakeholder Surveys • Email • Marquees • Open House Events • School Activities Calendars • Local Print Media coverage of school/district activities • Television/Radio Media • Message Boards – (flat screens in the school lobbies detailing school events, activities, student honors) • Phone calls from teachers, administrators about student progress • Notes from teachers and administrators about student progress or activities • Progress Reports and Report Cards • Letters to parents regarding pass/fail AHSGE • Parent participation on CIP, Accreditation, EL committees etc. • Home Visits • Systemwide social media (facebook, twitter) • Superintendent’s Blog & Newsletters

The St. Clair County Board of Education employs with Title I money a part time Parent Involvement Director. The director coordinates with our Title I Schools with Parent involvement at Open Houses, Family Reading Nights, PTO and other activities. The director conducts surveys and uses the information to drive training sessions and resource purchases. The LEA distributes and recognizes October as Parent Month and holds schools accountable for holding conferences and Open Houses. The SCC Board of Education requires that teachers meet or make the attempt to meet with each parent at least twice a year to discuss student’s progress.

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Section IV h).

• Identify strategies that the LEA will implement to promote effective parental involvement in schools. Include plans for involving parents in the joint development of the Parent Involvement Plan and the process of school review and improvement under Section 1116. Provide details on how the LEA will support schools in planning and implementing parent involvement activities to improve student academic achievement. Describe how the LEA will involve parents in conducting an annual evaluation and analysis of the effectiveness of the parent involvement activities. (Optional, for Not Making AYP)

• Describe performance measures to be used to evaluate the effectiveness of these strategies.

Develop a professional development plan based on scientifically based research to improve the specific program or method of instruction provided to ELLs. Section (3122) (b) (2) Accountability

WHAT WEAKNESS OR NEED

IDENTIFIED IN ENGLISH LANGUAGE PROFICIENCY

GOALS WILL THE PROFESSIONAL LEARNING ADDRESS?

WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED?

WHEN WILL THE SESSION BE DELIVERED?

(Please list dates of future PD sessions, not those that have already taken place.)

WHAT ARE THE EXPECTED

OUTCOMES OF PROFESSIONAL LEARNING?

(Following the professional learning, how will academic or cultural challenges be impacted – what does it look like?)

HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR

SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO

SHOW EFFECTIVE INTEGRATION OF STRATEGIES?

WHAT ARE THE FUNDING SOURCES,

ESTIMATED EXPENSES, AND

PROPOSED NAMES OF CONSULTANTS OR ENTITIES? Example: Title II,

$....00 Dr. Verry Goode

HOW/BY WHAT MEANS /USING WHAT RESOURCES WILL THE EFFECTIVENESS

OF STRATEGIES BE EVALUATED BY THE LEA?

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Additional Requirements for LEAs Identified for Improvement Date of the Public Release of Data for this year ‐ August 1, 2011. In order to complete the requirements for notifying all parents and families, the LEA should mail a letter to every student in every school in the LEA announcing the LEA status giving the reasons for the identification and how parents can participate in improving student achievement. The SDE has examples LEA may use.

• NCLB Section 1116(c)(6) Requirement for LEAs identified for improvement for AMOs only

“The State educational agency shall promptly provide to the parents (in a format and to the extent

practicable, in a language the parents can understand) of each student enrolled in a school served by a

local educational agency identified for improvement the results of the review under paragraph (1) and, if

the agency is identified for improvement, the reasons for that identification and how parents can

participate in upgrading the quality of the local educational agency.”*

Title III Section 3302(b) Requirement for LEAs not making AMAOs only

“The LEA must provide written notice about the school’s status to parents of each student identified for

participation in such program, or participating in such program, of failure not later than 30 days after

being notified that AMAOs were not met.”

*Post the LEA Improvement Plan and a scanned copy of the superintendent’s letter to students in the school system (dated and signed) in the LEA’s Document Library in eGAP.

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