TABLE OF CONTENTS - PC\|MACimages.pcmac.org/Uploads/MCPSS/MobileCounty/Divi… · Web viewThe CNA...

$: TABLE OF CONTENTS - PC\|MACimages.pcmac.org/Uploads/MCPSS/MobileCounty/Divi… · Web viewThe CNA includes data pertaining to student achievement (PreK12), perception data, teacher$
Mobile County Public School System

District Accreditation Standards Assessment Report

2012

INTERIM SUPERINTENDENT Martha Peek

BOARD OF SCHOOL COMMISSIONERS Dr. Reginald Crenshaw

Dr. Judy StoutDr. William Foster

Reverend Levon ManzieKen Megginson

Table of Contents

Table of Contents

Table of Contents i

Glossary v

AdvancED Steering Committee Members viii

MCPSS Organizational Chart xvi

Part I: MCPSS District Profile

History and Demographics 1Central Office Leadership 5

Part II: Student Characteristics

Student Population 6Special Education 6Scholarships 7Homeless Education 7Continuous Improvement Process 8Intervention Programs 8Evening Options and Diploma Plus 10Freshman Academy 10Helping Families 11Pre-Kindergarten 11Academics 12Closing the Gap 13Strategic Planning Process 15Key Objectives Over Next 3 to 5 Years 16Strategies and Activities Being 17 Implemented to Achieve Target Objectives A Comparison of Academic Progress 19Testing and Data Collection 20End of Quarter Tests 20Other Local Assessments 22

Mobile County Public School System Standards Assessment Report Page i

Table of Contents

Metrics Used by MCPSS 23Additional Indicators 23Additional Educational Assistance 23Major Challenges 24MCPSS Accountability 24Documentation of Process 25Continuous Improvement Focus Areas 27Federal and Special Programs 28Counseling Initiative 28Parental and Community Support 29Parental Involvement 31Community Support 32Mobile Career Technical Education 35

Implementation Plan Student Count / By School and Ethnicity 38AYP Four Year Longitudinal Study 43Alabama Reading and Mathematics Test 2011 47Science Assessment 53Alabama High School Graduation Exam 57Funding 58

Part II: Performance Standards

Standard 1 – Vision and Purpose 60Indicators Evidence 61Focus Questions 63Focus Question 1 63Focus Question 2 66Focus Question 3 68Focus Question 4 69Standard 1- Overall Assessment 70

Standard 2 – Governance and Leadership 70Indicators 71Indicators Evidence 72Focus Questions 76Focus Question 1 76Focus Question 2 80Focus Question 3 82Focus Question 4 84Standard 2 – Overall Assessment 90

Mobile County Public School System Standards Assessment Report Page ii

Table of Contents

Standard 3 – Teaching and Learning 91Indicators 91Indicators Evidence 92Focus Questions 95Focus Question 1 95Focus Question 2 98

Focus Question 3 118

Focus Question 4 129Standard 3 – Overall Assessment 133

Standard 4 – Documenting and Using Results 133Indicators 134

Indicators Evidence 135Focus Questions 139Focus Question 1 139Focus Question 2 143


Focus Question 4 147 Standard 4 – Overall Assessment 150

Standard 5 – Resources and Support Systems 150Indicators 151Indicators Evidence 152Focus Questions 158Focus Question 1 158Focus Question 2 164


Standard 5 – Overall Assessment 186

Standard 6 – Stakeholder Communications 186 and Relationships

Indicators 187Indicators Evidence 187Focus Questions 190Focus Question 1 190

Mobile County Public School System Standards Assessment Report Page iii

Table of Contents



Standard 7 – Commitment to Continuous Improvement 201Indicators 202Indicators Evidence 202Focus Questions 206Focus Question 1 206Focus Question 2 216

Focus Question 3 221Focus Question 4 226


Part III: Quality Assurance Methods

Focus Questions 230Focus Question 1 230Focus Question 2 231


Part IV: Conclusion Focus Questions 239Focus Question 1 239Focus Question 2 242


Mobile County Public School System Standards Assessment Report Page iv

Table of Contents

Mobile County Public School System Standards Assessment Report Page v

Glossary of Terms

Glossary of Terms

AAA Alabama Alternate Assessment An alternate assessment given to students with IQs of 55 or less

ACOS Alabama Course of Study

AHSGE Alabama High School Graduation Examination An Alabama State Department of Education mandated- math, science, language, reading, and social studies assessments given to students in grades 10 through 12, requiring passage of all parts for graduation.

ALSDE Alabama State Department of EducationAlabama State Department of Education, Montgomery, Alabama

AMSTI Alabama Math, Science and Technology InitiativeAn initiative designed to ensure that upon graduation students are proficient in math and technology and knowledgeable in science.

AP Advanced PlacementCollege-level coursed offered to high school students through a contract with the College Board.

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

ARMT Alabama Reading and Math TestAn ALSDE- mandated criterion-referenced assessment for students in grades 5, 7, and 10 to determine knowledge of content in science from the Alabama Course of Study Standards.

AYP Adequate Yearly ProgressAn annual measure of progress based upon measurable objectives for academic

Mobile County Public School System Standards Assessment Report Page vi

Glossary of Terms

indicators.

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

DIBELS Dynamic Indicators of Basic Early Literacy SkillsAn indicator of reading development for students in grades K-4

EGAP Electronic Grant Application ProgramAn online Federal Programs consolidated application that encompasses Special Education, Career and Technical Education, Safe and Drug Free Education, and Technology Initiatives. The application allows school systems to submit applications, develop plans, request funding and provide expenditure reports over the Internet.

ELL English Language LearnersIndividuals for whom English is not their native language

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

ESL English as a Second LanguageA designation for students lacking proficiency in the English language and the program for providing assistance to meet their needs.

I-Now Information NowThe software program utilized throughout the State of Alabama to maintain grades, attendance, discipline, professional development, and other types of data.

LEA Local Education AgencyThe Mobile County Public School System

Mobile County Public School System Standards Assessment Report Page vii

Glossary of Terms

MAEF Mobile Area Education FoundationA publicly funded educational foundation which works with the Mobile County Public School System to strengthen public education in Mobile County.

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

PEPE Professional Educators Personnel Evaluation SystemA system of instruments used to evaluate professional educators within the State of Alabama.

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

Phase II MCPSS Alternative Placement ProgramA program designed to remove students experiencing serious disciplinary problems from the regular school environment to continue their academic program.

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

SAT-10 Stanford Achievement Test, Tenth EditionA norm referenced assessment administered previously administered to students in grades 3-8 to measure proficiency in content areas. The last administration for the Mobile County Public School System was in 2011.

SES Supplemental Educational ServicesAdditional services available from school improvement funds to schools not meeting AYP.

Mobile County Public School System Standards Assessment Report Page viii

District Committees

District CommitteesDr. Carolyn Lee Taylor, Internal FacilitatorDr. Agnes Smith, AdvancED Consultant

District Steering Committee

Martha Peek Interim Superintendent, Co-Chair Central Office

Marilyn Pace Magnet and World Languages Supervisor Central Office

Belinda Roberts Staff Development Coordinator Central Office

Gloria Glenn School Improvement Specialist Central Office

Lynn Huey Talents Unlimited Coordinator Central Office

Lowell Eudy Assistant Principal Semmes Middle School Semmes Middle School

Elizabeth Little Elementary Science Supervisor Central Office

Tracy Jay ESL and 504 Coordinator Central Office

Pam Adams Principal Castlen Elementary School Castlen Elementary School

Marilyn Howell Elementary Reading Supervisor Central Office

Helen Miles Middle School Coordinator Central Office

Antoinette Worsham Secondary Coordinator Central Office

Standards Assessment Report (SAR)Standard 1: Vision and Purpose Committee Members

Committee Member Position

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

Marlon Firle Principal B. C. Rain High School

Jeremiah Newell Director Evening Educational Options Program

Mobile County Public School System Standards Assessment Report Page ix

District Committees

Antionette Worsham Coordinator of Secondary Education Curriculum and Instruction

Carolyn Akers Chief Executive Officer Mobile Area Education Foundation

Lisa Williams Principal Booth Elementary School

Lynn Huey Talents Coordinator Curriculum and Instruction

Denita Reed Accountability Analyst Curriculum and Instruction

Thomas Campbell Principal North Mobile Middle School

Nancy Pierce Supervisor Office of Communication

Marilyn Pace Supervisor Magnet School Program

Marty Carrell President Mobile County Council PTA

Standard 2 – Governance and Leadership: Committee Members


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

Jeremiah Newell Director Evening Educational Options Program

Antionette Worsham Coordinator of Secondary Education Curriculum and Instruction

Carolyn Akers Chief Executive Officer Mobile Area Education Foundation

Lisa Williams Principal Booth Elementary School

Lynn Huey Talents Coordinator Curriculum and Instruction

Denita Reed Accountability Analyst Curriculum and Instruction

Thomas Campbell Principal North Mobile Middle School

Nancy Pierce Supervisor Office of Communication

Marilyn Pace Supervisor Magnet School Program

Marty Carrell President Mobile County Council PTA

Dean Hayes Dean College of Education University of South Alabama

Mobile County Public School System Standards Assessment Report Page x

District Committees

Standard 3 - Teaching and Learning Committee Members:


Dr. Carolyn Lee Taylor Assistant Superintendent Curriculum and Instruction

Dr. Agnes Smith Associate Professor, University of South Alabama Department of Leadership

Marilyn Pace Magnet/World Languages Supervisor

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

Donald Crabtree J.R.O.T.C. Supervisor

Nancy Thompson Fine Arts Supervisor

Toni Worsham Secondary Coordinator and English/Language Arts Supervisor

Helen Miles Middle School Coordinator and Secondary Math Supervisor

Christine Nassar Secondary Science Supervisor

Nate Smith Secondary Social Studies

Marilyn Howell Elementary Reading/Language Supervisor

Elizabeth "Libby" Little Elementary Science/Social Studies Supervisor

Laura Hittson Elementary Math Resource Teacher

Susan Jordan Elementary Math Resource Teacher

Denita Reed Statistician

Steve Boykin Career Technical Supervisor

Dr. Sheila Martin Executive Director Special Programs

Thomas Reed Principal Bryant Vocational School

Larry Mouton Executive Director of Career Technical Education

Carol Walker Parent

Tony Black Parent

Santie Jordan Community Volunteer

Mobile County Public School System Standards Assessment Report Page xi

District Committees

Gina Gregory

Dr. Phillip Feldman

Mobile City Commission

Associate Dean College of Education University of South Alabama

Standard 4- Documenting and Using Results Committee Members:


Phaedra Fox Assistant Superintendent PK-12

Dr. Lynda Carroll Assistant Superintendent PK-12

Karen Mohr Assistant Superintendent PK-12

Denita Reed Accountability Analyst

Clem Richardson Principal – Baker High School

Sonya Floyd Principal – Chastang Middle School

Doug Estle Principal – Bryant High School

Richard Dickson Principal – Citronelle High School

Dianne McWain Principal – Clark-Shaw Magnet School

Iesha Williams Principal – Holloway Elementary School

Ashtiny Cleveland Principal – Allentown Elementary School

Jacquelyn Zeigler Principal – Mary B. Austin Elementary School

Marva Carter Principal – Morningside Elementary School

Randy Campbell Principal – North Mobile Middle School

Dr. Susan Smith Principal – Meadowlake Elementary School

Marcelete Stewart

JaaDaa Holcombe

Principal – Robbins Elementary School

Principal – Whitley Elementary School

Michelle Manzy Principal – Eichold-Mertz Elementary

Dr. Hilder P. Wilson RAMP UP Program Director, MAEF/MCPSS

Dr. Rhonda Neal Waltman Adjunct Instructor - University of South Alabama

Mobile County Public School System Standards Assessment Report Page xii

District Committees

Standard 5- Resource and Support Systems Committee Members:

Committee Members Position

Terrence Mixon Executive Director Student Support Services

Alvin Dailey, Jr. Personnel Administrator

Anne Heitman Technology Resource Teacher Technology

Anthony Gatewood Resource Officer Security Department

Bonnie Hebert Assistant Principal Denton Middle School

Bryan Hack Executive Manager Human Resources

Clem Richardson Principal Baker High School

Curt Belson Supervisor of Attendances

Denise Riemer Social Worker Student Support Services

Elizabeth Jeffries Mentor for the Drexel Program

Gabriel Lambert Counselor Leflore High School

Howard Crow Supervisor General Accounting

James Gill Principal Causey Middle School

Jerome Woods Principal Blount High School

John D. Powell Administrator Personnel

Lori Zirlott Comptroller Business Operations

Marilyn Pace Supervisor Magnet Program

Marlon Firle Principal Rain High School

Mary Montgomery RN Health Services

Mobile County Public School System Standards Assessment Report Page xiii

District Committees

Michael Hudson Internal Auditor Local School Accounting Supervisor

Michelle D. White Coordinator Instructional Technology

Misty Sullivan Route Specialist Transportation Services

Patrick Mitchell Coordinator Transportation

Rachael Davis Coordinator At Risk Program

Rebecca M. Elmore Supervisor Guidance Services and Attendance Records

Sandra Morris Statistician Students Services

Sherry Horton Accountant

Dr. Suzanne Crist Principal Dodge Elementary School

Susan Smith Principal Meadowlake Elementary School

Suzanne Yates Director Child Nutrition Program

Tim Dollar Principal Wilmer Elementary School

Tracy Jay Coordinator ELL/Migrant Education

Vickie Davidson Registrar Citronelle High School

Dr. Wanda Hannon Supervisor Health & Social Services

William B. Duffy, Jr. Director Security

Standard 6 - Stakeholder Communications and Relationships: Committee Members

Committee Members PositionNancy Pierce Communications Supervisor

Marcie McNeal Communications Assistant

Belinda Roberts Professional Development Coordinator

Tracy Mathis Technology Web Support Specialist

Vickie Price Student Services Homeless Education Clerk

Mobile County Public School System Standards Assessment Report Page xiv

District Committees

Chandra Scott Mobile Area Education Association Representative

Lynn Garner Teacher Representative

Marty Carrell Mobile County PTA President

Paula Reese Federal Programs Parenting Coordinator

Standard 7: Commitment to Continuous Improvement Committee Members


Linda Gibbs Federal Programs Manager- Committee Chairperson

Reginald Eggleston Assistant Superintendent

Karen Howard, Chair Staff Development Specialist

Sharon Anderson Semmes Elementary, Principal

Timesha Dumas Psychological Services, Psychometrist

Marilyn Howell Curriculum & Instruction, Elementary Supervisor

Barbara ThompsonFederal & Special Programs, Non Public Schools Improvement Specialist

Jenny Rey ESL Resource Teacher

Treba Young eGAP Manager

Helen Miles Middle School Coordinator

Kathy Sullivan Special Ed Resource Teacher

Lynda Carroll Assistant Superintendent

Cassandra Daffin School Improvement Specialist

Jan Nix Exceptional Education Specialist

Jacinda Hollins Math Teacher

Maggie Rivers Community Representative

Susan Robertson School Improvement Specialist

Stephanie Danzy School Improvement Specialist

Martha Peek Deputy Superintendent

Brenda Morgan Parent

Mobile County Public School System Standards Assessment Report Page xv

District Committees

Quality Assurance Committee Members


Martha Peek Interim Superintendent

Dr. Carolyn Lee Taylor Assistant Superintendent Curriculum and instruction

Marilyn Pace Magnet and World Languages Supervisor

Lynn Huey Talents Unlimited Coordinator

Toni Worsham Secondary Education Coordinator


Elizabeth Little Science Supervisor


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

Conclusion Committee Members


Martha Peek Interim Superintendent

Dr. Carolyn Lee Taylor Assistant Superintendent Curriculum and instruction

Marilyn Pace Magnet and World Languages Supervisor

Lynn Huey Talents Unlimited Coordinator

Toni Worsham Secondary Education Coordinator


Elizabeth Little Science Supervisor


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

Mobile County Public School System Standards Assessment Report Page xvi

Organizational Chart

Mobile County Public School SystemOrganizational Chart- Fiscal Year 2010-2011

Mobile County Public School System Standards Assessment Report Page xvii

Mobile County Board of School Commissioners Board

Attorney

Superintendent

Director Safety and Security

Supervisor Public

Relations

Executive Manager Facilities

Executive Manager

Information Services

Executive Manager Human

Resources

Executive Manager Student Support Services

Deputy

Superintendent

Chief Financial Officer

Assistant Superintendent Curriculum &

Instruction

Assistant Superintendents Academic Affairs

Executive Director Career Technical Education

Executive Director Special

Programs

Assistant Superintendent

Federal and Special

Programs

Coordinator

Purchasing

Comptroller

Manager Logistics

Director Food

Services

Budget

MissionVision

Core Values

Strategic PlanTargets for ActionImplementation

Strategies

Academic PlanCurriculum &

Instruction

Continuous Improvement Plans

Continuous System & School Improvement

School Services & Support

Data Driven Instruction

Increased Academic Achievement

Balanced Scorecard

Accountability Communication

Assessment

Community Engagement

Mobile County Public School SystemStrategic Planning Process

Strategic Plan

Mobile County Public School System Standards Assessment Report Page xviii



Part I

MCPSS DISTRICT PROFILE

District Profile

An Introduction to the Mobile County Public School System

History and Demographics:

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

1826 when Barton Academy was named for Willoughby Barton, an Alabama state

legislator, who introduced an act that created the Board of School Commissioners of

Mobile County. This act created the first education board in Alabama. An act in 1846

allowed for taxes to be collected for establishment of a free Methodist school by the

commission. The building opened as a public school in November 1852 under a second

commission and served as a public school until 1970 when MCPSS central offices

moved into the building.

MCPSS moved to its current location at One Magnum Pass in 2007 to allow the

consolidation of all school system divisions into a single, modern, business complex to

better meet the needs of the system. The move placed the Central Office near the

geographical center of Mobile County.

Mobile County Public School System Standards Assessment Report Page 1

District Profile

MCPSS, whose mission is “to graduate citizens who are literate, responsible and

committed to learning over a life time”, is the oldest and largest Alabama school system.

MCPSS covers over 1,644 square miles, comparable to the state of Rhode Island. The

county has a population of 415,704 located in 11 incorporated cities with a public school

enrollment of over 62,000. MCPSS serves urban, suburban, and rural areas. It is the

largest school system in Alabama and the 56th largest school system in the United

States.

MCPSS is governed by a five-member Board of School Commissioners elected by

constituents of the system every 6 years on a staggered schedule in a November

general election each serving a 6 year term. MCPSS has a Superintendent that

oversees daily operations of the system and carries out policies set by the Board. The

school board is responsible for the operation of the Mobile County's public schools in

accordance with Alabama State Department of Education regulations. The school board

is also responsible for upholding and assisting MCPSS’ educational mission. The board

of school commissioners oversees an annual budget of $670,000,000 and supports

pathways to academic success where a vision of


“.....a System where a variety of

academic and career success are available for

students; where adults consistently work in a

collaborative school culture to improve

student learning; where educators willingly

http://www.mcpss.com/?PN=AboutUs

District Profile

accept responsibility for the academic success of each student; and where all students

become life-long learners confident in their ability to succeed in a global society

following high school”.

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

Census Bureau, Mobile County’s population has increased by only 3.3% since 2000

from 399,843 to 412,962. MCPSS’ system population however reflects a slight decrease

in enrollment from 64,747 in 2005 to 62,432 in 2010. The median income in Mobile

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

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

12.5 percent of the population was 65 years and older. Of the population, 82.1 percent

are high school graduates with 19.7 percent holding a bachelors degree or higher.

In the 2010 fiscal school year, MCPSS served over 62,000 students in 95 schools with a

per pupil expenditure of $8,649. The schools include 55 elementary schools (including 3

magnet schools), 19 middle schools (including 3 magnet schools), 13 high schools

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

technical centers.

A significant challenge to the system has been the need for capital improvements. The

system maintains over 98 public school buildings. In 1997 MCPSS began an extensive


District Profile

building program that included 1 high school, three middle schools, and several new

elementary schools. In 2009 bond projects included major renovation and additions to

eight schools. The 2010 Qualified School Construction Bonds (QSCB-Stimulus money

from the Federal Government) provided funds to construct a new special needs school

and two new elementary schools. Two projects are under design and one began

construction in August 2011. Qualified Zone Academy Bonds (QZAB-bonded by the

state to be used for district renovation projects) include renovation at four elementary

schools. Design began in June 2011 with renovation immediately following.

MCPSS is currently the largest employer in the state of Alabama with over 8,282

employees according to the Alabama Department of Labor. The district has a total of 42

teachers who do not meet highly qualified requirements under the guidelines

established by No Child Left Behind Act (NCLB). A plan for each teacher, who does not

meet HQ requirements, has been developed that outlines actions that will be taken to

ensure that the teacher becomes highly qualified in a timely manner. Principals and

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

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

highly qualified.

MCPSS has 56 teachers who have achieved National Board Certification. The skills,

knowledge, and certification of Mobile County teachers helps support the delivery of

relevant and engaging instruction in classrooms.


District Profile

Central Office Leadership:

The MCPSS Central Office leadership is a hierarchy designed to be responsive to the

needs of students, to channel resources to meet needs, and to monitor academic

implementation and results. Many Central Office employees do more than one job and

are fluid in roles and responsibilities.


Mobile County Public School SystemDistrict Accreditation

Standards Assessment Report

Student Characteristics

District Profile

Student Population:

MCPSS’ student population closely mirrors the population of the county. The total

enrollment reflects an ethnic background of 50% Black, 44% White, 2% Asian Pacific,

and 4% other. A total of 51% of students are male, while 49% are female. The 2010

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

English is spoken in the home. MCPSS currently supports 1,265 students speaking 56

languages in the English as a Second Language Program. Seventy-two percent of

MCPSS students receive free or reduced lunch. Ninety-seven percent of MCPSS

schools are Title I schools, defined by 40% of students receiving free or reduced lunch.

Special Education:

The Special Education Department promotes opportunities for gifted (5,089 students)

and disabled students (7,335 students) to participate in educational activities designed

to help each student achieve maximum potential. A full range of services, meeting the

needs of all identified and placed disabled students (Pre-K-12), is offered in schools

throughout MCPSS. Disabilities recognized by the State of Alabama and MCPSS

include autism (210 students), deaf-blindness (48 students), developmental delay (499

students), emotional disturbance (95 students), hearing impaired (86 students), mental

retardation (499 students), multiple disabilities (109 students), orthopedic impaired (71

students), other health impaired (844 students), specific learning disabilities (3,250

students), speech and language impaired (1,600 students), traumatic brain injury (13

students), and visual impaired (59 students).


District Profile

Scholarships:

The total value of scholarship offers to the class of 2011 was over $98,000,000. This

total included awards in academics, athletics, leadership, military and performing arts.

Eighty-six percent of MCPSS graduating students reported positive career experiences

and postsecondary placement in the workforce.

Homeless Education:

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

County, MCPSS’ student homeless population is high. Due to the Gulf Oil Spill last year,

those numbers are even higher. In 2010-2011, 4,166 (6.4%) of MCPSS students were

deemed homeless by the definition set forth in the McKinney-Vento Act. These students

lived in the following situations; shelters, doubled up with friends or family, unsheltered

(cars/campgrounds, etc.), hotel/motel, unaccompanied youth (parents left or forced to

leave home), and emergency permission to enroll (parents incarcerated, gone, DHR

removal). Through the Department of Student Services, MCPSS’ Homeless Education

Program strives to assure that homeless children and youth are given an opportunity to

receive an education commensurate with that of children and youth who are not

homeless.


District Profile

Continuous Improvement Process:

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

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

Each school has formed a CIP team, comprised of teacher leaders, administrators,

parents, and other constituents. This team is responsible for reviewing data, school

culture, and other variables to formulate plans for continuous school improvement. The

CIP teams meet at least two times per year.

Intervention Programs:

MCPSS has implemented several intervention programs to identify struggling students

and provide additional support needed to help them succeed. Teachers use progress

monitoring and analyze student data to drive instructional practices, The district also

uses the Pyramid of Intervention, Response to Instruction and/or Intervention (RtI),

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

Reading Street®, Language!®, Voyager Reading®, Voyager Math®, and tutoring

programs to help struggling students be successful.

A 2011-2012 initiative for MCPSS is the use of universal screening of all students to

identify students in need of intervention. An essential component of RtI, universal

screening of all students enables educators to establish an academic and behavioral

baseline and to identify learners who need additional support. Instructional decisions

can then be made based on the screening results to improve learner outcomes.

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


District Profile

differentiate their instruction and/or provide early intervening services so that students

can be assisted before they fall too far behind. Universal screening is a type of

assessment that is characterized by the administration of quick, low-cost, repeatable

testing of age-appropriate skills to all students.

To determine the effectiveness of curriculum, instruction, and school organization, and

to determine students’ level of proficiency in essential academic areas, schools

administer screenings to all students, three times a year. Screening data are organized

in a format that allows for the inspection of both group performance and individual

student performance on specific skills.

The information derived from universal screening provides two useful pieces of

information. First, it shows how functional the core curriculum and instruction are in the

school. In MCPSS’s Pyramid of Intervention, a multi-tiered model of school support,

about 80% of all students in the school should be showing adequate progress using a

particular curricular element or program. If more than 20% of the students are not

making acceptable gains in an area, the school must improve the manner in which the

curriculum is delivered to the students.

Secondly, universal screening identifies those students who are not making acceptable

progress in the core curriculum. Provided that 80% or more are making adequate


District Profile

progress in the foundational curriculum, those who are not require additional

intervention, either in small groups or on an individual basis.

Evening Options and Diploma Plus:

MCPSS’ Evening Options and Diploma Plus programs are designed to prevent at-risk

high school students from dropping out of school. Students are referred for enrollment

through counselors and administrators from their home-based high school. Evening

Options (E-OP) and Diploma Plus programs offer settings where at-risk students stay in

school and enjoy success because they are accepted, encouraged, and valued.

Because of the many ingredients and facets of these programs, students feel ownership

of the program, develop pride in their work, and develop responsibility for themselves

and their actions. Students work at their own pace for progressive performance.

Students cannot graduate early, but by working hard, they can make up lost time and

get back "on track" with their graduating class. Students can graduate from high school

with job skills that will help them succeed in a career. Three components of the E-OP

are academics, life skills, and career technical education.

Freshman Academy:

MCPSS high schools have implemented Freshman Academy. This freshman orientation

course is designed to assist freshman students in making the academic and social

transition from the middle school team approach to the open approach of high school.


District Profile

Students review a range of skills necessary for academic and social success and are

exposed to a variety of elective disciplines. Students receive individualized academic

planning with their teacher/advisor using Career Cruising, spend time with a peer

mentor, have opportunities to hear guest speakers, acquire leadership skills, improve

study skills, practice test taking skills, and review advanced reading and writing skills.

Helping Families Initiative:

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

The district attorney and a team of social service professionals draw upon community

agencies to provide resources and support to at-risk families, particularly those that

have been referred to the juvenile court’s Early Warning Truancy Program due to

truancy or conduct issues. The program's goal is to help provide resources for these

families, such as family and individual counseling, parent education classes, substance

abuse assessments, and after school therapeutic programs for students. Due to

cooperation of community agencies involved with HFI, resources and information has

been provided to reduce the number of other at-risk-students and families referred to

courts. In this respect, HFI is also a proactive response for at-risk students.

Pre-Kindergarten:

MCPSS’ Pre-K program is funded through Title I federal funds and provides early

academic intervention. The system currently has 49 Pre-K classrooms serving students

in lower income areas.


District Profile

Academics

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

Program. A total of 171 AP classes were offered in 2010 with each high school offering

at least 1 AP class and some offering as many as 11 AP classes. In addition, honors

classes are offered in many middle schools as preparation for future AP enrollment.

Also, by using in-system distance learning and ACCESS distance learning classes,

students have the opportunity to take classes that may not be available at a local school

site. MCPSS also has a dual enrollment-dual credit agreement with two postsecondary

schools.

MCPSS sponsors numerous events to showcase the academic and fine arts abilities of

the students. Those events include the New Horizon Scholar's Bowl, Science Fair,

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

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

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

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


Laboratory based science classes begin in elementary

school and are the basis for science education

through-out MCPSS science curriculum.

District Profile

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

Choir, and the Driver’s Education Rodeo.

MCPSS students are encouraged to live up to their full potential, both in the classroom

and by participating in various arts and extracurricular activities. Student athletes excel

in both the classroom and on the field earning regional and state recognition. MCPSS

also offers a variety of fine arts programs including band, strings, chorus, art, and drama

which give students the opportunity to develop and refine their talents.

Closing the GAP:

MCPSS has been very effective in implementing programs, actions, and procedures to

help close the gap between sub groups in the student population. Some of these are as

follows:

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

Department of Education for 2010 and has had the majority of schools

designated as Torchbearer Schools by the Alabama State Department of

Education since the program’s origination in 2004.

Free and reduced lunch and majority and minority students are all making

significant progress.

Strategic Plan was updated to reflect 21st Century goals and will be revised with

the hiring of a new superintendent in 2012.


District Profile

Involvement of Mobile Area Educational Foundation (Yes, We Can) to help

support tax renewals and to write grants to operate the Evening Options

Program.

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

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

Continuous Learning Center.

High School Graduation Initiative Grant for $9,000,000 was received to

restructure Rain High School and Pillans Middle School.

Passage of the ad valorem tax renewal referendum.

CORRE-Mayor’s Grant was received to implement major high school

improvements.

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

Model.

Advanced Placement enrollment was expanded to 2,500 students.

IB Program was expanded to 3 schools.

Four Blue Ribbon Schools of Excellence awards were received by district

schools in 3 years.

Collaboration with University of South Alabama supported Project Cruise.

Drexel Program was used to provide additional teachers in critical needs areas of

math and science.

MCPSS adopted First Choice Diploma requirements.


MissionVision

Core Values

Strategic PlanTargets for ActionImplementation

Strategies

Academic PlanCurriculum & Instruction

School Continuous Improvement Plans

Continuous System & School Improvement

School Services & SupportData Driven Instruction

Increased Academic Achievement

Balanced ScorecardAccountability Communication

Assessment

Community Engagement

Mobile County Public School SystemStrategic Planning Process

District Profile

MCPSS administers Explore/Plan test to eighth and tenth grade students to

provide baseline data on college readiness.

Strategic Planning Process:

In 2007 MCPSS underwent a strategic planning process. The purpose of this process was to

develop the mission and vision of MCPSS and determine the direction of the school system for

future years. As a part of this process, MCPSS hired the Annenberg Foundation to conduct an

independent evaluation of all aspects of the system. From data supplied from this evaluation, a

long and thorough process was followed to develop a Strategic Plan of Action. Community

stakeholders as well as system personnel helped to align the school system with stakeholder


District Profile

expectations. The MCPSS Strategic Plan was developed for the years of 2008-2013 and will be

revisited in 2013 for re-evaluation and adjustments.

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

Identify money to continue and sustain programs and initiatives in the middle of a

budget shortfall of $30,000,000

Create a data warehouse to collect, manage, and disaggregate data to be easily

accessed for current and future needs

Implement increased State of Alabama graduation requirements

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

school

Provide quality career technical classes

Implement a career technical academy with 21st Century learning

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

school to learn

Train teachers to use new technology and programs effectively in classroom

instruction

Train and retain effective administrators to be excellent instructional leaders in

schools

Hire and retain highly qualified teachers especially in the areas of math, science,

foreign languages, and special education


District Profile

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

in classrooms

Increase rigor at all levels of instruction in all classrooms

Provide multiple pathways to graduation for students

Expand the number of magnet schools to offer more students educational

options and quality instruction

Provide equitable course offerings to all students throughout the system

Offer students a minimum of 2 years of a foreign language

Focus all resources on the greatest areas of need

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

Provide materials and labs to teach science, math, and foreign languages to the

required level of rigor as indicated by the Alabama Courses of Study

Strategies and Activities Being Implemented to Achieve Target Objectives

MCPSS will continue to use the following strategies and activities:

Monitor the CIP of all schools at quarterly reviews

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

system teachers

Provide aligned and rigorous curriculum to teachers

Monitor curriculum and instruction through on-site classroom visits


District Profile

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

Conduct numerous recruiting fairs to locate and recruit HQ teachers

Encourage teachers to become National Board Certified

Use Drexel grant to provide additional math and science teachers

Implement system criterion reference tests as formative assessments

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

need of support

Offer extended learning time for students in need

Mentor new teachers to reduce attrition

Offer new teacher orientation and support throughout the year

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

continue

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

Instruction training in targeted schools

Expand distance learning to provide more equitable course offerings to smaller

schools in the system and to supplement instruction when an HQ teacher is

unavailable

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

A Comparison of Academic Progress:

Comparative Measurements 2000-2004


District Profile

Number of IB high school diplomas earned 2000-2004 = 64

2005-2010 = 109

Number of Students taking Foreign Language courses

3,871 6,212

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

782 927

Number of Students earning Calculus Credits in High School

220 281

Number of Scholarship dollars offered to graduates

$17,929,927 $86,695,299

Number of National Blue Ribbon Schools 0 5

Number of National Board Certified teachers 5 46

Number of Students completing EPIC Pre-Engineering Program

0

Started program in 2008

116

Number of Pre-K Classrooms in System 78 94

Number of K-12 Students enrolled in Fine Arts courses

6,432 10,137

Number of Students enrolled in Dual Enrollment courses

146 219

Number of Students enrolled in AP courses 1,405 6,280

Number of AP course offered 83 171

Number of Students enrolled in Career Tech courses

1708 2961

Number of Torchbearer schools 2004 – 2010

Start of

14

Fourteen


District Profile

Program different schools have been recognized, some several times since program began in 2004.

Number of Nationally recognized Principals 0 3

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

21 2,635

Testing and Data Collection:

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

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

Alabama High School Graduation Examination

Alabama Reading and Mathematics Test Plus (ARMT+)

Alabama Alternate Assessment

ACCESS for English Language Learners (ELLs)

EXPLORE®

End of Quarter Tests:


District Profile

In addition to required state assessments, MCPSS utilizes End of Quarter Tests (EQT)

as an academic formative indicator to measure progress for the district. The EQTs

contain questions relating to objectives that have been taught during a quarter for a

specific course. The EQTs are administered according to an MCPSS county-wide

schedule at the end of each quarter. Students in kindergarten through grade five are

tested in the areas of reading and mathematics. The elementary science EQT is

administered in grades four though five.

Students in grades six through twelve take EQTs in language arts, mathematics,

science, social studies, some fine art courses, and Junior Reserve Officer Training Corp

(JROTC). In grades kindergarten through grade 3, the EQT counts 10 percent of the

quarter average. In grades four through twelve, the EQT counts as 20 percent of the

quarter average. The schools and test administrators are required to follow a strict test

security policy. The EQT results are used to improve student achievement by the

following:

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

need intervention

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

Provide principals with specific assessment information about specific courses in their

schools

Provide Central Office staff with information regarding curriculum development and

revisions

Provide administrators with information needed to develop appropriate staff

development opportunities


District Profile

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

objectives

Provide formative assessments for teachers

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

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

Benchmark and compare proficiency of similar schools

Provide a standardized objective score for all students across the district on the same

assessment to help ensure equity of instruction

Other Local Assessments:

Advanced Placement® exams – MCPSS students enrolled in any AP course are required

to take the AP test for that course. The district pays for a maximum of two AP tests for

every student.

PLAN® exam – The PLAN® exam is a test taken in the sophomore year as an indicator of

future academic success on the American College Test (ACT).

Dynamic Indicators of Basic Early Literacy Skills (DIBELS®) – DIBELS is a set of

procedures and measures for assessing acquisition of early literacy skills from

kindergarten through second grade. They are designed to be short (one minute) fluency

measures used to regularly monitor development of early literacy and reading skills.

Universal Screening® – Universal Screening® is a customized learning path for each

student through a proven assessment, prescription, instruction, and reporting framework.

WorkKeys®- The WorkKeys® assessment system is a comprehensive system for

measuring, communicating, and improving the common skills required for


District Profile

success in the workplace. It allows skills to be quantitatively assessed in both

individual persons and in actual jobs.

Benchmark Assessments- Elementary benchmark assessments are

administered in mathematics and reading to determine skill mastery.

Metrics Used by MCPSS to Measure Progress Toward Target Objectives:

CIP Quarterly Reviews

Criterion Reference Tests

State Reviews

State System Report Cards

Disaggregated data

Additional Indicators:

MCPSS utilizes Minimum Assessment Targets or proficiency levels established by the

system. A school dashboard is used to record and compare state and local goals. In

addition to accountability data and EQT data, information such as percentage of

parent-teacher-student conferences conducted, suspension rate, and attendance by

faculty and students are included. Each quarter applicable data is updated.

Additional Educational Assistance:


District Profile

All MCPSS schools offer additional academic assistance to students. Extended day

through before and after school programs, extended year or summer school programs,

and Fifth-Block intervention allow extra time to provide additional assistance to students

to help them meet required performance standards. Students are identified for

additional academic or behavior intervention through local schools’ Pupil Support Team

(PST) meetings.

Major Challenges:

Rising Annual Measurable Objectives (AMO) requirements

Finances

Parental Involvement

HQ math, science, and special education teachers

Drop out rate

Four-year graduation rate

Achievement levels in middle schools

Adequate technology

MCPSS Accountability:


District Profile

In 2010-2011 MCPSS’ accountability scores declined due to rising AMOs required by

No Child Left Behind. As a district, MCPSS made Adequate Yearly Progress (AYP), but

the special education subgroup and graduation rate were identified as areas needing

improvement. Seventy of ninety-five schools (74%) met AYP and twenty-five schools

(26%) did not meet AYP.

Documentation of Process:

The planning process used each year for the MCPSS Title I program begins with a

review of data with the system's Federal Programs Advisory Committee. The Advisory

Committee includes community stakeholders, parents, regular program, and special

education teachers, counselors, and administrators. The Federal Programs Advisory

Committee meets twice each year.

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

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

(PreK-12), perception data, teacher qualifications, and the evaluation of various

programs that have been implemented throughout the year.

Participants are encouraged to speak freely and to make suggestions for improvement

or revision of the Title I plan. They are invited to offer constructive criticisms that are

pertinent to the instructional program in MCPSS. At the end of the second meeting,

feedback on current school year Title I activities is solicited. The committee is


District Profile

encouraged to make recommendations for program changes for the next school year.

The evaluations and suggestions are included in a plus/delta format. A "plus" indicates

that the district is performing well in that particular area, while a "delta" means an

adjustment or improvement is needed. All deltas require a recommendation or

suggestion that will assist with improving the area of focus.

After the Title I plan is reviewed and concerns are addressed, the plan is submitted to

the superintendent and the federal programs director for approval. If further discussion

is required, an additional meeting is scheduled to provide clarity.

In addition, each school develops an electronic Continuous Improvement Plan (CIP)

with the assistance of Academic Affairs assistant superintendents, Federal Programs

school improvement specialists, Curriculum and Instruction curriculum supervisors and

resource teachers, and Special Programs personnel. Each school’s ClP is submitted to

the Federal Programs Office, signed by the superintendent, approved by the Board of

School Commissioners, published to the Internet, and a copy kept on file. A copy is

maintained at the school and is available to parents and the general public for review

upon request.

Academic AffairsContinuous Improvement


District Profile

Focus Areas

Federal and Special Programs:


Learning Culture and Climate

Vision-Mission-BeliefsEvident High Expectations

RelationshipsInstructional Focus and Leadership

School Operations and ManagementLearning Environment

AttendanceBehavior/Discipline

RigorousPre-K-12 Curriculum

Continuous ImprovementData Driven

CIP ImplementationCycle of Instruction

Focus on Achievement GapsSpecial Education

ELL

Response to Instruction

Strategic Goal

All students will graduate having completed a

rigorous curriculum that prepares them for full

participation in the work force and further formal

education.

Academic Achievement

Graduation Rate Increase

School Level & Grade Level Transition

Multiple Pathways to Graduation

Postsecondary & Career Readiness

Assessment Accountability

AYP Status

Grading

Student Success Rate

Formative Assessments

Summative AssessmentsPST

Quality, Sustained Professional Development

Data Driven

Needs Based

System

School

Feeder Patterns

District Profile

MCPSS serves eighty-four (84) Title I schools across the district. All of the Title I

schools operate as school-wide programs. In addition, the district operates a Just 4

developmental laboratory for four-year olds. Title I set-aside funds to support the lab.

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

The purpose of the Title I, Part A is to ensure that all children have a fair, equal, and

significant opportunity to obtain a high-quality education, and reach, at a minimum,

proficiency on state academic achievement standards and state academic

assessments. The use of data and data driven processes assist with early identification

of students experiencing academic difficulties and provide instructional assistance to

help these students. Funds in a Title I program are used to supplement the regular

educational program already offered by the system and may not be used to provide

services that are otherwise required by law to be made available to children.

Counseling Initiative:

MCPSS contracts with Education Trust to provide on-going professional development

to ensure sustainability of the School Counseling Initiative. The continuation of

professional development, endorsed by counselors and the Counselor's Advisory

Council, provides on-site training, coaching, and mentoring to support a data-driven

counseling program initiated in years one and two with ARRA funds. Additional

professional development built a cadre of MCPSS counselor leaders trained to sustain

the standards-based counseling model. Technical assistance for all counselors


District Profile

continues as they implement this data-driven, feeder-pattern collaboration with the goal

being college and career readiness for all students.

Parental and Community Support:

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

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

following:

MCPSS Messenger- an electronic newsletter, highlighting the MCPSS success

stories. It is distributed weekly and system-wide to employees and community

members during the school calendar year.

Website News Blogs- are current news stories published on the school system

website and archived on the Communications Department’s web page.

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

Network that airs monthly on Comcast Port City 6 and Media Com Channel 70. It

highlights news stories about MCPSS.

MCPSS This Week- is a weekly “What's Happening” digital video message

announcing special events or programs around the school system.

Homeroom- is an interview show that provides school related information and

features school system employees and community members. It is shown on

video and also airs on the radio.

MCPSS on the Move- is a 3 to 5 minute news program that covers classroom

and school activities hosted by MCPSS’ talented high school students.


District Profile

Notify Me- is a notification service sent through email or text form where

registered parents, employees, and community members receive school system

electronic messages and announcements.

School Messenger- is a parent, staff, and community notification system by

recorded phone message.

Digital Media System® (DMS) - is a digital signage, filtered through monitors

located on every campus, which display school announcements, school shows,

and news.

Live video and recorded Internet streaming is provided through the MCPSS video

portal and is used to broadcast school programs, events, and Board meetings.

This service allows anyone around the world to watch via the Internet. This

communication is extremely popular at the end of the school year when high

school graduations are broadcast.

Face book®

Twitter®

You Tube®

Departmental web pages

Parental Involvement:


District Profile

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

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

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

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

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

Plan. All Title I schools conduct a survey each year to aid in determining needs of

parents as related to helping students achieve academic success. MCPSS is in

compliance with all federal monitoring requirements. The system also collaborates with

the Alabama State Department of Education (ALSDE), the Mobile Housing Board,

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

Mobile, and Home Instruction for Parents of Preschool Youngsters (HIPPY) to provide

training for parent workshops and faith-based community organizations, and to

coordinate community resources that are available to parents.

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

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

Parents Teacher Organizations (PTO), with various clubs, and with booster

organizations. Parent University, Parent Planner, and the District Parent Advisory

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

MCPSS issues. Many schools have parent organizers or parent program managers,

who play a key role in communication between home and school.


District Profile

Community Support:

Parents and community leaders also play an important role in ensuring that MCPSS

schools are adequately funded. Local funding accounted for 2.4% of the 2009-10

budget. The system currently benefits from 29.5 mills of ad valorem tax. In March of

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

$55,000,000 for MCPSS. The system also benefits from the countywide collection of a

one-half percent sales tax. Local funding has enabled the district to build new schools,

expand academic program offerings, and keep class sizes reasonable.

MCPSS has established extremely strong partnerships with local businesses and

industries. In 2010, the Partners in Education Program, a collaborative effort between

MAEF and MCPSS had 1,061 active business partners. The partnerships yielded 3,626

volunteers donating over 9,423 hours of time to MCPSS schools. The economic impact

of monetary and in-kind donations was $1,362,500. Elected officials at the city, county,

and state show tremendous support by providing financial contributions and resources

to MCPSS as well as to individual projects at local schools.

The Career and Technical Education Program has developed partnerships with many

local businesses. Alabama Power, Austal Marine, WESCO Welding, and the Mobile

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

Career Technical Program. These companies provide the school system with valuable


District Profile

insight into workforce development issues as well as create job opportunities for

students to gain practical, real-world experience. A comprehensive Workforce

Development Plan and a Career and Technical Education Plan are in place to guide

students to a successful career path beginning with career exploration in elementary

school.

MCPSS enjoys a very good relationship with local chambers of commerce. There are

six chambers of commerce that operate within Mobile County and five that are served

by MCPSS: the Mobile Area, Dauphin Island, Tillman’s Corner, Bayou La Batre, and

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

Commerce (MACC), and the MCPSS School Commissioners are also invited to the

monthly meetings of the Chamber.

MAEF is a strong advocate of the MCPSS. MAEF is a nonprofit organization dedicated

to improving local public schools. MAEF works with, but is independent of the MCPSS.

Many initiatives between MCPSS and MAEF are in place to strengthen MCPSS’

academic program. Engaging Youth in Engineering (EYE), Evening Educational Options

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

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

MAEF also supported the Yes We Can campaign that culminated in the successful

renewal of an important tax referendum by the local community in 2011.


District Profile

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

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

MCPSS superintendent, members of the Mobile Area Chamber of Commerce, along

with other community stakeholders join the MAEF to form the Education Commission.

This Commission, during regular meetings, collaborates in creating a successful

transition for students from Pre-K through Grade 12, to postsecondary, and then into the

workforce. The superintendent also serves on the South Alabama Research and In-

service Center's (SARIC) board. SARIC provides professional development

opportunities for teachers and administrators. SARIC also provides support for the first

year and novice teachers in the MCPSS. The Instructional Leader Advisory Council,

comprised of leaders from the MCPSS and USA, provides a venue to develop potential

school administrators. This program provides resident, aspiring school leaders

opportunities to work alongside current school leaders as they participate in required

graduate-level course work. MCPSS is currently collaborating with the University of

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

technical opportunities.

Mobile County Career and Technical Education Implementation Plan:

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

Income statistics for Mobile County are well below national averages, while statistics on


District Profile

poverty in the community exceed national averages. As the coastal community

employment needs and career opportunities increase, the supply of skilled workers

needed in Mobile County is not expected to keep pace with demand.

Career and Technical Education (CTE) is a skills based, applied learning program that

contributes to academic knowledge, problem solving, employability, occupational

specific life skills, and work attitudes through organized educational programs of

sequenced courses. These courses are based on the State Board of Education

approved CTE courses of study and provide technical skills and academic knowledge

necessary for success in current or emerging employment sectors and preparation for

further education.

The MCPSS Workforce Development Plan is a comprehensive program beginning in

Pre-K and continuing through postsecondary preparation. Implementation of the plan

requires coordination of services available in the school system and support from

community partners. Each division in MCPSS is an integral part in assuring that each

student develops skills needed to obtain a high demand / high wage career.

MCPSS has the biggest CTE program in the state with nearly two times the number of

programs as the next-to-largest system. In 2011 CTE had 21,914 student enrollments

(Students may take more than one class per year). MCPSS offers 13 technical dual


District Profile

enrollment programs: Auto Body, Business Ed., Welding, Pipe Fitting, Diesel

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

Engineering, Electronics, and Process Maintenance.

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

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

Communications, Business Management and Administration, Education and Training,

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

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

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

Mathematics, and Transportation - Distribution and Logistics. Each cluster contains a

variety of career pathways and supporting courses.

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

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

Pathways and finally resolve to POS. These plans of study are developed with the

teacher using the Career Cruising program or other traditional resources. Once

selected, the POS can be identified in the Career Cruising program and will

electronically populate with completed courses and identify the required high school

courses to follow the desired career path.


District Profile

Student Count / By School and Ethnicity

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


District Profile

► Elementary Schools

School Location Asian Black HispanicMulti Racial

Pacific Islander

American Indian / Alaskan Native White Total

Allentown Semmes 8 86 26 12 1 1 687 821Austin Mobile 11 264 2 8 1 0 200 486

Belsaw-Mount Vernon Mt. Vernon 0 227 0 3 0 5 18 253Booth Bayou La Batre 101 65 16 8 0 0 383 573Brazier Brazier 0 260 0 2 0 0 1 263Breitling Grand Bay 6 46 19 1 0 3 512 587Burroughs Theodore 5 255 7 8 0 2 125 402Calcedeaver Mt. Vernon 0 0 0 1 2 204 31 238Castlen Grand Bay 9 54 11 3 0 1 439 517

Chickasaw Magnet Chickasaw 7 199 0 4 0 0 176 386

Collier

Unincorporated / Mobile County 27 196 33 7 1 5 680 949

Collins-Rhodes Mobile 2 751 2 8 0 0 41 804

Council Traditional Magnet Mobile 12 328 7 8 0 3 250 608Craighead Mobile 0 492 1 0 0 0 1 494Dauphin Island Dauphin Island 0 0 0 0 0 1 81 82Davis Theodore 16 96 13 12 1 1 384 523

Dawes Intermediate


Dickson Mobile 30 440 30 6 0 0 403 909Dixon Irvington 54 43 12 3 0 1 327 440Dodge Mobile 30 435 44 19 2 2 473 1005Eichold-Mertz Mobile 11 724 15 3 0 0 36 789Fonde Mobile 40 567 28 9 0 3 50 697Forest Hill Mobile 2 442 0 1 0 1 13 459Gilliard Mobile 4 573 24 2 0 2 98 703Grant Prichard 0 383 0 1 0 0 0 384

GriggsTillman's Corner 9 106 32 9 6 3 531 696

Hall Mobile 0 534 0 0 0 0 6 540Hamilton Chickasaw 1 314 5 3 0 0 94 417Haskew Theodore 9 45 16 6 0 2 521 599


District Profile

Hollinger's Island

Hollinger's Island 3 24 5 3 2 0 310 347

Holloway Mobile 3 670 2 0 0 0 2 677Howard Mobile 0 499 0 0 0 0 0 499

Hutchens


Indian Springs Eight Mile 1 215 4 0 0 3 196 419

Lee Intermediate Satsuma 2 46 5 0 0 5 361 419Lee Primary Satsuma 3 55 6 6 0 3 309 382Leinkauf Mobile 1 427 2 1 0 0 16 447Maryvale Mobile 0 466 1 2 0 0 5 474

McDavid-Jones Citronelle 5 171 10 1 0 47 764 998

Meadowlake


Morningside Mobile 4 368 4 0 0 0 10 386

O'Rourke


Old Shell Road Magnet Mobile 5 197 8 5 0 3 172 390Orchard Mobile 3 375 12 1 0 0 41 432Robbins Prichard 0 416 0 1 0 0 0 417Semmes Semmes 5 26 3 4 0 4 513 555Shepard Mobile 18 268 9 8 0 1 150 454Spencer Mobile 0 312 1 0 0 0 1 314St. Elmo St. Elmo 61 107 16 3 0 0 250 437

Tanner Williams Wilmer 0 14 3 2 0 0 319 338Turner Wilmer 0 14 6 1 0 2 538 561Westlawn Mobile 17 386 26 7 0 0 39 475Whitley Prichard 0 319 0 0 0 0 1 320Will Mobile 7 472 6 0 0 0 28 513Wilmer Wilmer 0 23 24 6 1 4 488 546TOTAL 647 14329 562 232 19 316 12795 28900

►Middle Schools


Pacific Islander


Alba Bayou La Batre 84 90 6 3 0 5 461 649


District Profile

Burns Mobile 16 519 16 4 1 2 437 995

Calloway-Smith Mobile 1 768 2 1 0 0 0 772

Causey

Unincorporated/ Mobile County 39 415 31 10 1 7 949 1452

Chastang Mobile 1 542 1 0 0 0 23 567

Clark-Shaw Magnet Mobile 18 348 13 1 0 4 373 757Denton Mobile 33 661 27 1 1 0 50 773Dunbar Mobile 9 291 16 2 0 2 220 540Eanes Mobile 4 414 0 0 0 0 6 424Grand Bay Grand Bay 15 95 22 6 0 6 666 810Hankins Theodore 25 275 27 5 3 9 629 973Lott Citronelle 1 89 1 1 0 99 343 534

Mobile County Training Prichard 0 239 0 0 0 0 0 239

North Mobile County Satsuma 1 229 3 0 0 12 310 555

Phillips Preparatory Magnet Mobile 34 378 20 7 0 2 395 836Pillans Mobile 3 539 9 1 0 0 20 572Scarbrough Mobile 2 459 6 1 0 0 22 490Semmes Semmes 13 358 34 4 1 10 1279 1699Washington Prichard 0 330 0 0 0 0 3 333TOTAL: 299 7039 234 47 7 158 6186 13970

► High Schools


Pacific Islander


Baker


Blount Eight Mile 1 1194 2 0 0 3 9 1209Bryant Bayou La Batre 150 199 34 1 0 3 1249 1636Citronelle Citronelle 2 192 5 0 0 149 438 786Davidson Mobile 108 1028 55 4 1 3 380 1579

LeFlore School Magnet Mobile 0 914 1 1 0 1 5 922Montgomery Semmes 12 285 29 5 0 15 1592 1938Murphy Mobile 58 1533 26 4 1 2 642 2266


District Profile

Satsuma Satsuma 1 122 4 0 0 7 555 689Rain Mobile 3 650 11 0 0 3 26 693Theodore Theodore 60 404 32 1 0 17 1254 1768Vigor Prichard 0 804 0 0 0 0 5 809Williamson Mobile 0 770 1 0 0 4 7 782TOTAL 456 8772 259 27 2 216 7657 17389

►Special Schools

School Location Asian BlackHispani

cMulti

Racial

Pacific Island

er

American

Indian / Alaskan Native White Total

Continuous Learning Center Mobile 1 51 0 0 0 0 17 69Phase II Alternative Mobile 0 77 0 0 0 0 19 96Easter Seals - Special Needs Mobile 0 4 1 0 0 0 9 14Evans- Special Needs Mobile 4 162 1 0 0 0 95 262Evening Options- Alternative Mobile 1 115 1 1 0 1 42 161Just 4 Development Center Mobile 0 333 0 1 0 0 4 338Mobile County Public Schools Pre-K Mobile 2 162 1 8 0 1 160 334Mobile Mental Health Center - Special Needs

Mobile 0 27 2 0 0 0 19 48

Regional School for Deaf and Blind - Special Needs

Mobile 1 29 5 0 0 1 29 65

Residential Facilities - Special Needs Mobile 0 17 646 1 0 0 22 686The Pathway - Alternative Mobile 1 75 0 0 0 1 21 98Special Services Schools -

Mobile 1 28 1 1 0 0 180 211


District Profile

Special Needs

TOTAL 11 1,080 658 12 0 4 617 2,382

SYSTEM-WIDE TOTALS: 1,41331,22

0 1,713 318 28 69427,25

5 62,641

AYP 4-Year Longitudinal Study (Status Reports)

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

AYP Status for :

Based on 2007-2008

2008-09

Based on 2008-2009

2009-10

Based on 2009-2010

2010-11

Based on 2010-2011

2011-12

# of Goals Met 37/37 37/37 35/37 37/37

Overall Status (Made AYP / Did Not Make AYP)

Made AYP Made AYP Did Not

Make AYP

Made AYP


District Profile

Reading Proficiency Status (Made AYP/Did Not Make AYP)

Made AYP Made AYP Did Not Make AYP

Made AYP

All Students 16.31 13.65 9.77 7.94

Special Ed -6.31 (SH) -8.90 (2%) -10.82 (No) -7.62 (SH)

American Indian/Alaskan Native 18.60 14.28 9.23 8.57

Asian Pacific Islander 19.21 17.50 12.86 9.09

Black 13.66 11.44 7.77 6.48

Hispanic 16.88 12.86 11.95 8.80

White 19.01 15.96 11.82 9.44

Limited English Proficient 16.53 13.67 9.05 6.28

Free/Reduced Meals 14.90 12.29 8.66 7.02

Math Proficiency Status(Made AYP / Did Not Make AYP)


Made AYP

All Students 21.79 18.65 14.26 11.30

Special Ed -0.04 (CI) -4.16 (2%) -5.59 (No) -2.41 (SH)



Black 18.26 15.22 11.41 9.44

Hispanic 21.69 18.06 15.01 12.02

White 25.29 22.22 17.16 13.18



AAI Status(Made AYP/Did Not Make AYP)

Made AYP Made AYP Made AYP Made AYP

Attendance or Graduation Rate 97% 97% 96% 97%

Reading (All Students) % Participation

99% 99% 99% 99%

Math (All Students)% Participation

99% 99% 99% 99%

AYP 4-Year Longitudinal Study (Status Reports)


District Profile

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

AYP Status for :

Based on 2007-2008

2008-09

Based on 2008-2009

2009-10

Based on 2009-2010

2010-11

Based on 2010-2011

2011-12

# of Goals Met 37/37 37/37 36/37 36/37

Overall Status (Made AYP/Did Not Make AYP)


Did Not Make AYP

Reading Proficiency Status (Made AYP/Did Not Make AYP)


Made AYP

All Students 19.84 18.07 11.34 7.53

Special Ed -7.95 (2%) -7.54 (2%) -15.46 (No) -13.05 (SH)



Black 16.43 14.96 7.46 3.87

Hispanic 19.30 18.19 12.67 9.10

White 23.54 21.39 15.25 11.46



Math Proficiency Status(Made AYP/Did Not Make AYP)

Made AYP Made AYP Made AYP Did Not Make AYP

All Students 31.66 28.57 20.86 12.44

Special Ed 8.87 5.67 -2.89 (UA) -7.17 (No)



Black 27.71 24.54 16.12 7.42

Hispanic 33.22 29.16 23.07 16.87

White 35.67 32.67 25.65 17.55




District Profile

AAI Status (Made AYP/Did Not Make AYP)

Made AYP Made AYP Made AYP Made AYP

Attendance or Graduation Rate 96% 96% 96% 96%

Reading (All Students)% Participation

99% 99% 99% 98%

Math (All Students)% Participation

98% 99% 98% 98%

AYP 4-Year Longitudinal Study

(Status Reports)

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

AYP 4-Year Longitudinal Study

(Status Reports)

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

AYP Status for :

Based on 2007-2008

2008-09

Based on 2008-2009

2009-10

Based on 2009-2010

2010-11

Based on 2010-2011

2011-12

# of Goals Met 35/37 28/29 30/33 25/31

Overall Status (Made AYP/Did Not Make AYP)

Did Not Make AYP Did Not Make AYP Did Not Make AYP

Did Not Make AYP

Reading Proficiency Status

(Made AYP/Did Not Make AYP)

Did Not Make AYP Did Not Make AYP Did Not Make AYP

Did Not Make AYP

All Students 3.64 4.49 1.72 -0.84 (UA)

Special Ed -40.26 (No) -39.70 (No) -39.00 (No) -27.98 (No)

American Indian/Alaskan Native 2.89 -0.29 (N/A) 1.32 -7.00

Asian Pacific Islander 2.95 6.61 -0.31 0.50

Black -0.02 (CI) 2.54 0.18 -2.75 (No)

Hispanic 9.65 5.46 -1.24 -5.54 (CI)


District Profile

White 7.36 6.36 3.48 1.44

Limited English Proficient -7.28 (CI) 1.18 (N/A) -14.47 (No) -21.51

Free/Reduced Meals -0.26 (CI) 1.79 -0.59 -3.16 (No)

Math Proficiency Status


Did Not Make AYP Made AYP Did Not Make AYP

Did Not Make AYP

All Students 13.63 14.64 9.69 6.77

Special Ed -25.54 (No) -22.31 (SH) -25.11 (No) -20.82 (No)

American Indian/Alaskan Native 13.00 17.29 (N/A) 8.32 2.33


Black 10.35 12.96 8.10 5.49

Hispanic 13.22 18.12 11.88 5.49

White 16.86 15.88 10.95 8.08

Limited English Proficient 11.30 15.31 (N/A) 9.51 -0.17


AAI Status


Made AYP Made AYP Made AYP Did Not Make AYP

Graduation Rate 87% (IM) 88% (IM) 88% (IM) 87% (No)

Reading (All Students) % Participation

99% 99% 98% 99%

Math (All Students) % Participation 99% 99% 98% 99%

Alabama Reading and Math Test 2011 (Alabama Department of Education Website, 10/20/11: www.alsde.edu)


District Profile


District Profile

Elementary Science Assessment

Elementary Schools Meeting Proficiency 2008 2009 2010 2011

Hutchens 89 93 92 Primary

Council 99 99 100 100

Dauphin Island 100 100 100 100

Calcedeaver 97 84 94 100

Belsaw-Mt. Vernon 83 86 91 100

Clark-Shaw 98 99 98 99

Breitling 90 82 94 99

Hollinger's Island 96 93 92 98

Howard 72 76 55 98

Haskew 76 89 99 97

Collier 86 91 97 97

Griggs 86 94 97 97

St. Elmo 90 94 95 97

Spencer 75 66 89 97

Hall 99 98 100 96

Semmes Elem. 87 81 95 96

Dunbar 83 79 98 95

Meadowlake 88 90 98 95

Nan Gray Davis 97 94 95 95

Booth 94 96 93 95

Austin 90 93 89 94

Dodge 91 94 98 93


District Profile

Dawes Intermediate 93

Orchard 61 62 93 92

E.R. Dickson 88 92 90 92

O'Rourke 74 85 93 91

Dixon 76 85 92 91

McDavid-Jones 93 77 92 91

Tanner-Williams 76 84 92 91

Allentown 81 81 88 91

Shepard 81 78 86 91

Will 75 71 81 91

Turner 95 99 96 90

Holloway 69 85 87 90

Gilliard 57 70 90 89

Indian Springs 84 80 85 88

Castlen 75 81 81 87

MCPSS 76 78 85 87

Elementary Schools Not Meeting Science Proficiency 2008 2009 2010 2011

Wilmer 83 87 83 85

Brazier 27 55 85 84

Lee Intermediate 81 74 81 82

Leinkauf 71 61 66 81

Robbins 65 74 87 80

Burroughs 86 82 75 77

Whitley 52 74 65 75


District Profile

Grant 39 36 45 75

Craighead 48 43 67 72

Collins-Rhodes 69 59 71

Morningside 54 84 83 68

Eichold-Mertz 53 64 66 68

Hamilton 45 36 47 66

Fonde 61 68 72 64

Forest Hill 75 82 57 64

Westlawn 67 58 79 54

Maryvale 54 76 75 52

Mobile Mental Health 16

Regional School 0


District Profile

Middle School Alabama Science Assessment

Middle Schools Meeting Proficiency 2008 2009 2010 2011

Phillips 100 100 100 100

Clark-Shaw 95 100 98 94

Belsaw-Mt. Vernon 56 96 64 89

Dunbar 97 97 92 87

Causey 72 80 83 86

Calloway-Smith 56 59 95 85

Semmes Middle 74 83 87 85

Alba 72 81 82 85

Grand Bay 70 74 84 79

North Mobile 67 76 79 78

Hankins 46 67 64 74

MCPSS 60 73 74 73

Middle Schools Not Meeting Proficiency

Burns 68 81 78 72

Pillans 48 51 70 65

Lott Middle 49 69 69 65

Eanes 72 69 61

Washington 48 71 60 60

Scarborough 35 73 51 49

Denton 45 44 40 41

Mobile Co. Training 27 53 11 38

Chastang 33 48 46 37


District Profile

Mobile Mental Health 20

Pathway 11

CLC 0

Alabama High School Graduation Examination (Alabama Department of Education Website 10/20/11: www.alsde.edu)


http://www.alsde.edu/

District Profile

Source of School System Revenues

Source %

State 48.01%

Federal 18.50%

Local Tax 20.53%

Local Fund Sources 2.42%

Other 10.54%

Total 100.00%

Source of Revenue Amount

Source Amount

Local School Revenue $15,572,568

Local Capital Projects Revenue $33,273,175

Other Local Revenue (Includes Local Taxes) $166,691,181

Total $215,536,923

Per Pupil Expenditure School Year Amount

Year Amount

2008‐2009 $8,844.24

2009‐2010 $8,648.67

2010‐2011 $8,648.67

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

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


District Profile

School System Use of Funds %

Source %

Instruction 63.66%

Administration 4.82%

Operational Maintenance 9.30%

Debt Service 6.41%

Transportation 4.37%

Food Service 6.19%

Capital Outlay 3.04%

Other 2.22%

Total 100.00%

MCPSS 2010 Budget

FYE 9/30/2010 Budget Actual

State Fund Sources 346,793,037.39 345,803,652.46

Federal Fund Sources 154,666,679.17 133,192,841.69

Local Fund Sources 139,909,771.14 128,521,643.07

Other Fund Sources 29,316,608.92 6,491,355.17

Total 670,686,096.62 614,009,492.39




PART II

MCPSS Performance Standards

Performance Standards

Standard 1 – Vision and Purpose

STANDARD: The system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the system.

Impact Statement: A system is successful in meeting this standard when it commits to a purpose and direction that is shared system-wide. The leadership establishes expectations for student learning aligned with the system’s vision that is supported by system and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and district effectiveness. The system’s vision guides allocations of time and human, material, and fiscal resources.

Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.

Definitions of Indicators Rubric:

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

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



INDICATORS

In Fulfillment of this standard, the system:

Not

Evi

dent

Emer

ging

Ope

ratio

nal

Hig

hly

Func

tiona

l

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

X

1.2Communicates 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

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

X

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

X

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

X

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

Indicator Evidence Type Selection

1.1 Mission Statement visible throughout the district Practice X

1.1Procedures demonstrate stakeholder involvement in development of mission MCPSS Strategic Plan Process

Artifact X

1.1 Strategic Plans flow naturally from mission MCPSS Strategic Plan Artifact X

1.1 Other: Superintendent’s Opening of School DVD Artifact X

1.1 Stakeholders are knowledgeable about vision, mission Practice X

1.1Vision, mission statements include all elements of stakeholder inclusion

Practice X

1.1 Stakeholder perception data used to develop mission Practice X

1.1 Leadership demonstrates stakeholder support Practice X

1.2 Newsletters include mission statement: MCPSS E News Artifact X

1.2 Signage includes vision, mission :MCPSS Central Office banners Artifact X



and signage, War Room examples

1.2 Handbooks include vision, mission: MCPSS Employee Handbook Artifact X

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

1.2 Stakeholders are knowledgeable about vision, mission Practice X

1.2 Meetings incorporate elements of vision, mission Practice X

1.3 Strategic Plan includes vision, mission :MCPSS Strategic Plan Artifact X

1.3District Improvement Plan Process (CIP)reflects the MCPSS vision and mission

Practice X

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

1.3Goals distributed through publications and communication: MCPSS E News

Artifact X

1.3 Strategic planning incorporates vision, mission Practice X

1.3 District and school improvement planning incorporates vision, mission Practice X

1.3Stakeholders demonstrate involvement in and knowledge of goal setting

Practice X

1.3 Other: Feeder pattern activities reinforce mission and vision Practice X

1.4 State of System report: State of the System Reports, 2008-2010 Artifact X

1.4Publications, brochures, handbooks: MCPSS E News, MCPSS Employees Handbook

Artifact X

1.4 District Improvement Plan: CIP(Continuous Improvement Plan) Artifact X

1.4 Community-based data: MCPSS Website: About Us Artifact X

1.4 District profile is used during staff meetings Practice X

1.4Principal metrics, dashboard and data warehouse used to track progress

Practice X

1.5Strategic Plan demonstrates alignment of vision, mission and teaching and learning: MCPSS Strategic Plan, MCPSS Passport

Artifact X

1.5District Curriculum demonstrates alignment with vision, mission: MCPSS District Curriculum

Artifact X



1.5District Improvement Plan demonstrates alignment of vision, mission with teaching and learning: CIP

Artifact X

1.5Policies on instructional practices demonstrate alignment with vision, mission

Practice X

1.5District and school improvement planning demonstrates alignment with vision, mission

Practice X

1.6 Strategic Plan demonstrates review: MCPSS Strategic Plan Artifact X

1.6Agendas, minutes for strategic planning demonstrate review: MCPSS Strategic Planning Process

Artifact X

Standard 1 – Vision and Purpose Focus Questions

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

MCPSS’ mission and vision express ideals that will help students become successful in

today’s world. The MCPSS mission, vision, and belief statements guide the system

toward providing a quality education for every student. MCPSS has established goals,

the progress toward which is continuously monitored and the pursuit of which fosters

educational innovation. The mission and organizational goals are publicly displayed,

and the system’s progress toward those goals are on exhibit and spoken about

regularly.

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

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



wide strategic planning process. This was the second such planning process over an 8

year period which grew out of a grassroots effort on the community’s part to reclaim

their schools. The 2008 effort included 100 educators and 100 community stakeholders

and was led by the superintendent. The educators or internal participant group was

made up of school board members, Central Office administrators, principals and

teachers from all school levels, bus drivers, cafeteria workers, maintenance and

custodial workers, school clerks, and bookkeepers. The external group included

students, parents, business people, politicians, Partners in Education members, college

and university faculty members, and other interested citizens. Several meetings were

held and a facilitator, paid by MAEF, assisted the superintendent as he led participants

through the process.

Since that time, the elements of the strategic plan have been reviewed annually and the

metrics chosen as indicators of success have been monitored, measured, and publically

discussed.

Build Understanding and Commitment:

The system’s vision, mission, and belief statements are posted in each local school

and on the MCPSS website. They are also printed in the Student Handbook and

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

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

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



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

beliefs.

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

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

PTA Executive Board, to facilitate communication and to compare results with our

mission and vision for the future.

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

Commerce which provides MCPSS with an effective method of listening to the

business community and also of transmitting information to the community about

MCPSS progress toward its mission and vision.

Local schools use groups referred to as success teams to gather information about

school programs and progress and to communicate that information to the public.

The team is composed of the principal, a PTA/PTO representative, an employee

designated as a communication representative, a teacher, a parent organizer, and a

Partner in Education representative.

Communicating the school system’s mission, vision, and beliefs has also been

facilitated through the following:

Community meetings

News media

System social media sites



System strategic teams

System and local school action teams

System newsletters

Chamber of Commerce and Leadership Mobile meetings (community stakeholders)

Superintendent’s presentations to key leaders, mayors, other elected officials, clubs,

organizations, and PTA/PTO key leaders

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

2. What is the system’s process for maintaining and using information that describes the school system, its programs, services, and schools and their performance?

MCPSS uses data to guide district and local school decisions. Maintaining and utilizing

information is a key component in establishing effective programs, services, and

resources for students and teachers. Through the examination of data, MCPSS has

created a Balanced Scorecard that targets three “engines” or goal areas that drive the

system and support its vision, mission, and beliefs in an organizational vision. The

Balanced Scorecard is divided into the following goal areas:

1. Organizational effectiveness

2. Operational effectiveness, and

3. Stakeholder commitment and satisfaction



These three areas contain almost 100 different measures that are used to gauge the

system’s progress toward accomplishing its mission, vision, and beliefs. Of these

system-wide measures, a large number are surveys of employee and client perceptions

of performance. The system is moving toward school specific perception surveys. The

system asks each school to include a grade level appropriate balanced scorecard or list

of strategic measures in their school’s CIP.

Maintaining Information:

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

Information NOW (iNOW) is a state mandated student information system that forms

the central core of the data collection system.

A piece of software referred to as the “data warehouse” allows the system to pull data

from any data base, including iNOW, and manipulate the data to form reports. The

data warehouse is used to pull metrics that measure the elements included on the

balanced scorecard.

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

dashboard.

A weekly meeting of senior staff monitors certain key metrics from the balanced

scorecard and modifies plans accordingly.

Utilizing Information:

The MCPSS uses information resulting from the following artifacts:



Information NOW (iNOW)

The McAleer system on personnel matters

Child Nutrition Program (CNP) reports

Financial reports

Facilities reports

School Insight (A surveying feature of School Messenger)

Locally developed surveys administered via the Internet

EduTrax®

TestTrax®

EQTs

Results of stakeholder surveys

CIP implementation

Alabama State Department of Education’s Accountability site

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

Leadership has required that each school utilize their CIP as the main school

improvement process. The school improvement plan is developed by the CIP

committee which includes local school administrators, parents, students, and teachers.

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



and Instruction, Federal Programs, and the Special Education departments. Every CIP

school improvement plan includes a balanced scorecard. All school-level balanced

scorecards “roll up” to the system-level balanced scorecard. All are aligned with the

system’s strategic plan. Regular reviews of school progress toward system goals are

conducted by a school team to assure alignment of effort and to collaboratively

determine modifications of local building strategies in those instances where progress is

not being made satisfactorily. During the year, all principals are involved in feeder

pattern meetings where the schools that feed each high school meet to review data and

share strategies for accomplishing their mission, vision, and goals.

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

Every year the goals and strategies are adjusted based upon the objective data

gathered. Balanced scorecard goals are adjusted and instructional strategies modified.

System targets are directly related to local school targets which are reflected in each

school’s balanced scorecard as well as the Principals’ Metric dashboard.

Every five years the system joins with the MAEF to renew the strategic plan. This is

accomplished through massive community involvement to make certain that the school

system remains aligned with community needs and expectations.



OVERALL ASSESSMENT FOR STANDARD 1 – VISION AND PURPOSE

X Operational

The school system has committed to a shared purpose and direction. The system and its schools have clearly defined expectations for student learning aligned with the system’s vision that is supported by system and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance, system and school effectiveness. The vision guides allocations of time and human, material, and fiscal resources

Standard 2 – Governance and Leadership

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

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

Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions.



Definitions of Indicators Rubric:





INDICATORS

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

Not

Ev

iden

t

Emer

ging

Ope

ratio

nal H

ighl

y Fu

nctio

nal

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

X

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

X

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

X

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

X

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

X

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

X

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

X

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

2.8Provides for systematic analysis and review of student performance and school and system effectiveness

X

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

X

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

X



student performance goals

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

X

2.12Assesses and addresses community expectations and stakeholder satisfaction

X

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

X



2.1 Governance Policy handbooks: MCPSS Policies: School Board Artifact X

2.1District-wide Staff and/or student handbooks: Student Handbook and Code of Conduct Artifact X

2.1 Organizational chart: MCPSS Organizational Chart Artifact X

2.1 Local, state, and federal policy handbooks: MCPSS Policies Artifact X

2.1Agendas, minutes of governing authority meetings: Board of School Commissioners Meeting Minutes Artifact X

2.1Governing authority affirms understanding of their role in the operation of the school/district Practice X

2.1 Stakeholders affirm understanding of operational procedures Practice X

2.1Students and staff affirm their understanding of discipline policies and due process Practice X

2.2Governing Board Policies demonstrate leadership prerogatives: MCPSS Policies: Board Policies 2.20, 2.21, 3.11 and 3.12 Artifact X

2.2 Organizational chart: MCPSS Organizational Chart Artifact X

2.2

Roles and responsibilities of governing board, advisory councils, and ad hoc committees are clearly outlined: MCPSS Policies: Board Policies, Chapter 2.0 Artifact X

2.2 District staff are knowledgeable about organizational chart Practice X

2.2 District staff demonstrate knowledge about due process Practice X

2.3Documentation with all regulations that apply to accreditation by SACS or AdvancED: AdvancEd accreditation application Artifact X



2.3

Documentation of State and Federal Compliances and Assurances, including NCLB/Title I, EEO, Title IX: MCPSS Policies: Human Resources Artifact X

2.3Documentation of adherence to ethical business practices: State Audit 2009-10 and S&P Credit Rating Artifact X

2.3District staff responsible for the implementation of state and/or federal programs are knowledgeable about compliance Practice X

2.3 Stakeholders affirm compliance with ethical business practices Practice X

2.3 District staff are knowledgeable about curriculum standards Practice X

2.4Roles and responsibilities of governing board are clearly outlined: MCPSS Policies: Board Policies Artifact X

2.4

Policies and procedures for governing board training and orientation: MCPSS Policies: Board Policies 2.50, 2.501 and 2.503 Artifact X

2.4District staff and governing board members affirm their participation in orientation and training Practice X

2.4District staff and governing board members affirm their knowledge of governing board policies and procedures Practice X

2.5Policies and procedures for fiscal planning: short-term and long-range: MCPSS Policies:, Board Policies, Chapter 7.0 Artifact X

2.5Stakeholders affirm compliance with Equal Employment Opportunity practices and procedures Practice X

2.5 Stakeholders affirm compliance with ethical business practices Practice X

2.6Documentation of resolutions of any complaints Sample Complaint Resolution Artifact X

2.6Documentation of access to legal counsel: Contract for legal counsel: Atchison Firm Artifact X

2.6 District staff are knowledgeable about access to legal counsel Practice X

2.6District staff are knowledgeable about due process and complaint resolution Practice X

2.7Policies and procedures for protecting assets and financial resources: MCPSS Policies: Board Policies, Chapter 7.0 Artifact X

2.7Policies and procedures for investments: MCPSS Policies: Board

Artifact X



Policy 7.30

2.7District staff affirm knowledge and support for the district's fiscal responsibility Practice X

2.7District staff affirm knowledge of district's insurance carrier, policies, and procedures Practice X

2.8 District Staff meetings: Academic Affairs Weekly PDCA sample Artifact X

2.8

Advisory Committee: Superintendent’s Teacher of the Year Advisory Committee Agenda, Superintendents Student Advisory Council Agenda Artifact X

2.8Record of student performance data analysis: AssessTrax sample report, EduTrax sample report of student data Artifact X

2.8Student database management system: Data Warehouse example reports: Attendance, Metrics, Enrollment Artifact X

2.8

Student performance database for formative assessments: TestTrax example report, MCPSS Stanford 10-ARMT 2011 report Artifact X

2.8 Student performance data are used during district staff meetings Practice X

2.8District staff affirm the use of student performance and organizational effectiveness data for planning Practice X

2.9

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

2.9

Calendar and agendas of stakeholder meetings: Mobile County Council PTA Minutes and agendas, Mobile County Council Leadership Book Artifact X

2.9

Record of Advisory Committees: Superintendent’s Teacher of the Year Advisory Committee Agenda, Superintendents Student Advisory Council Agenda Artifact X

2.9 Stakeholders affirm their involvement in the accreditation process Practice X

2.10

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

2.10Guidelines outline expectations for instructional standards: MCPSS Balanced Scorecard Artifact X

2.10 Guidelines outline expectations for student performance: MCPSS Artifact X



Balanced Scorecard

2.10Organizational chart reflects allocation of support for student performance targets: MCPSS Organizational Chart Artifact X

2.10 District staff are knowledgeable about student performance targets Practice X

2.10District-wide “walk-throughs” demonstrate monitoring of instructional practices Practice X

2.11

Calendar, agendas, of stakeholder meetings: PTA Executive Council agenda, Superintendents Student Advisory Board agenda, Superintendents Teacher of the Year Advisory Board, Paperwork Committee members, Education Commission Members Artifact X

2.11 Committee members are representative of all stakeholder groups Artifact X

2.11Accreditation team members are representative of stakeholder groups: Standard 1 and Standard 2 Committee member roster Artifact X

2.11

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

2.12

Record of Advisory Committees: calendars, agendas, membership: PTA Executive Council agenda, Superintendents Student Advisory Board agenda, Superintendents Teacher of the Year Advisory Board, Paperwork Committee members Artifact X

2.12 Stakeholder survey data: MCPSS Balanced Scorecard Artifact X

2.12 Stakeholders affirm their satisfaction with their level of involvement Practice X

2.13Documentation of salary schedules: MCPSS 2011-2012 Salary Schedules Artifact X

2.13Handbooks demonstrate staff evaluation system: MCPSS Employees Handbook Artifact X

2.13Policies demonstrate professional growth opportunities: MCPSS Policies, Board Policy 6.50 Artifact X

2.13 New staff orientation materials: MCPSS Employee Handbook Artifact X

2.13

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

2.13District staff are knowledgeable about access to and participation in a professional growth program: SARIC Practice X



Standard 2 – Governance and Leadership Focus Questions

1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school system and its schools?

The Mobile County Board of Education is the governing body for developing and

approving policies. The members of the board are elected from five electoral districts;

therefore, the will of the people is implemented through representational government.

Policies and procedures are developed collaboratively with input from various

stakeholders. MCPSS is committed to involving stakeholders in this process, and

district leaders are committed to remaining responsive to current trends and issues as

policies and procedures are established, communicated, and implemented.

The Superintendent is appointed by the Board of School Commissioners and serves as

the chief operations officer of the school system. The Superintendent runs the school

system on a day-to-day basis taking guidance from school board policies and

regulations. The Superintendent and his senior staff are responsible for making certain

that the school system operates in such a way that the system remains compliant with

all local, state and federal laws, standards and regulations.

Establishment of Policies and Procedures:



Recognize a need or issue that requires attention

Initiate discussion and research best practices with a variety of stakeholders

Develop a framework and submit to stakeholders for review and comment

Edit as necessary

Recommend the policy to the Board for a first reading

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

MCPSS website

Communication of Policies and Procedures:

Proposed policies are disseminated to various stakeholders for review through email

and are posted on the MCPSS website as a draft policy along with relevant legal

references by the board’s legal secretary.

Generally, at least one public hearing is held soliciting input on the proposed policy

prior to recommending the final version to the Board of School Commissioners.

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

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

date.

All Central Office personnel and school administrators are notified of the new policy

and receive an electronic copy of the new or revised policy.

Local school administrators are informed of the policy change at regular principals’

or assistant principals’ meetings and are directed to inform their faculty and staff of



the policy changes.

Implementation of Policies and Procedures:

School administrators share and enforce approved policies with school personnel under

their supervision.

The MCPSS policy manual underwent a major review and revision by a sub-committee

of the Board of School Commissioners in 2008 in accordance with the system’s overall

strategic plan. Since that time individual policies are reviewed regularly and amended

as necessary.

The Board of School Commissioners take their responsibilities seriously and implement

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

board, build public support, secure sufficient resources, and act as a good steward of

the system’s resources and maintain access to legal counsel to advise or obtain

information about legal requirements and obligations. In fact, one of the policies

recently adopted by the Board of School Commissioners addresses the requirement for

school board member training quite clearly. It reads as follows:



“Mobile County Board of Education members will pursue ongoing training to develop

and enhance their knowledge and effectiveness as Board members and to improve

Board governance and operations. Training will include participation in:

Orientation for newly elected or appointed school board members;

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

State or national school board association event addressing Board governance

or operation, or other Board member development opportunities relating to

leadership development, Board governance, or Board operations.”

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

as follows:

“The Business Division and Facilities Division will develop and implement an insurance

program to cover the buildings and property owned by the Board, taking into

consideration financial feasibility, advice from professionals in the field, availability of

State Insurance Program coverage and self-insurance options. The program should be

evaluated periodically and the analysis submitted to the superintendent and Board for

review.”



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

MCPSS is guided by an officially adopted Mission and Vision Statement, which grew out

of a long-range strategic plan that was developed by various stakeholders. These

imperatives drive the system in its process of school improvement. MCPSS’ overall

goal is to graduate citizens who are prepared for higher education and/or the world of

work.

MCPSS collects and analyzes metrics to evaluate system operational effectiveness as

well as the impact on student performance. Through the regular and frequent analysis

of data, the Central Office administration and each of the 96 local schools review their

progress toward goals, reflect on the efficacy of strategies, revise operational practices

and procedures, and adjust the improvement process for the next instructional cycle.

Schools are organized into high school feeder patterns. Feeder pattern meetings are

used for vertical planning

Gather Data:

The school system uses the following tools to gather data and evaluate system

effectiveness and its impact on student performance:

Statewide Tools

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



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

Alabama Science Assessment (ASA) – Grades 5 and 7

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

Alabama Alternate Assessment (AAA) – Specific special education students

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

Specific English Language Learner (ELL) students

Adequate Yearly Progress (AYP)

Professional evaluation PEPE and Educate Alabama

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

surveys

Student Pride Surveys – Grades 6-12 (randomly)

State Report Card

System Tools:

Pacing guides

Quarterly benchmark assessments

Standards-based assignments and tests

School system Balanced Scorecard results

Principal’s metrics

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

Parent advisory committees – Title I Schools



CIP process with quarterly data reviews

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

grade level)

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

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

Professional learning communities have been implemented at the district and local

school level to facilitate collaboration that impacts student learning. The long-range

strategic planning processes empower teachers and other personnel to participate in

the school improvement process and greatly influence student learning. The school

system is committed to developing and growing leaders.

The school system’s stakeholders include teachers, support staff, administrators, media

specialists, counselors, parents, students, business partners, mayors, chambers of

commerce, and other community members. These stakeholders were included in the

previous two long-range planning efforts, and the intent is to include them once again

when a third such cycle is initiated in 2011. MCPSS is committed to providing

stakeholders with information regarding student performance and operational

effectiveness, as well as progress on goals established under previous strategic plans.



MCPSS implemented the following processes and professional development

opportunities to empower leaders and to include various stakeholders in leadership

development:

Regular principals’ meetings with embedded professional development

Turn-around professional development for all assistant principals

Instructional staff professional development with Alabama Best Practices Center

Instructional staff professional development with SARIC

Mobile County Educational Commission to communicate with Mobile County

stakeholders

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

and the community

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

strategic plan

New administrators training

National Survey of Student Engagement (NSSE) surveys

Professional Education Personnel Evaluation (PEPE) surveys

Parental advisory committees in Title I Schools

Open houses at all local schools

CIP committee quarterly review process



360° Professional Development® (on-line)

New teacher mentoring

Superintendent’s Teacher Advisory Committee

Technology Advisory Committee

Paperwork Committee

Monthly athletic directors’ meetings with supervisor of athletics

Monthly secondary school department chairs’ meetings with Curriculum and

Instruction personnel

Monthly elementary school lead teachers’ meetings with Curriculum and Instruction

personnel

Local school problem solving teams

IEP team leaders meetings

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

MCPSS believes that all individuals will be provided with an equal opportunity to a

quality education as stated in the district vision, mission, and belief statements.

Through this commitment to equity, the system strives to assess each student through

formative and summative assessments and to provide resources and instructional best

practices based on individual needs. As a result, the Board of Education has adopted



policies, and the administration has enacted processes to ensure equity for all students

and to guide innovation.

Policies:

MCPSS’ policy manual points to the Student Handbook and Code of Conduct where the

rights and responsibilities of all stakeholders are spelled out. The section on students

states the following:

Students have the right to,

Receive an appropriate public education

Be informed of laws and local school rules and policies

Expect procedural due process

Expect confidentiality of records

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

origin

Access information contained in their cumulative and discipline files

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

the offense

Receive all educational services provided by the school system to enhance

educational pursuits for which they qualify



Participate in student organizations authorized and sponsored by the school provided

the students meet the established criteria

Receive privacy related to their personal possessions, subject to the need for school

officials to inspect and protect students and school property

Receive an explanation of grades and/or progress reports

Attend school in an environment conducive to effective and meaningful learning

experiences

Students have the responsibility to,

Respect teachers and those in authority

Respect the rights and privileges of others

Obey laws and local school rules and policies

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

trustworthiness

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

Commissioners

Strive for academic excellence

Be prepared with appropriate materials and complete all assignments

Be punctual and regular in attendance for school and all classes



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

Conduct

Behave in a manner that permits uninterrupted learning

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

Processes:

MCPSS provides professional development opportunities, interventions, and programs

to ensure that every student has an equal opportunity to a quality education and to

support innovation.

Professional Development Opportunities

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

Alabama Reading Initiative (ARI) coaching for all elementary teachers

Ongoing administrative training through professional study - Professional Learning

Units (PLU) according to state plan

CIP school improvement process indicates specific training collaboratively agreed

upon for school improvement

Technology professional development opportunities through on-site interactive

training



Tech Fest to provide system-wide training opportunities on a variety of the latest

technology trends to enhance student learning and engagement

Ruby Payne’s A Framework for Understanding Poverty® overview for all

administrators and in-depth training for various schools

Training opportunities are made available to all teachers through SARIC

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

of Special Education

PLU collaboration to share best practices

Talents Unlimited training

Instructional Initiatives and Interventions:

Quarterly benchmark assessments to measure student progress and identify those

students in need of intervention

Distance learning to provide all students with the opportunity to participate in classes

that might not be offered at their local school

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

tests

Pacing guides

Educational foundation teacher grants

ARI



Professional learning community implementation to promote collaboration

Fifth Block implemented in high schools to facilitate re-teaching

EXPLORE® and PLAN® testing program

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

schools

Response to instruction training and implementation

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

freshmen

Credit Recovery model

High Hopes Funding to supply AHSGE remediation resources

PST, Gifted Education Program (GEP), and Limited English Proficiency (LEP) plans

provide processes and interventions to meet the needs of individual children

English Language Learner (ELL) program

Extended school year opportunities for students with special needs

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

Homeless Education support through Federal Programs

Talents Unlimited

Alabama Math Science Technology Initiative (AMSTI)

Career awareness counseling portfolios

PST Pyramids of Intervention



System data formative and summative assessments

MCPSS Middle School Initiative

Making Middle Grades Work

High Schools That Work in targeted schools

Literacy strategy training

Grade recovery for middle school students

MCPSS 21st Century Secondary School Plan

High school program planning

Feeder patterns

Multiple pathways to graduation

OVERALL ASSESSMENT FOR STANDARD 2 – GOVERNANCE AND LEADERSHIP

X Operational

The school system has leaders who are advocates for the system’s vision and improvement efforts. The leaders provide direction and systematically allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation. While these processes and conditions are being implemented, the implementation is not systemic across the system, and the results are varied.



Standard 3 - Teaching & Learning

The system provides research-based curriculum and instructional methods that facilitate achievement for all students.

Impact Statement: A system is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. The system ensures that teachers use proven instructional practices that actively engage students in the learning process; provide opportunities for students to apply their knowledge and skills to real world situations; and give students feedback to improve their performance.

Definitions of Indicators Rubric


Emerging Evidence indicates early or preliminary stages of implementation

of practice



INDICATORS


Not

Evi

dent

Emer

ging

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 practices

X

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

X



an appreciation of diversity

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



3.1Policy on credit requirements for program completion: Educational Planning Guide Artifact

X

3.1 Curriculum pacing guides: Sample Curriculum Guides Artifact X

3.1

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

X

3.1Formative assessments: quarterlies, etc.: Sample EQT data reports Artifact

X

3.1 Syllabi or course catalogues: Sample Curriculum Guides Artifact X

3.1Communication of NCLB performance targets: Leading School Improvement Information Artifact

X

3.1Student Handbook outlines student learning expectations: Student Code of Conduct and Student Handbook Artifact

X

3.1Special program promotion, completion requirements: Career Technical Education Plan Artifact

X

3.1 Individualized Development Plans: Educate Alabama PD Plans Artifact X

3.1Textbooks and text selection criteria are aligned to learning goals, curriculum: Textbook Adoption Procedures Artifact

X

3.1 District staff can articulate student learning expectations Practice X



3.1 Students affirm their knowledge of what is expected of them Practice X

3.1 Staff can articulate curriculum sequencing and grouping Practice X

3.1District staff/others meet regularly to discuss student progress and remediation Practice

X

3.2Course syllabi outlining criteria for student involvement: Sample Syllabi Artifact

X

3.2 Samples of student work: Samples of Student Work Artifact X

3.2 Students affirm their involvement in their own learning Practice X

3.2 Student discussion groups Practice X

3.3 Assessment data: AYP Data Artifact X

3.3 Grade reports: iNOW Grade Report Artifact X

3.3Professional development calendar and topics: Professional Development Calendar Artifact

X

3.3District staff/others meet to analyze data and align instruction: Sample Agenda for Leading School Improvement Meeting Practice

X

3.3District staff/others meetings regularly include data analysis: Agenda from Team Meetings Practice

X

3.4

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

X

3.4Professional development plans: Sample of EDUCATE ALABAMA PD Plan Artifact

X

3.4District staff/others meetings regularly include discussions about effective instructional design and delivery Practice

X

3.4Professional learning opportunities focus on best practice instruction Practice

X

3.5Standards-based curriculum: state and national standards: Sample Math Curriculum Artifact

X

3.5 Promotion, graduation criteria: Educational Planning Guide Artifact X

3.5 Graduation requirements: Educational Planning Guide Artifact X

3.5Policies that reflect attention to issues of equity: Magnet Schools Program Procedures Manual Artifact

X



3.5District staff are knowledgeable about state and national curriculum standards Practice

X

3.6 Instructional calendar: days, hours: MCPSS School Calendar Artifact X

3.6 Staff affirm that their instructional time is protected Practice X

3.7Policies and guidelines granting dual-credit, transfer of credit: Educational Planning Guide Artifact X

3.7Articulation agreements between agencies: Dual Enrollment Articulation Agreement Artifact X

3.8Individualized Development/Career Plans: Sample Career Cruising Plan Artifact X

3.8 After-school programs: Title I Plan Artifact X

3.8 Online support: MCPSS District Technology Plan Artifact X

3.8District staff affirm that there are multiple opportunities for students to get support: RtI Plan Practice X

3.9Policies for student behavior, remediation, due process, appeals: Student Code of Conduct and Student Handbook Artifact X

3.9 Database of student behavioral incidents: Sample iNOW Report Artifact X

3.9Parents/community indicate that the school/district focuses on positive school/district climate Practice X

3.9District staff/others meetings provide time for discussions about climate: CIP Plan Practice X

3.9Parents/community indicate that the school/district focuses on positive school/district climate Practice X

3.10Calendar of curriculum committee meetings: Academic Affairs Shared Calendar Artifact X

3.10

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

3.10District staff affirm that they are involved in the curriculum review and revision process Practice X



3.11Staffing chart demonstrating allocation of appropriate technology staff: MCPSS District Technology Plan Artifact X

3.11Budget allocating appropriate funds for technology - software, hardware, and infrastructure: E-rate budget Artifact X

3.11Students and staff affirm that technology is embedded within the teaching and learning process: Technology Course of Study Practice X

3.11

District staff affirm that technology supports their curriculum and instructional programs: Job Description for Technology Resource Teachers Practice X

3.11Technology staff/services demonstrate their involvement in support of student achievement Practice X

3.11Other: Technology Impact (Indicators for Measuring Progress in Advancing Classroom Technology) Survey Practice X

Standard 3 – Teaching and Learning Focus Questions

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

In MCPSS content area supervisors oversee alignment and articulation of curriculum,

instructional strategies, and assessments in support of the expectations for learning.

The curriculum is based on state standards from the Alabama Course of Study. Each

summer curriculum committees come together to represent the system to review,

revise, and align curriculum after analyzing data from system formative and state

provided summative assessments. The committees are called upon to disaggregate

standards for clarification of the Alabama Course of Study for each content area and

each grade-level. The unwrapping of standards provides an emphasis on standards-

based instruction and identifies essential learning for success. Elementary and



secondary teachers from across the system have been trained on strategies to “un

wrap” standards, write assessment items, and construct common formative assess-

ments to identify mastery of content and skills.

From these efforts, instructional pacing guides are developed and aligned to state

standards, Alabama Reading and Math Test (ARMT), and Alabama High School

Graduation Exam (AHSGE) standards. The high-quality curriculum is viewed as ever-

improving, viable, and ensures the highest quality instruction in each classroom. The

resulting curriculum is communicated to principals before the new school year begins.

Principals receive professional development along with a PowerPoint® presentation to

share with faculties. New teachers receive training throughout the year along with

resources containing pertinent information that includes an overview of all curriculum,

pacing guides, grading parameters, instructional tips, and rubrics. System-wide

professional development includes content-specific and grade-level specific instructional

strategies. Curriculum resources are posted on the MCPSS website.

MCPSS is data driven and uses formative and summative assessments to give

quantitative and qualitative feedback to ensure student learning and achievement.

System-wide common assessments have been developed and provided to teachers in

the form of EQTs, science benchmark tests, Assessments of Mathematical Progress

(AMPs), etc. The formative and summative assessments measure student progress and

provide data in reference to essential content mastery as well as to inform instructional



practices. Summative assessments are implemented at local and state levels in

elementary and secondary classrooms to determine if a student has mastered essential

content and skills and to identify students who experience difficulty. The common

formative and summative assessments enable teachers to target instruction and provide

meaningful and individualized instruction. The delivery of differentiated instruction

provides for the learning needs of students at all levels of mastery.

Professional development on instructional strategies that are research-based best

practices is encouraged for all teachers and administrators. These strategies and

practices are provided as models throughout the curriculum. Teachers and

administrators participate in professional development to gain further content knowledge

as well as enhancement in pedagogy.

MCPSS believes that comprehension of the written word is basic to success in all

content areas on all grade levels. Reading in mathematics, science, and social studies

requires multiple reading process skills and integration of those skills. MCPSS is

committed to providing the highest quality reading and language arts curriculum and

ensure continuity of instruction.



2. In what ways does the system promote and support the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students?

MCPSS believes that students learn most effectively when they are engaged in

meaningful work and that all students learn at different rates and through different

learning styles. As a result, our system is committed to utilizing multiple research-based

strategies, activities, and programs that have been proven to facilitate the learning

process of essential content for all students.

All aspects of curriculum development, allocation of resources, teacher training, and

instruction are data driven. Data analysis takes place not only at the system-level, but

also at the individual school-level and is a major driving force for MCPSS. Curriculum

supervisors and resource teachers work with individual schools and teachers when they

make frequent site visits to all schools. Curriculum personnel model lessons using

researched-based best practices. Curriculum supervisors and resource teachers work

with classroom teachers to develop system-wide EQTs to ensure that students are

being taught state standards at the appropriate level of rigor. System tests are aligned

to pacing guides to ensure content and face validity. Equity in instruction from school-to-

school has become a major focus of the system and has resulted in frequent subject

area meetings, feeder pattern meetings, grade-level meeting, and full implementation of

the Cycle of Instruction by classroom teachers. To assess the effectiveness of

classroom instruction, teachers administer frequent interim assessments and make

instructional decisions based on results. Curriculum supervisors, resource teachers, and



system personnel continually monitor data and instruction throughout the year to ensure

that standards are being taught.

Each school generates its own CIP. The plan is developed by a committee at each

school to address specific needs of students within the school and is in response to

2010-11 assessment data. The CIP helps schools to allocate resources to ensure

researched-based best practices are used to meet student needs. Federal Programs,

Curriculum and Instruction, and Special Education personnel work in partnership to

monitor the CIP at each school. Intervention programs are a vital outgrowth of CIP

implementation to ensure success for all students.

Through national, state, and local professional development opportunities, our

administrators, teachers, and paraprofessionals gain essential tools to implement a

variety of strategies, innovations, and activities that enhance student learning. Over the

past 2 years, our system has committed to learning more about the implementation of

professional learning communities. This understanding of professional learning

communities and the importance of maintaining a focus on student learning has helped

our system promote and support implementation of research based strategies,

innovations, and activities through the following training and activities:



Research Based Instructional Strategies Utilizing Technology:

Incorporating the use of SMART® interactive whiteboards, document cameras,

and digital microscopes

Incorporating the use of digital graphic organizers to help students better

develop their analytical thinking skills

Incorporating the use of Student Response Systems® (SRS), to promote

students adopting self-regulating behaviors and personal goals

Incorporating the use of research-based instructional tools

Use of TAP-IT (Unintentional Touch) technology to ensure disabled and

preschool students access to SMART® technology and instructional tools

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

Innovation:

Offer a wide range of distance learning virtual field trips to students for the

purpose of connecting them with experts

Provide a blog and podcast server for teachers and students to participate in

online discussions and exhibit creative digital works

Provide web access and equipment to students directing them to effective online

resources for study and research

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

hospitalized students



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

Provide both Alabama Occupational and Alabama Alternate Assessment Pacing

Guides

Professional Development Opportunities:

On-line Professional Development- Teachers and professional staff may

continually improve professional skills by participating in web-based professional

development opportunities offered through PD 360. After specific needs are

identified, a teacher may go to the PD 360 website and receive individualized

professional development on a large variety of topics.

Professional Learning Communities - Professional learning communities occur in

local schools and within feeder patterns to foster collaboration within

professional groups.

Response to Instruction (RtI) - To continue the implementation of professional

learning communities, our system provides training for our local school

administrators and leadership teams on Response to Instruction and its

connection to professional learning communities.

Common Formative Assessments- Assessments of Mathematical Progress

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

teachers and Central Office personnel. AMPs assess students in grades 1-5

and cover between 3 and 5 objectives per assessment. AMPs are aligned to



end of the quarter system-made tests. AMPs are sent out in MSWord® so that

teachers can modify them according to needs.

CIP- In addition to the annual training to support the CIP school improvement

process, leadership teams also participate in quality professional development.

Topics have included deepening implementation of professional learning

communities, the Alabama Quality Teaching Standards, the Professional

Development Standards, and Standards for District Accreditation through

AdvancED®. Professional learning units are required for all administrators and

provide systemic, systematic, and on-going professional development.

Academic AffairsContinuous Improvement

Focus Areas



Mentoring Training - All first year teachers are paired with a mentor who

provides support at the local school. Mentors are trained by Central Office staff


Learning Culture and Climate

Vision-Mission-BeliefsEvident High Expectations

RelationshipsInstructional Focus and Leadership

School Operations and Management

Learning EnvironmentAttendance

Behavior/Discipline

RigorousPre-K-12 Curriculum

Continuous ImprovementData Driven

CIP ImplementationCycle of Instruction

Focus on Achievement GapsSpecial Education

ELL

Response to InstructionCourse Offerings

Student Class/Course

Strategic Goal

All students will graduate having completed a

rigorous curriculum that prepares them for full

participation in the work force and further formal

education.

Academic Achievement

Graduation Rate Increase

School Level & Grade Level Transition

Multiple Pathways to Graduation

Postsecondary & Career Readiness

Assessment Accountability

AYP Status

Grading

Student Success Rate

Formative Assessments

Quality, Sustained Professional Development

Data Driven

Needs Based

System

School

Feeder Patterns


and SARIC using a model developed by the State of Alabama and Central Office

leaders. Alabama also provides mentoring for first year principals, and training is

also provided for the mentor.

Book Study Collections - The Professional Development Department and the

individual curricular area supervisors have joined hands to develop a library of

professional literature that is available for use by all employees and is located in

the Library Media Center at the Central Office. Resource materials (books,

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

Data Training - System personnel provide training for our administrators and

teachers on data collection, analysis, and implementation. Several programs,

such as TestTrax®, AssessTrax®, and the MCPSS Data Warehouse are utilized

in our system to drill down to the classroom and student level in order to

determine instructional effectiveness and understanding.

Technology Training - Year-round technology workshops are offered to facilitate

integrating technology into the curriculum and thereby increase technology

proficiency skills. Summer is of special importance with the system-wide

Instructional Technology Conference.

Online Tutorial Technology Training - Technology resource teachers have

developed online technology tutorial videos that are available on the system’s

website and address a wide range of applications.



District Literacy Training – In summer months the system provides training for all

new hires. This training incorporates literacy strategies and review of the

MCPSS reading plan.

Talents Unlimited® -Thirty-nine years of classroom research on the Talents

Unlimited® model demonstrates its effectiveness in enhancing creative and

critical thinking-skills of pre-kindergarten through twelfth-grade students, who are

diverse in intellectual ability and achievement, socioeconomic level, and

interests. Twenty-two specific skills described in student-friendly language define

the research-based cognitive strategies of productive thinking, decision making,

planning, forecasting, and communication that students use in creative problem-

solving. Skills, in concert with academic skills and knowledge are applied to the

curriculum to enrich and enhance students’ creative thinking about all areas of

instruction. Teachers in both general education and special education, including

gifted education, engage in rigorous training in the Talents Unlimited® staff

development model and contribute to the on-going research in creative thinking-

skills instruction.

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

Mary B. Austin Elementary School and Council Traditional School. Nine school

sites implement the model school-wide, and an additional seven are in the

process of completing training for their faculties.



The International Talents Unlimited office is housed within MCPSS. This office

supports training across the United States as well as in several other countries.

In addition, the coordinator with assistance of 15 certified trainers train and

support teachers in MCPSS.

ARI Training- Alabama Reading Initiative training designed specifically for special

education teachers is implemented throughout the school year.

SARIC - SARIC is housed at the University of South Alabama and provides a

variety of professional development training sessions to south Alabama

teachers.

Southern Regional Education Board® (SREB) -Standards-based instruction

training was conducted in August 2011, and pilot schools were selected to begin

implementation during the 2011-12 school year.

Initiatives:

Alabama Reading Initiative (ARI)

Middle School Initiative

Mobile County Public School System 21st Century Secondary Initiative

Alabama First Choice Initiative

Alabama Math, Science, and Technology Initiative (AMSTI)

Alabama Science in Motion (ASIM)



Alabama Connecting Classroom Educators and Students Statewide (ACCESS)

Distance Learning Network

Engaging Youth in Engineering® (EYE) initiative

RAMP to Graduation Initiative (RGI)

Counselor and Guidance Initiative

Adolescent Literacy Program

Programs:

Mobile County Public Schools Workforce Development

MCPSS' Workforce Development Plan is a comprehensive program beginning in

pre-kindergarten and continuing through postsecondary preparation.

Implementation of the plan

requires coordination of

services

available in the school

system and support from our

community partners. Each

division in MCPSS is an integral part in assuring that each student develops skills

needed to obtain a high demand, high wage career.



MCPSS’ comprehensive Workforce Development Plan addresses the static core needs

of partner industries while adapting to the fluid needs of an ever changing economy.

The foundation of any school-based workforce development plan is a strong academic

curriculum. MCPSS curriculum and instruction personnel constantly evaluate the

curriculum to ensure that students have the foundation to be academically prepared for

their chosen career pathway.

A high priority is placed on ensuring that students in grades Pre-K through Grade 12

have appropriate workforce development activities to prepare them for a regional and

global economy. These activities are in the areas of career awareness in grades Pre-K

to Grade 5, career explorations in Grades 6-8, and career preparation in Grades 9-12.

Included in the comprehensive plan is the understanding that diverse student

populations coupled with industry and post-secondary opportunities, require a "multiple

pathway" approach to graduation. Traditional academic programs are woven with strong

career and technical offerings through each student's plan of study. Continued

development of graduation pathways including: Early Graduation, Summer Dual

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

Evening Educational Opportunities, Tech Prep, and flexible scheduling continue to be

the foundation of a responsive educational program.



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

"positive placement" of all graduates. MCPSS’ goal is that every graduate move to a

planned program of post secondary development. Through focusing and expanding the

counseling and guidance program, students are assisted with entrance into two or four

year colleges, training programs, military or appropriate career paths upon exit from

high school.

Elementary School:

Beginning with the Pre-K program, students have an opportunity to develop career

awareness as part of a rigorous academic curriculum as well as the guidance and

counseling program. The elementary education program focuses on the whole child

which includes:

Character education

Career awareness

Academic development

Health and wellness

Personal social development

Middle School:



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

These activities are provided through advisor and advisee, counseling and guidance

programs, career experiences such as the Worlds of Opportunity, a career exposition

for all middle school students, and Career Cruising, a career development and tracking

software program. A rigorous academic curriculum is vital to continued development of

career-readiness skills. The middle school education program further increases the

adolescent's growth in the following:

Character education

Career exploration


Health and wellness


High School:

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

Students are exposed to multiple pathways toward graduation through a variety of

rigorous course offerings and programs, both academic and career technical. Emphasis

is placed on postsecondary planning using the advisor and advisee program,

counseling and guidance program, career interest inventories, Career Cruising, career

technical centers, and credentialing. The high school educational program further

increases the student’s career readiness through the following:



Character education

Career preparation


Health and wellness


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

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

SUCCESS Program is a new and innovative resource designed specifically for

Alabama students to ensure relevant learning that engages and promotes career

development. A part of the SUCCESS Program is for students to become certified in a

career technical area. A sequential program of study is developed and implemented for

each student to best serve his or her future career goals. Career and technical

certifications are offered in the following areas:

Automotive Technology

Aviation Technology

Banking and Finance

Cooperative Education

Graphic Arts

Internet working and Computer Technology

Collision Repair



Carpentry

Electrical

Masonry

Plumbing

Welding

Heating Ventilation and Air-conditioning

Cosmetology

Healthcare Science

Agri-science

Early Childhood Education

Ninth Grade Academies:

The Ninth Grade Academies provides academic support to students transitioning into

high school. Students receive academic support through the development of study

skills. Teachers act as mentors to guide and support students through their first year of

high school.

Gifted Education:



Each elementary school has attempted to foster collaboration between the regular

education teacher and the gifted education specialists. Regular education teachers are

provided with training in strategies for differentiating the curriculum to better meet

exceptional learning needs of gifted students. Students attend enrichment classes once

a week.

Advanced Placement:

Advanced Placement® (AP) courses are available in each high school - 14 different AP

courses are available. AP courses are college level courses that present a higher level

of academic rigor. Students are required to use analytical thinking, reading, writing, and

problem-solving skills.

International Baccalaureate:

International Baccalaureate® (IB) classes are offered at one elementary school and two

system high schools to provide IB classes. Teachers teach the approved IB curriculum

and students complete IB exams as end-of the-course tests. International standards are

embedded into IB course work and include project-based learning.

Honors-level Courses:



Honors-level courses that provide students with the academic skills and habits of mind

needed to be successful in AP courses are also offered in each high school in the core

areas. Middle schools continue to offer advanced classes in core areas. Starting in the

summer of 2008, professional development opportunities were made available for

teachers in strategies for teaching advanced courses which are now being offered in

many of our middle schools.

Magnet Schools Program:

Magnet schools provide students an option of attending schools with curricular themes

and increased academic rigor. MCPSS operates seven magnet schools. Magnet

schools are highly effective schools and have long waiting lists of students seeking

placement. Magnet schools draw students from throughout MCPSS. Students enter a

magnet school through a random selection process and must maintain a 70 percent

average in all classes to remain in the magnet school.

Theme-based Programs:

High schools in MCPSS are encouraged to offer theme-based programs to increase

and enhance student learning. The following theme programs are offered:

Center for International Studies- Murphy High School

Culinary Arts- Murphy High School

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



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

Davidson High School

Coastal Studies- Vigor High School

Health Career Assistance Program- Blount

Junior Reserve Officers’ Training Corps:

Junior Reserve Officers’ Training Corps (JROTC) is designed to motivate young people

to be better citizens. The course of study has a very high correlation to the Alabama

High School Graduation Exam. The curriculum is based on a systematic and sequential

progression of learning that is designed for the student’s development at every level. In

addition to the emphasis placed on discipline, teamwork, and cooperation, the

curriculum incorporates health and wellness, first aid, cardio-pulmonary resuscitation,

drug-abuse prevention, President’s Physical Fitness Program, communication skills,

safety, human relations, technology, career opportunities, American citizenship, and

military history.

Environmental Education:

The MCPSS Environmental Studies Center (ESC) is an experiential teaching facility

designed to provide learning opportunities and resource assistance in science and

environmental education that support and strengthen classroom instruction and student

achievement. ESC is a natural sciences education facility designed to provide unique

learning experiences not typically available in the local school. Featuring over 500 acres


http://www.mcpss.com/Default.asp?PN='Documents'&DivisionID='5'&DepartmentID='52'&SubDepartmentID=''&DocumentID='45'


of rich woodlands, the Center affords teachers, students and the general public an

opportunity to experience firsthand the natural environment and the interrelationships

governing the living world.

The following four goals have been identified to guide departmental staff in program

development and implementation:

To create an understanding of the natural environment and the interrelationships

among living things

To promote sound stewardship and wise management of natural resources for

the welfare of mankind and other living things

To create an awareness of global, national, and local environmental problems

and foster sound decision making regarding their resolution

To enrich, vitalize and complement content areas of the school curriculum by

means of firsthand observation and direct experience in the out-of-doors

ACCESS:

The Alabama Connecting Classrooms, Educators, and Students Statewide® (ACCESS)

program provides both online and interactive video conferencing courses between

schools throughout the state. MCPSS offers courses to students in other school

systems and enrolls students in courses offered by other systems. The program's



primary focus is to enable students to take courses not offered by their school and to

create equity in curricular offerings.

Credit Recovery Program:

MCPSS’ Credit Recovery Program increases the number of students who graduate

from high school in four years time and reduces the number of students who drop out of

school. Credit recovery is designed for students who have been unsuccessful mastering

content or skills required to receive course-credit or to earn promotion. This program

allows high school students, who meet certain criteria, the opportunity to regain lost

credit by focusing on deficiencies rather than having to repeat the entire course. (Note:

exception athletes) In this way, the Credit Recovery Program provides an alternative,

more efficient method for students to get back-on-track and resume a successful high

school career.

The Little Tree:

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

Classes are blended to include both exceptional and typical pre-school students. In this

setting, autistic students are provided the opportunity for specialized instruction in a

mainstreamed environment.



Academic Competitions:

Academic competitions serve to enhance student learning. The following academic

competitions are sponsored by MCPSS and community partnerships:

Regional Science Fair

Scholar’s Bowl

Hi-Q

Spelling Bee

Fifth Grade Reading and Writing Contest

Fifth Grade Math Competition

Model United Nations®

Honor Band

Honor Chorus

System/State band and choral competitions

3. What processes are implemented to ensure that all staff members are well prepared to support and implement the district's expectations for student learning?

Curriculum and Instruction and Special Program staff-members visit schools throughout

the system to ensure implementation of the MCPSS curriculum and to provide

assistance as needed. Curriculum and Instruction and Special Program staff-members

serve as resource personnel suggesting strategies for individuals, schools,



departments, and/or grade level needs. As Curriculum and Instruction and Special

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

Instruction, Problem Solving Teams (PST), data meetings, CIP, etc., concerted efforts

are made to succinctly communicate the connections between the MCPSS curriculum

and instructional programs listed above. When those connections are made, local

school personnel are better prepared to support and implement expectations for student

learning.

MCPSS’ expectations for all students and personnel are communicated through the

mission and vision statements. Both are posted on the MCPSS website.

Mission statement:

The mission of the Mobile County Public School System is to graduate citizens who are

literate, responsible and committed to learning over a lifetime.

Vision statement:

We envision a Mobile County Public School System where a variety of pathways to

academic and career success are available for all students; where adults consistently

work in a collaborative school culture to improve student learning; where all educators

willingly accept responsibility for the academic success of each student; and where all

students become independent life-long learners confident in their ability to succeed in a

global society following high school graduation.



The processes outlined in the MCPSS Strategic Plan are implemented to ensure that all

staff members are well-prepared to support and implement the expectations of MCPSS

for student learning. These processes are as follow:

Identify and publish academic gateway standards for graduation

Design and implement an effective curriculum with multiple pathways that meet

gateway standards

Implement a core curriculum with opportunities for collaborative problem-solving

and critical-thinking skills

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

skills

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

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

Provide necessary supports and quality professional development

Ensure equity and opportunities for all students, programs, and subjects which

garner support through community partnerships

Infuse creative arts Pre K-12

Involve students in a variety of school sponsored extracurricular activities

Additional processes and programs have been implemented by MCPSS departments to

ensure support of the MCPSS District Strategic Plan’s goals. These processes and

programs are as follows:



Curriculum and instruction supervisory personnel provide curriculum DVD/CDs for

teachers and administrators containing relevant curriculum and aligned resources

prior to the opening of school.

Professional development is provided for instructional coaches, lead teachers, new

teachers, and administrators to support teaching and learning.

Curriculum and Instruction provides teachers and administrative personnel

curriculum guides, Pacing-at-a-Glance; including Alabama Occupational Diploma

(AOD) requirements, grading parameters, rubrics, elementary procedures manual,

elementary checklists, and instructional resources.

The Guidance and Counseling Department provides an Educational Planning Guide

that provides information to parents and students and outlines requirements for

graduation and course options for satisfying those requirements.

Curriculum supervisory personnel conduct meetings with middle school and high

school department chairs to provide curricular updates.

Curriculum supervisory personnel facilitate grade-level, subject-area, and lead-

teacher meetings throughout the school year to monitor progress and revise

curriculum.

Individual Education Plan (IEP) meetings are held at the school-level to determine

the specific need(s) of special education students and plan for resources to meet

identified need(s).

Curriculum meetings with school leaders are held during the pre-service days to

update school leaders on curricular changes made during the summer months.



Site visits are conducted by system personnel to monitor instruction and to provide

assistance to school-level personnel.

Credit recovery is provided for students to remediate course deficiencies through

computer assisted instruction.

New teacher orientation, professional development, and mentoring are held

throughout the school year to assist beginning teachers.

Every school conducts quarterly data reviews to monitor student progress and to

revise instruction.

Curriculum supervisory personnel provide core concept pages to all science

teachers.

Curriculum and instruction supervisory personnel facilitate EQT reviews by teams of

teachers to ensure test validity and reliability.

A suggested instructional time allocation is provided for each grade-level and

content-area by the State of Alabama. MCPSS uses this suggestion as a guideline

for developing daily schedules. Additional time has been allocated in schools’

schedules for intervention.

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

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

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

MCPSS elementary schools’ personnel are Alabama Reading Initiative (ARI)

trained and have ARI reading coaches, who provide leadership in reading and

language arts instruction. Coaches are expected to provide the following activities:



modeling, side-by-side coaching, planning, professional development, assistance

with data analysis, diagnosing and assisting with planning for intervention

instructional strategies, and working closely with principals to ensure student

learning.

Adolescent literacy coaches provide one-on-one support to special education

teachers and collaborative teams at three pilot sites.

Alabama Reading Initiative (ARI) and Special Education- Special education

personnel are an integral part of all system curriculum and instructional professional

development, planning, collaboration, and implementation.

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

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

- Offered at every system high school

- Accessible to all students

- Embraces nontraditional students who seek a rigorous college preparatory

curriculum as well as typical college bound students

- Provides AP teachers with weeklong training in subject area

- Uses vertical teaming within high schools and middle schools to prepare

students

for AP courses to ensure the rigorous curriculum needed for student success

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

classes



- Provides AP test preparation tutoring sessions prior to AP exams

- Provides resource materials for teachers and students during tutoring sessions

- Provides training for administrators, counselors, and middle school teachers

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

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

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

Waterford®,USA Test Prep®, NovaNet®, ACCESS Distance Learning, student

response systems, and Big Brainz ®.

Professional development is provided by trained staff member to support the

Alabama Math, Science and Technology Initiative and Engaging Youth in

Engineering.

Professional development for school faculties is provided by Central Office

personnel in Response to Instruction (RtI).

Continuous Improvement Plan (CIP) - Curriculum and Instruction staff members

generate a comprehensive list of research-based, best instructional strategies that

schools use when developing the school’s CIP. Curriculum and Instruction staff

members provide technical assistance on part II- (Academics) of CIP and attend

scheduled quarterly data reviews.

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

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

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

SIOP in their instruction. MCPSS offers annual professional development for



classroom/content teachers on World Design and Assessment (WIDA) standards

and research-based strategies that help make content comprehensible for English

learners. ESL teachers base all language instruction on the WIDA standards: social

and instructional language, the language of language arts, the language of

mathematics, the language of science, and the language of social studies. Teams

of content teachers and ESL teachers, for a total of 27 teachers, receive training on

collaboration and co-teaching: strategies for English learners. The collaboration and

co-teaching approach is currently being used in eight Mobile County schools.

Curriculum Pacing Guides provide scope and sequence to all content areas and are

aligned to the Alabama Course of Study and the Alabama High School Graduation

Examination

Elementary

- Math

- Science

- Reading

- Language

- Social Studies

- World Languages

- Fine Arts

- Physical Education

Secondary



- Language Arts

- Mathematics

- Science

- Social Studies

- World Languages

- Fine Arts

- Health/ Physical Education and Driver’s Education

- Instructional Technology

- JROTC

Elementary Reading

K-5 reading and language arts focus on MCPSS curriculum and implementation

of the adopted reading series, Reading Street® and My Sidewalks® (Tier III-

Intervention). The reading series is selected by a committee of representatives

from across the system. The committee determines alignment with MCPSS

curriculum, Alabama Course of Study: English Language Arts, standards

assessed on high-stakes tests, and best practices. The adopted series includes

research-based instructional strategies.

Intervention and differentiation is a major component of the reading series and

the expectations of MCPSS. Along with Reading Street® and My Sidewalks®,



teachers use additional instructional strategies learned through ARI. At the

preschool-level, Waterford® is used as an instructional tool for reading.

Waterford® includes methods for determining inferences and providing time for

independent reading practice. While textbooks are generally adopted every 6

years, the curriculum is reviewed annually during the summer to ensure that it is

aligned to state standards and meets the needs of all students revealed through

data analysis. Waterford® is used with all preschool students to provide

instruction through the use of technology in reading, math, and science.

Reading Renaissance®, Ticket to Read®, Big Universe®, and Success Net® are

programs available to all teachers and students for additional independent

reading practice. Reading coaches are assigned to all elementary schools for the

sole purpose of improving the delivery of reading instruction. Special education

teachers are included in all system and school-level curriculum and instructional

professional development opportunities, planning, and implementation.

Elementary Mathematics

Elementary mathematics leaders promote and support research-based

instructional strategies, innovations, and activities for system personnel. MCPSS

leaders participate in a joint Science, Technology, Engineering and Math (STEM)

committee with MAEF, Alabama Math, Science and Technology Initiative (AMSTI)

trainers, and University of South Alabama staff members. It further supports the



STEM coalition by participation in the Engaging Youth in Engineering® program in

elementary and middle schools. MCPSS supports the AMSTI in elementary and

middle schools. Other mathematics activities in the

system are as follows:

- Singapore Math® is used in three pilot schools to help teach math skills to

elementary students.

- Ongoing Assessment Project (OGAP) training is held in pilot schools to

strengthen mathematics instruction.

- Four Investigations pilot schools have system support through pacing and

assessments based on the program’s construction. Data is gathered to

determine the pilot’s effectiveness.

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

- STAR® Reading and Math (Renaissance Learning) is a joint collaboration with

the Department of Instructional Technology to bring research-based

resources to assist teachers with planning and instruction.

- Gizmos® (math and science virtual laboratory simulations) is used to deepen

content understanding and to expand classroom instruction.

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

Department of Instructional Technology to bring research-based resources to

assist teachers with planning and instruction.

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

Live® provides math practice to all students.



- Waterford® is used at the preschool level as an instructional tool for math,

science, and reading.

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

MCPSS utilizes various resources to enhance student learning. The executive director

of technology and the technology coordinator along with the Technology Division

provide a wealth of resources for our teachers and students. This department employs a

telecommunication manager, a network manager and a hardware supervisor as well as

database programmers, hardware and network technicians, software support

specialists, and five technology resource teachers (TRTs). These employees all work to

support schools through hardware and software support as well as program support.

The Instructional Technology Department within the Technology Division also supports

and provides professional development to the schools throughout the system. The

purpose of the Instructional Technology Department is to further the vision of true

integration of technology in classroom. Each school has a local school technology

support teacher to provide daily support.

Comprehensive Information:



Public Information

The system website is maintained by the Technology Division and updated

frequently by Technology and Academic Affairs personnel. This website,

www.mcpss.com provides resources for community members, parents,

employees, and students.

Local school websites are maintained by the local school webmaster and by

teachers and staff of each school.

The Communication Department maintains Facebook®, Twitter®, and

YouTube®.

Internal Information

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

Administrators, technology support teachers, and select staff use Sharepoint®

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

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

Warehouse to gain access to data for reports and monitoring.

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

TestTrax® is used by Curriculum and Instruction content supervisors to

construct End of the Quarter Tests (EQT) as formative measures of students’

academic progress.

Various databases are used to provide data and access to multiple

instructional programs.


http://www.mcpss.com/


INOW is used at the classroom, office, and system level for student

information. Teachers have access twenty-four hours a day and seven days a

week at any location provided they have Internet.

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

video conference lab.

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

(MOVI)® is used as well as a desktop video conference tool.

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

Instructional Technology:

All schools implement the Technology Course of Study through formal courses

and curriculum integration.

All schools are wireless for ease of use of technology.

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

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

Digidrive® is used in one-on-one classrooms.

Student email is available.

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

computers.

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

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

Elementary schools may check out distance learning systems for use.



The Instructional Technology Department and Technology Division have

distance learning systems for use for video conferencing as needed. Units are

located in the Central Office board room, special education lab, and the

technology resource teacher training lab.

The technology resource teachers work 6 weeks during the summer to provide

professional development on technology to teachers. Each technology

resource teacher serves 20 schools to provide this professional development

and follow up support during the school year.

The technology resource teachers provide professional development on the

use of SMART® technologies as well as other web and 21st Century

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

The technology coordinator provides support for Renaissance Learning’s

STAR Reading®, STAR Early Literacy®, Accelerated Reader®, and STAR

Math®.

Renaissance Learning’s HOME Connect is used for Accelerated Reader®

reporting to parents.

The technology coordinator provides support for Big Universe®, and eBook

reading and writing programs for schools.

Discovery Education® is available for all teachers through the Technology

Division. The technology resource teachers provide professional development

opportunities for teachers and schools.

ACCESS Distance Learning professional development is offered through a

partnership with Troy University’s support center and the MCPSS Instructional



Technology Department. High school students participate in web-based

classes as well as Video Conference Instruction (VCI) from MCPSS local

classrooms. MCPSS has provided more than 200 teachers for ACCESS to

provide Web or VCI instruction.

OVERALL ASSESSMENT FOR STANDARD 3 – TEACHING AND LEARNING

X Operational

The school system implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. The system demonstrates evidence of alignment between the curriculum and instructional practices with systematic implementation across the system. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide frequent opportunities for students to apply their knowledge and skills to real world situations. Teachers give students regular feedback to improve their performance.

Standard 4 – Documenting and Using Results

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

Impact Statement: A school system is successful in meeting this standard when it uses a comprehensive assessment system based on clearly-defined performance measures. The assessment system is used to assess student performance on expectations for student learning, identify gaps between expectations for student learning and student performance, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to system and school leaders, teachers, and other stakeholders in understanding student performance, system and school effectiveness, and the results of improvement efforts.



Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system's responses to the focus questions.

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






INDICATORS

In fulfillment of this standard, the system:N

ot E

vide

nt

Emer

ging

Ope

ratio

nal

Hig

hly

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



4.1Assessment system that records multiple assessments: Snapshot of assessments in AssessTrax and TestTrax (ARMT, AHSGE, SAT-10 district level reports)

Artifact X

4.1 Assessment system that safeguards validity, confidentiality, identification: Confidentiality Agreement Artifact X

4.1Policies that outline targets for student performance and are aligned to state/national standards: Curriculum Manual and Website, Sample Balanced Score Card

Artifact X

4.1Policies that outline targets for behavioral standards: attendance, discipline: Curriculum Manual and Website, Sample Balanced Score Card

Artifact X

4.1Student/Staff Handbook that outlines grading scales, syllabus criteria, and appeal process: Educational Planning Guide, Curriculum and Instruction Website

Artifact X

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

4.1Special database for career preparation, special education, bilingual education programs: Sample Student Portfolio, Sample snapshot of SETS

Artifact X

4.1 Calendar of assessment activities: District Assessment Calendar Artifact X

4.1Record of multiple assessments administered, including program-specific required assessments: AP, IB, V-Math, Read -180 assessments

Artifact X

4.1Online assessment system: Sample STAR – Universal Screening Report, Sample STAR – Progress Monitoring Report

Artifact X

4.1Dedicated unit/staff for assessment and data reporting Practice X



4.1Staff affirm the use of multiple measures for student performance Practice X

4.1All stakeholders are knowledgeable about grading and appeals Practice X

4.1District staff use data to inform policies and practice Practice X

4.1Stakeholders are knowledgeable about the assessment schedule Practice X

4.1Stakeholders implement multiple assessment system Practice X

4.1 Stakeholders are familiar with the administration and purpose of multiple assessments

Practice X

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

4.2 Data graphs, charts display student performance expectations: Sample school Longitudinal Study Status Reports, ARMT 4-Year Analysis

Artifact X

4.2Staff Handbook outlines expectations about the use of student performance data for instructional planning: Curriculum Planning Guide

Artifact X

4.2Agendas, minutes from staff meetings indicate use of data to drive instructional planning discussions: Sample Feeder Pattern Data Meeting Agendas/PDCAs, Scheduled Support Visits for Targeted Schools

Artifact X

4.2

Student performance data reports, charts, graphs indicate system-wide use of data for instructional planning: AYP 4-Year Longitudinal Study Status Reports, ARMT 4-Year Analysis, Negative Proficiency Charts (SPED Math and Reading), 8-Year System Status AYP Reports, ASA Longitudinal Data, Feeder Pattern Agendas/PDCAs

Artifact X

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

Practice X

4.2Students affirm knowledge about their learning expectations Practice X

4.2District staff meet regularly to discuss student work Practice X

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

Practice X

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

Practice X



4.2District staff demonstrate the use of data when planning guidelines for instruction, through vertical and horizontal articulation

Practice X

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

Artifact X

4.3 Database that records graduation, post-graduate engagement: Becky Elmore Artifact

4.3 Data from community/business: MAEF – Yes We Can, RAMP – 80/20 video Artifact X

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

4.3Stakeholders affirm their involvement in meetings in which the topic of student performance and organizational effectiveness were highlighted: Sample Education Commission Agendas

Practice X

4.4 Newsletters demonstrate communication of student performance and school effectiveness

Artifact X

4.4Agendas, minutes from meetings where student performance and school effectiveness were highlighted: Sample PST Meeting Minutes/STAR Progress Reports

Artifact X

4.4Criteria that establishes student performance data as a component of parent-teacher conferences: Sample AHSGE Documentation Letter

Artifact X

4.4Other: Standards 4 Planning Meeting Agenda/Timeline Artifact X

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

Practice X

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

Practice X

4.5Reports that outline comparable data analysis - across schools and districts: MCPSS District Level EQT Summary, MCPSS Annual Report

Artifact X

4.5Agenda, minutes of meetings in which comparative data were highlighted: Principals’ Data Meeting Agenda and Power Point (Aug. 2, 2011)

Artifact X

4.5 District staff affirm their involvement in meetings in which Practice X



comparative data were highlighted

4.6Data reports utilize identified growth model that is valid, reliable, and psychometrically appropriate: Sample Universal Screening Report

Artifact X

4.6 Data reports verify growth in student performance: Stanford-10/ARMT Analysis Artifact X

4.6Data reports disaggregate student performance growth: District Longitudinal Data Analysis, Sample of School Longitudinal Data Analysis

Artifact X

4.6Data reports include behavioral and environmental data: Sample Data Warehouse Suspension Report, Sample Behavior 360 Report, Sample Retract Log

Artifact X

4.6 Stakeholders can speak to and support the growth data: AMSTI Stanford-10 Graph Practice X

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

Practice X

4.6 District staff can identify strategies for increasing student performance

Practice X

4.7 Policies that safeguard accuracy and security of all data: Test Security Form Artifact X

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

Artifact X

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

Practice X

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

Practice X

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

Practice X



Standard 4 - Documenting and Using Results Focus Questions

1. How is the assessment system currently used throughout the school system and its schools to guide analysis of changes in student performance?

MCPSS has a comprehensive assessment system which consists of various

assessments used to analyze changes in student performance. State mandated

standardized assessments, system-level benchmark assessments, school-level

assessments, and classroom assessments provide multiple sources of leading and

guidance indicators for student achievement. These assessments used at all levels of

the system, along with progress monitoring tools, impact student performance.

Additionally, the assessments are used to identify deficiencies in the instructional

program and guide the development and revision of professional learning and

improvement plans for teachers. MCPSS students have consistently performed well on

summative assessments in relation to other surrounding districts in the state and in the

state of Alabama as a whole.

Formative assessments are given throughout the school year in MCPSS. They are

utilized regularly, continuously, and systematically and are analyzed to develop a plan

of intervention that provides students with skills necessary to achieve mastery of

objectives. The following system-wide formative assessments have been developed

and are utilized to measure student progress:

End-of-Quarter Tests (EQTs)

Assessments of Mathematical Progress (AMPs)



District Common Assessments (DCAs)

End of Quarter Tests (EQTs) are utilized system-wide to ensure that all students are

held to the same performance standards and expectations. EQTs are developed using

course specific objectives and are administered at the end of each quarter across all

grade levels. EQT results determine student mastery of common standards by content

area and identify areas of strength and weakness. Students in kindergarten through

Grade 5 are tested in the areas of reading and mathematics at the end of each quarter

using EQTs. The science EQT is administered at the end of each quarter in grades 4

and 5. Students in grades 6-12 take EQTs in language arts, mathematics, science,

social studies, some fine arts courses, and JROTC. In grades K-3, EQTs count 10% of

the quarter average. In grades 4-12, EQTs count 20% of the quarter average. These

assessments are included as one of the sources used in an individual schools’ CIP.

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

Schools and test administrators are required to follow strict test security policies, and

students have one week to make up a missed test.

AMPs are criterion-referenced tests which measure a student’s performance based on

learning objectives and performance standards from the quarterly pacing guides’ units

of study. The AMPs are provided as a resource for teachers to assess students’

benchmark progress throughout each quarter and are not required by Central Office.

However, principals may require their use at individual schools.



DCAs were developed by teachers for teachers and are based on objectives and

standards taught in 3-week intervals. These school-level common assessments are

collaboratively developed and revised based on the curriculum pacing guides and

Alabama Course of Study for each grade and subject. DCAs assess multiple

objectives and include written response items that correlate with writing instruction. The

directions verbiage and format are closely aligned to EQTs. Teachers are able to use

results of DCAs to determine mastery of standards and readiness for EQTs.

AMP’s and DCAs are used throughout the quarter to track student progress and make

instructional adjustments if needed. Classroom assessments, system assessments,

and other activities are aligned with the Alabama state standards and measure MCPSS

students against other elementary, middle, and high school students across the system.

MCPSS utilizes the results of the following Summative Assessments:

Annual Student Assessments and Reports 2011-12

Test Testing PeriodDays NeededFor Testing

Alabama High School Graduation Exam (AHSGE) July 11-15, 2011 5 days

Alabama High School Graduation Exam (AHSGE) September 19-23, 2011 5 days

EXPLORE October 19-26, 2011 1 dayAlabama High School Graduation Exam (AHSGE) December 5-9, 2011 5 days

ACCESS for ELLs February 20 - March 30, 2012 2-3 daysAlabama Alternate Assessment (AAA) March 5-23, 2012 1 day

Alabama High School Graduation Exam (AHSGE) March 19-23, 2012 5 days

Alabama Reading and Mathematics Test (ARMT+) March 26-April 6, 2012 3-5 days



At the local school level, data meetings are used to determine effectiveness of teacher

instruction and student understanding. Formative and summative data results from a

multitude of sources and are analyzed and discussed. Using the results, teachers plan

opportunities for re-teaching and to extend learning opportunities for individual students.

Re-testing, after additional instruction, allows students an opportunity to improve the

level of proficiency for a given standard. Data analysis facilitates students’ improvement

academically by guiding differentiated instruction, identifying objectives for re-teaching,

and identifying students, who may need additional academic assistance in the form of

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

(PST) when selecting appropriate interventions for struggling students and determining

the success or failure of various programs. Consistent review of data targets areas of

need and aids in determining strategies necessary for increasing student performance.

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

Indicated needs guide the CIP, and strategies are identified, implemented, and critiqued

throughout the year with checkpoints set by the ALSDE and MCPSS. If benchmark

tests fail to show improvement, strategies in the CIP are revised or changed so that

students will eventually show improvement in all areas identified in the Needs

Assessment.



2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by the system, its schools, and stakeholders to aid the performance of individual students?

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

MCPSS Data Warehouse – a web-based data management system that

includes both academic and cultural data for individual schools.

TestTrax® – a web-based data management system that stores summative

state assessment data.

AssessTrax® – a web-based data management system that stores local

assessment data.

Information Now (INow) - a computer-based grading system which records,

tabulates, and displays all students’ grades and averages. In addition,

parents have online access to their student’s academic progress.

Data Recognition Corporation (DRC) website – a web-based data

management system that disaggregates state assessment data.

These data tools are used to disaggregate state and local formative and summative

assessments as well as discipline, attendance, demographic data, etc., which are all

used to identify at-risk students. Teachers have access to their students’ data. School-

level administrators have access to data for all students in the school, and system-level

administrators have access to data for all students in MCPSS. Parents have immediate

access to their student’s performance, discipline, and attendance data through the INow

website.



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

Quarterly report cards

Progress reports

Parent/teacher conferences

Parent meetings

IEP meetings

Newsletters

District and local websites

MCPSS uses several forms of technology to ensure that assessments are

communicated in a timely manner: Phone messenger, email, and web sites are used to

communicate appropriate student information to all stakeholders. System and local

school assessments are scored immediately after students take the tests so that

MCPSS is able to analyze data almost immediately after the assessment is given using

the AssessTrax® computer software. This allows time for re-teaching and re-testing the

areas that were not mastered by individual students. Many schools in MCPSS also use

data analysis forms that report the lack of student success on every assessment.

These forms identify students who are not proficient, non-mastered objectives, reasons

for lack of proficiency, and strategies to improve student performance. This process

allows for the re-teaching of objectives within a few days of the original assessment.



MCPSS provides pacing guides online so that all stakeholders know what students are

learning and what is being taught at any given time. INow gives parents immediate

access to student records so that they know the performance-level of their child.

Parents are encouraged to contact the school at any time to discuss the progress of

their child or children. IEPs, progress reports every four and a half weeks, and parent

conferences are used to ensure that parents of special needs students are kept abreast

of what is happening with their children. Special Education teachers complete grade

tracking forms for the purpose of determining tutoring and remediation. Special

attention is given to adherence of all state and federal laws when dispensing student

information. School-wide results are placed on dashboards and displayed in all

schools. Results of high stakes testing are published in local newspapers once a year

and broadcast via local television and radio networks.

CIP meetings are held in each school at which parents, students, teachers,

administrators, counselors, and community leaders review a presentation of students’

current academic performance data. The CIP meeting schedule is outlined below:

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

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

Schools in School Improvement – Seven reviews a year



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

MCPSS uses longitudinal data at both the system and local school level to monitor

long-term success of students. From this data, system-wide professional development,

on-site assistance, technical assistance and support are provided to help develop

strategies that will affect a positive change in identified areas needing improvement.

Programs, teaching strategies, and curriculum are evaluated and changes made when

data indicates a need. Specific objectives and specific subgroups are addressed.

Instructional decisions are made through a thorough examination of current and

longitudinal data.

System-wide data and analysis sessions are held and required for all principals at the

beginning of the school year and throughout the year. In these sessions, the academic

status of the system and each school, as well as specific subgroups and academic

standards on which a focus for improvement is indicated are communicated to

principals.

Data is used to measure students’ level of proficiency, identify strengths, and areas in

need of improvement. Longitudinal data identifies trends, both positive and negative, for

academic objectives by subgroups. Curriculum decisions are made based on analysis

of MCPSS data. The academic status of the system and each school, as well as

specific subgroups and academic standards on which a focus for improvement is

indicated are communicated to principals.



Data from the comprehensive needs assessment (CNA) conducted annually is used to

determine needed strategies for improving student performance. The CNA is a part of

the school improvement process that results in a plan developed to address identified

weaknesses. Funding allocations are determined by areas of weakness, and

professional development is provided to guide instruction for both the system and local

schools. In-service meetings, job embedded workshops, and professional development

workshops may be planned as a result of the CNA.

During PST meetings, students are identified with specific academic and behavior

needs. The PST committee assigns research-based strategies for teachers to

implement in the classroom to promote student growth. System staff meets quarterly

with department chairs to analyze assessment data for the purpose of instructional

planning, to evaluate effectiveness of teaching strategies, and to prepare for system

assessments.

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

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

School Improvement (LSI) meetings to disaggregate system and local school data. The

deputy superintendent meets once a month with the assistant superintendents PK-12,

assistant superintendent of Curriculum and Instruction, assistant superintendent of

Federal Programs, and executive director of Special Education to disaggregate data

and determine needed support from each division. Meetings are held in the Academic



Affairs conference room, which also serves as a “data war room” and houses data

displays for MCPSS.

MCPSS is fortunate to have an accountability analyst whose responsibilities include but

are not limited to:

Facilitating the AYP process

Mediating accountability issues between the MCPSS and the ALSDE

Examining student assessment results and accountability data

Utilizing statistical data analysis to identify strengths and weaknesses on a

system-wide level

Maintaining pertinent system and school data provided by the ALSDE and

MCPSS

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

schools

Training administrators and teachers in TestTrax® and AssessTrax®

The accountability analyst makes sure that data, as well as an explanation of the data,

is delivered to stakeholders in a timely manner.

System-wide, detailed data information and analysis sessions are held and required for

principals at the beginning and throughout the school year. In these sessions,

principals are provided the academic status of MCPSS and each school, as well as

specific subgroups. Academic standards in need of focus and improvement are



identified. Principals are sent the PowerPoint® presentation and all graphs, charts,

tables, and comparisons shared with them during the data information and analysis

sessions. Principals are expected to share provided information with their staff and

provide guidance as to how school results impact the system.

Principals plan meetings with their staff, small groups, and individual teachers to review

and develop action plans to drive instruction throughout the year. Grade-level and

department meetings are held to address concerns. Feeder pattern meetings are held

to identify school-to-school issues. Principals have system-wide meetings to look at

system data and to develop staff development needs.

Departmental meetings, literacy teams, and faculty professional development increase

knowledge with data analysis. AYP results are reviewed at the start of the school year

and are reviewed and discussed at department meetings throughout the year to ensure

increased scores. Teachers are taught to use data to guide their selection of effective

teaching strategies. Administrators are provided data presentations for both the state

and system and given needed data resources and tools for presentations at the local

school-level.

Staff development opportunities are provided by Central Office personnel in curriculum

design and implementation, assessment strategies, data analysis, and the use of

technology. At the school level, teachers share their expertise and knowledge with

peers during weekly faculty meetings and in-service days which are used to provide



training in data usage. Staff members participate in professional development to

analyze school data, identify strengths, and to create school-wide focus on areas in

need of improvement. Common terminology and purpose are guided by the Central

Office.

OVERALL ASSESSMENT FOR STANDARD 4 – DOCUMENTING AND USING RESULTS

X Operational

The school system uses a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results. The assessment system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to system and school leaders, teachers, and other stakeholders in understanding student performance, school and system effectiveness, and the results of improvement efforts.

Standard 5 – Resource and Support Systems

STANDARD: The system has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.

Impact Statement: A system is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that: enables students to achieve expectations for student learning, meets special needs, and complies with applicable regulations. The system employs and allocates staff 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.



Emerging Evidence indicates early or preliminary stages of implementation

of practice





INDICATORS


Not

Evi

dent

Emer

ging

Ope

ratio

nal

Hig

hly

Func

tiona

l

5.1 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 regulation (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 Resources. In fulfillment of this standard, the system:

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

X

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

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

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

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



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

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

X

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

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

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

X



5.1Personnel policies ensuring appropriate hiring practices: Board Policy: Chapter 6 Personnel Artifact

X

5.1Personnel policies ensuring certification, licensure, evaluation, and training: Board Policy: Chapter 6 Personnel Artifact

X

5.1 Staff Handbooks: HR Employee Handbook, 2011-12-Student Code of Conduct Artifact

X

5.1 Student Handbooks : 2011-12 Student Code of Conduct Artifact X

5.1 Schedules: District, School, Extra-Curricular; Transportation: Master Schedule, Football Schedule, Bus Schedules Artifact

X

5.1 Professional learning opportunities: 18 month Staff Development Planner Artifact

X

5.1 IEP: Individualized Education Plans: Web SETS Sample Artifact X

5.1Agenda, minutes, decisions for district and school level IEP meetings : Web SETS Sample Artifact X

5.1 Staff schedules and assignments: Sample: Teacher Schedule Artifact X

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

X

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

Practice X

5.1 Appropriate space is provided for special need support programs Practice X

5.2 Policies regarding NCLB highly qualified teachers: HQ District Artifact X



Plan, Recruitment Budget, Recruitment Video

5.2 Personnel policies ensuring appropriate placement: Board Policy: Chapter 6

Artifact X

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

Artifact X

5.2 Staff Handbook: HR Employee Handbook Artifact X

5.2 Staff schedules and assignments: High School Teacher Schedule and Master Teacher Look-up

Artifact X

5.2 Professional learning opportunities: 18 month Staff Development Planner

Artifact X

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

PracticeX

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

X

5.3Professional development plan: Individual Professional Development Form Artifact

X

5.3 Calendar, agenda, summaries of PD opportunities:18 month Staff Development Planner – Professional Development Catalog Artifact

X

5.3 Evaluation of PD data: MCPSS Staff Development Analysis Artifact X

5.3 Personnel policies that stipulate PD requirements: Teacher Certification Chapter from Alabama State Department of Education Artifact

X

5.3 Budget demonstrates appropriate allocation for PD: Staff Development Budget Artifact

X

5.3 District staff can affirm their involvement in professional learning opportunities Practice

X

5.3 Staff are aware of the requirements for continuous learning Practice X

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

X

5.3 Staff implement effective strategies based on their professional development experience Practice

X

5.3 District monitoring of professional development implementation Practice X

5.4 Personnel policies and practices: Board Policy: Chapter 6 Artifact X

5.4 Master schedule: Sample School Schedule Artifact X

5.4 Policies regarding NCLB highly qualified teachers: HR HQ Form, Artifact X



HQ District Plan

5.4 Budget demonstrates appropriate allocation for staffing: Teacher Allocation List Artifact

X

5.4 Class size indicates appropriate and effective support of student learning Practice

X

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

5.5 Annual Financial Statements: FY 2010 Board Reports Artifact X

5.5 Consolidated application (federal): e-GAP Application Artifact X

5.5 Fiscal procedures: Business Division Procedure Manual Artifact X

5.5 Facilities plan: Capital 5-year Plan Artifact X

5.5 Facilities protection documentation: Insurance Policies Artifact X

5.5 Purchasing/replacement policies: EEO Document Artifact X

5.5 Space is adequate and appropriate to support student learning Practice X

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

5.5 Annual Financial Statements: FYE 2010 Board Reports Artifact X

5.5 Practices that support appropriate use of allocated funds Practice X

5.6 Audit reports: FY0910 Audit, FY 0809 Audit Artifact X

5.6 Organizational oversight of fiscal authority: Business Division Organization Chart Artifact

X

5.6 Fiscal protection plans: Superintendent and CFO Bonds Artifact X

5.6 Payroll and purchasing policies and processes: Business Division Procedure Manual Artifact

X

5.6 Segregation of duties Practice X

5.6 Practices that support appropriate use of fiscal resources Practice X

5.7 Facilities maintenance reports and plans: Schedule Artifact X

5.7 Policies and processes regarding safety: Board Policy; Operator’s Manual, Resource Officer Manual; Security; Uniformed Security Officers Operations Manual Artifact X

5.7 Curriculum includes attention to cleanliness and safety: Science Safety Manual Artifact X

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



Student Support Services Handbook

5.7 HAZMAT (hazardous materials): Policies and Training Manual Artifact X

5.7 Policies regarding dispensing prescription medications: Nursing Policy & Procedure Part 5 pg 446 - 666 Artifact X

5.7 Calendar of safety drills: fire, tornado, emergency crisis: 2011-12-Student Support Services Handbook Artifact X

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

5.7 District-wide environment is clean and safe Practice X

5.7 All district-wide facilities are properly maintained Practice X

5.7 District staff are involved in developing and implementing safety policies

PracticeX

5.7 District support staff are knowledgeable about safety policies Practice X

5.8 Crisis intervention plan: Crisis Intervention Plan Artifact X

5.8Student Handbook: 2011-12-Student Code of Conduct Artifact

X

5.8 Staff Handbook: 2011-12-Student Support Services Handbook, HR Employee Handbook Artifact

X

5.8 Emergency procedures : 2011-12-Student Support Services Handbook, Safety Plan Artifact

X

5.8 Wellness policy : Wellness Policy Artifact X

5.8 District staff are involved in the crisis intervention team Practice X

5.8 Health support staff are available Practice X

5.8 District staff and students are knowledgeable about emergency procedures Practice

X

5.9

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

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

X

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

X

5.10 Policies and procedures for maintaining and improving technology Artifact X



infrastructure: hardware and software: MCPSS District Technology Plan

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

5.10 Policies and procedures regarding appropriate internet access: 2011-12-Student Code of Conduct Artifact

X

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

X

5.10 Stakeholders are knowledgeable about policies regarding appropriate internet access Practice

X

5.11 Individualized Development Plans- Portfolio: Counseling and Guidance Mobile Plan Artifact X

5.11 Staffing of Counseling and Guidance programs: 2011-12 Counselor List – ES, 2011-12 Counselor List – HS, 2011-12 Counselor List- MS Artifact X

5.11 Student referral policies and practices Practice X

5.11 Alternative Education Program: Alternative School Handbook – 2011-12 Artifact

X

5.11 Policies and procedures that are ADA and IDEA compliant ; IEP Team Leaders Manual

ArtifactX

5.11 Special Needs Department/Committee: Children’s Services Letter head rev 12-13-12 (2)

Artifact

5.11 Master schedules demonstrating support for special needs: 2011-12 Special Ed Allocation, FY12 NURSE Budget pp. 2011-12 Assignments Nurse, 4110 T-1 Budget, Nurse amendment Budget 1220, Nurse Assignments 2011-12

Artifact

X

5.11Labor agreements demonstrating appropriate special needs staffing: Sample nurse contract Artifact X

5.11 Teacher certification, licensure, etc. supporting special needs: Board Policy, Position Advertisements Artifact X

5.11 Student referral process and procedures: IEP Team Leaders Manual, 504 Handbook Artifact

X

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

5.11 Professional development calendar and topics: 18 month Staff Development Planner – Professional Development Catalog Artifact X

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

Artifact X



Handbook

5.11Students and staff affirm their understanding of special needs populations Practice X

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

X

5.11 District monitors instruction for special needs inclusion Practice X

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

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

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

5.12 Guidance and counseling Department/Committee: Student Support Services Advisory Committee

Artifact X

5.12 Curriculum for Career Preparation Practice X

5.12 Career Preparation Department/Committee: Career Tech Advisory Members

Artifact X

5.12 Orientation to Career Preparation programs: Educational Planning Guide and Mobile Comprehensive and Guidance Plan

Artifact X

5.12 Master schedule indicates availability of career preparation Practice X

5.12 Enrollment data – current status, trends: Enrollment Capacity 2011-12, Enrollment Capacity OCR

Artifact X

5.12 Professional development: calendar, topics: 18 month Staff Development Planner – Professional Development Catalog

Artifact X

5.12 Community based programs: At Risk Program Evaluation Artifact X

5.12 District provides student support services coordinated with the school, home, and community: Federal book – handbook a13, federal book – handbook a18, Federal book – handbook pages, Homeless brochure, Homeless Dispute Resolution Form, Homeless Dispute resolution procedures, McKinney-Vento 101, School assignments Homeless Ed

Artifact X

5.12 Attendance Services provided for district: Attendance Assignments 2011-12, 2011-12 – Student Support Services

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



5.12 District provides At-Risk services: At Risk Program Evaluation, FY 2012 At –risk handbook, FY Children First Handbook, FY 2012 Title IV Handbook, FY 2012 High Hopes Handbook, FY 12 Children First Amendment I Budget, FY 2012 Amendment I, At- RISK Budget 1410 Carryover Amendment

5.12 Job Placement program Practice X

5.12 Staff assigned to career preparation programs Practice X

5.12 Students are knowledgeable about career planning programs Practice X

5.12 Students are enrolled in career preparation Practice X

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

Practice X

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

Practice X

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

Practice X

Standard 5 – Resource and Support Systems Focus Questions

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

MCSS is committed to providing students with qualified teachers and effective school

leaders. Central Office staff and school administrators work together to make every

effort to employ and retain the most qualified personnel available for each position. The

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

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

Department of Education (Teach in Alabama) website. The vacancy postings are

updated at least weekly or more often on an as-needed-basis. Applicants can apply

online through the MCPSS website.

Recruitment:



HR submits a recruitment plan to the school board for approval.

HR attends college and university job fairs to recruit prospective teachers.

HR hosts a job fair with all MCPSS school administrators in late May or early June in

search of possible applicants.

HR provides a recruitment video that spotlights the school system and highlights the

greater Mobile area.

MCPSS offers competitive salaries.

MCPSS partners with universities for student internships (University of South

Alabama, University of Mobile, and Spring Hill College).

MCPSS partners with the University of South Alabama Department of Education-

Instructional Leadership to provide graduate internships for future administrators.

Induction:

New Teacher Orientation is provided for all teachers new to the system in August

and again in January for late hires. Teachers are given classroom supplies and other

resources. A curriculum overview is provided along with pertinent documents.

New Teacher Induction is designed for teachers with fewer than 2 years of

classroom experience. Workshops that focus on MCPSS pacing guides for subject

areas, instructional strategies, and classroom management are conducted by the

curriculum supervisors and staff development resource teachers. Three or four



sessions are held during the school year, and substitutes are provided for the new

teachers to attend.

A New Teacher Handbook is given to all new teachers at orientation.

Professional development opportunities are provided throughout the school year to

assist teachers with classroom management, Response to Instruction (RtI), Special

Education issues, etc.

New Employee Orientation is provided by the HR Department every month to

complete the necessary employment and insurance paperwork and to address

questions or concerns.

Mentors are assigned to provide support to all new teachers during their first year of

teaching. Professional development is conducted for new teachers and their

mentors.

Elementary and secondary curriculum supervisors work with new teachers to offer

support, provide resources and materials, and to arrange job shadowing

opportunities when applicable.

Instructional staff members conduct formative visits to observe classroom

management procedures and instructional practices.

Science and math teachers, who are employed through the U.S. Department of

Education’s Drexel grant, receive mentoring support from a retired teacher in grade

level and subject matter.



Placement of Personnel:

MCPSS implements procedures to ensure adequate staff to meet the vision and

purpose of the system. HR follows federal and state guidelines and regulations in

making staffing allocations. They are implemented as follows:

HR reviews state allocations, student populations, projected growth, stated needs,

qualifications of staff members, certification of personnel, voluntary transfers,

contract requests submitted by staff, Personnel and Course Code Manual, Alabama

Administrative Code for special education case manager requirements, and any

other special situations that may arise at local schools.

HR identifies earned foundation program units allocated on the number of students

enrolled during the previous September.

HR identifies growth units provided by the state department.

HR reviews current locally funded units and works to reduce that number through

attrition and non-renewals.

Staffing Procedures:

MCPSS follows all published policies and procedures to fill vacancies according to

established practices. Teachers have to be highly qualified (HQ) in content areas to

teach students.



Professional Development:

The Professional Development Department provides quality professional development

opportunities based on the Alabama Quality Teaching Standards, the Alabama

Standards for Instructional Leaders, and the Alabama Staff Development Standards.

Specific areas of professional development opportunities for the district and local

schools include the following:

Leadership Development for all school leadership teams

Content specific professional development

Teaching methods and pedagogy professional staff development

Professional development for classified personnel

Substitute teacher training, SubFinder (computerized substitute finder) training, and

new employee orientation

Certified personnel participate in professional development based on individual

Professional Development Plans (PDP), which are a part of the Alabama Professional

Education Personnel Evaluation Program (PEPE) process and the EDUCATE Alabama

process. STI-PD, an online Professional Development management system, is used to

provide PD opportunities from the system and state.

Employee Retention:

The MCPSS strives to retain personnel through the following methods:



Competitive salaries

Multiple professional development opportunities through the system Staff

Development Department, the South Alabama Research and Inservice Center

(SARIC), and on-line professional development through Professional Development

360 (PD-360)

Supplemental retirement program (voluntary) with 403b plans

National Board training support for teachers

Praxis registration fee and study guide purchase reimbursement upon passing a test

for current teachers wishing to gain middle school math certification

Teacher Mentor program – All new teachers are assigned an on campus mentor.

Designated teachers, employed through the Drexel Grant, receive mentoring from a

retired teacher in their grade level and subject matter.

Principal Mentor program – New principals are assigned a mentor from a school with

similar demographics for a period of 2 years

District membership in Classroom Leaders for Alabama Schools (CLAS). This allows

all district administrators to participate in professional development. I.e. New

Principals Institute, Assistant Principal Conference, CLAS Law Conference, and

others. CLAS provides opportunities to gain Professional Learning Units (PLUs) for

certification renewal.

Technology training by technology resource teachers in the Information Technology

Department.



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

The Board of School Commissioners of MCPSS has committed leadership who believe

all students can become proficient learners who will graduate. The leadership team is

committed to ensuring that financial resources of the system are allocated equitably to

areas of greatest need. Financial resources support the vision, programs, services, and

continuous improvement plan of MCPSS. The focal point of all expenditures is to

increase student achievement by providing quality services and support to teachers and

principals.

The Chief Financial Officer (CFO), as head of the Business Division, ensures financial

stability of MCPSS by managing financial functions in an efficient and responsive

manner. Duties of the CFO include but are not limited to the following:

Processing and reporting financial transactions of MCPSS in compliance with state

requirements and generally accepted accounting principles

Training principals, assistant principals, bookkeepers, and others to enhance

financial knowledge and ensure legal compliance

Overseeing the MCPSS budgeting process to ensure that sufficient resources are

allocated to support education programs and CIPs

Ensuring that additional local funds are held in reserve to meet the requirement of

one month’s operational expenses



The Alabama Department of Education provides classroom instructional support funding

if the Education Trust Funds’ budget is sufficient. These funds are allocated to schools

based on the number of state supported teacher units and include designated monies

for the following: student materials, technology, library enhancement, professional

development, and common purchases. The internal auditor and staff audit each school

on a rotating basis to ensure proper accounting procedures are followed and legal

requirements are met.

MCPSS employees are constantly writing grant proposals which are often awarded thus

providing funding to meet specific needs. Current significant new funding sources

include two federal grants dedicated to specific school needs; one for school

improvement, and the other aimed at increasing the graduation rate. MCPSS regularly

receives numerous federally funded awards and other grants, many of which fall under

the No Child Left Behind Act of 2001. These funding sources are carefully allocated to

meet the needs set forth in the system’s CIP.

The Facilities Services Division has procedures in place to ensure that MCPSS

buildings are regularly inspected and maintained. A 5-year capital plan is submitted to

the state annually detailing all projects and funding sources. Projects are prioritized

according to the State Facilities Assessment.



The MCPSS Board of School Commissioners is presented with a monthly financial

statement at regular board meetings. The CFO submits financial reports to the

Alabama Department of Education on a monthly basis. The State of Alabama

Department of Examiners of Public Accounts conducts an annual audit of MCPSS

financial transactions. Year-to-date, monthly, and annual financial statements, along

with the Examiner’s Audit Reports are available for public access on the MCPSS

website: www.mcpss.com.

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

MCPSS strives to provide students with the knowledge and necessary skills to graduate

citizens who are literate, responsible, and committed to learning over a lifetime, and

who are confident in their ability to succeed in a global society. MCPSS promotes a

strong, equitable system and supports the achievement of high academic standards at

all levels by offering quality services to students and families.

MCPSS provides an array of services available to students and families health,

counseling, nutrition, security, safety, transportation, special education, gifted education,

parenting, homeless education, neglected and delinquent, English as a second

language, extracurricular activities, academic competitions, alternative schools, magnet

schools, various educational pathways toward career and academic success, social

services, and at-risk services. Technology and maintenance building plans also




contribute to the overall academic success of students by enhancing learning

environments of students through laboratory based classes. These services are

proactive as well as reactive to ensure needs are met and are coordinated with

academic programs to guarantee maximum instructional outcomes.

Special Education Services:

The Special Education Department promotes opportunities for gifted and educationally

disadvantaged students to participate in educational activities designed to help each

student achieve maximum potential. A full range of services meets the needs of all

identified and placed disabled students (Pre-K-Grade 12) in MCPSS schools.

Disabilities recognized by the State of Alabama and MCPSS include autism (210

students), deaf-blindness (48 students), developmental delay (499 students), emotional

disturbance (95 students), hearing impaired (86 students), mental retardation (499

students), multiple disabilities (109 students), orthopedic impaired (71 students), other

health impaired (844 students), specific learning disabilities (3,250 students), speech

and language impaired (1,600 students), traumatic brain injury (13 students), and visual

impaired (59 students).

504 Services:

MCPSS follows all mandated policies and procedures to accommodate students

requiring 504 services. Accommodations are identified and a plan of services is made to

ensure a 504 student is placed in an appropriate school setting.



Homebound Instructional Program:

The primary purpose of the MCPSS Homebound Program is to maintain continuity in a

student’s education. The school determines the student’s responsibility regarding

missed work. Instruction may be offered in a variety of ways including, but not limited to,

the following:

One-to-one instruction in the home

Technology assisted learning

Independent study

Homebound services are designed to supplement, not supplant the school instructional

program. Homebound instructional time depends upon several factors including the

age of the student, the grade, the nature and extent or severity of health issues, and the

course content requirements.

English Language Learners (ELLs):

Students and families, who are not native English language speakers, are offered

interpretive services for verbal, written, and educational services. Services related to

adjusting within the southern United States are also offered in collaboration with many

service agencies within the Mobile area.



Gifted Education:

The goal of the MCPSS Gifted Education Program is to develop and enhance process

skills that will enable gifted students to become self-motivated, life-long learners in the

twenty-first century. This is accomplished through equitable identification of

intellectually and creatively gifted learners, development and maintenance of high-

quality, concept-based curriculum and instruction, and provision of consultative and

collaborative support in the general education setting. A conceptual framework has

been established to better provide quality services across MCPSS. The framework is

fluid and flexible due to ever changing needs of gifted learners. Each strand of the

curriculum and instructional support provides rigorous and challenging opportunities for

ascending intellectual demands. MCPSS implements with fidelity the PACE (Pursuing

Academics, Creativity, Excellence) program. Effective implementation yields a solid

foundation of knowledge, skills, and attitudes that enable gifted learners to achieve

success upon graduation, thereby enhancing students’ opportunities for marked

accomplishments and perseverance of excellence.

Parental Support:

MCPSS agrees to implement the statutory requirements of parental support in

accordance with NCLB. The system is committed to a quality education for all students.

MCPSS provides the coordination, technical assistance, and other support to assist



Title I, Part A schools in planning and implementing effective parental involvement

activities to improve student academic achievement and school performance.

In an effort to ensure compliance, parents of students in Title I schools receive a copy of

the Local Educational Agency’s (LEA) Parental Involvement Plan that describes how

MCPSS provides effective strategies that strengthen the quantity and quality of parental

and family involvement, and how parental involvement requirements are to be met. Each

school also provides a copy of the local school parental involvement plan to each parent

and maintains hard copies for parents and community members.

Safety and Security:

The safety and security of MCPSS schools are supported by resource officers and

enhanced by the use of available technology and collaboration with community and

governmental law enforcement agencies. Safety and security procedures are designed

to ensure a safe and orderly school environment for every child and employee.

Facilities and Operations:

MCPSS Maintenance and Building Operations Division provide clean and safe school

buildings and grounds. Educational planning experts collaboratively assist MCPSS, as

well as county and city agencies, in providing future projections for educational needs.

Five-year Capital Plans, Safe Acreage Reports, and School Summary Safety Reports



are submitted to the Alabama Department of Education annually or upon request. The

academic team, Board of School Commissioners, and leadership teams work

collaboratively with the maintenance and building team to present plans that enhance

and promote academic success to the public.

Technology:

MCPSS uses various resources to enhance student learning. The executive director of

technology and the technology coordinator along with the Technology Division provide a

wealth of resources for teachers and students. This division employs a

telecommunication manager, network manager, and hardware supervisor as well as

database programmers, hardware and network technicians, software support

specialists, and 5 technology resource teachers. These employees work to support

schools through hardware and software support as well as program support. The

Instructional Technology Department within the Technology Division also supports and

provides professional development to schools. The primary purpose of the MCPSS

Technology Division is to further the vision of true integration of technology into

classrooms. Each school has a local school technology support teacher who provides

daily support to the assigned school. Public and internal technology services are

provided throughout MCPSS. Services provided by the Technology Division are as

follows:



Public Information

The MCPSS website is maintained by the Technology Division. This website

www.mcpss.com provides MCPSS resources for community members, parents,

employees, and students.

Local school websites are maintained by local school webmasters and by

teachers and staff of each school.

The Communication Department maintains a Face Book®, Twitter®, and

YouTube® page through a partnership with the Technology Division.

Internal Information

MCPSS maintains a private network to provide information to employees.

Principals, technology resource teachers, and select staff use SharePoint® for

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

Principals, technology resource teachers, and staff use the data warehouse to

obtain data for reports and monitoring.

AssessTrax® is used for data reporting of EQT results.

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

programs.

INow is used at the classroom, office, and system level for storing student

information. Teachers have access to iNow from any location provided they have

Internet.

Distance learning provides additional courses to students, thereby increasing

equity of course offerings.

Schools have access to a video conference lab to enhance academic resources.




Video phones are assigned at the administrative level.

MOVI is used as well as a desktop video conference tool.

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

Instructional Technology

All schools implement the Technology Course of Study through formal courses

and curriculum integration.

All schools are wireless for ease of use of technology.

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

Moodle® is used for online and blended courses. Moodle® is used in one-to-one

classrooms, houses student work, and provides access to students throughout

the student domain.

Student email is available as of August 2011.

Every classroom has at least one computer. Most have 3 student computers.

Each school has one or more computer lab(s) for student use.

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

elementary schools may check out systems. The Instructional Technology

Department and Technology Division have portable systems for use for video

conferencing as needed.

Technology resource teachers work six weeks of summer to provide professional

development on technology.



Technology resource teachers provide professional development on SMART®

technologies as well as other web and 21st century technologies. This group also

provides training on the data warehouse.

The technology coordinator provides support for Renaissance Learning® (STAR

Reading®, STAR Early Literacy®, Accelerated Reading®, and STAR Math®).

Renaissance Learning’s HOME Connect® is used for Accelerated Reading®

reporting.

The technology coordinator provides support for Big Universe, Accelerated

Reading®, an eBook reading and writing program for schools.

Discovery Education, Accelerated Reading® is available for teachers through the

Technology Division.

ACCESS distance learning professional development is offered through a

partnership with Troy University’s support center and the Instructional Technology

Department. High schools participate through web-based classes as well as

through video conference instruction (VCI) classes. The system has provided

more than 200 teachers for ACCESS web or VCI instruction.

Video technologies, including MOVI Accelerated Reading®, Accelerated Reading®

(Distance learning on your desktop) are available for connecting classrooms and

teachers.

The Technology Planning Committee meets annually to update the local and

MCPSS technology plans.



Extra-Curricular Activities:

Athletics and other extra-curricular activities, such as band are an important part of the

school environment. Sports allow students to maintain a certain level of fitness. In order

to participate, student athletes and students who are a part of other performing groups

are required to maintain a 70% academic average.

Academic Competitions:

MCPSS students have access to a wide variety of academic competitions. A few are

described below:

Scholar’s Bowl-Teams of 8 to 15 students from each public school compete 4 times

a year at Faulkner State University.

Hi-Q – Teams of 10 students from each high school compete in a round robin type of

competition. Each school hosts 2 other schools for 1 of their 3 competitions. The

other 2 competitions are held at other schools. After teams have competed 3 times,

the team with the highest score moves on to the final round. The other 6 top teams

compete in semi-final matches for the remaining 2 slots in the final round. At the

final competition, the 3 teams compete for the right to compete with 4 other teams

nationwide. This competition is held through web access.

Davidson High School’s Model United Nations – Davidson High School hosts this

academic event each year which is open to all Mobile County High Schools. Teams

are sent from each participating school and are asked to represent a specific country

at this mock United Nations event.



Scholar’s Bowl for Middle School- This event is similar to the high school event but is

held at participating middle schools after the academic school day.

Science Related Bowls- Schools select which events they wish to enter. These

include BEST robotics, Environ Bowl, Science Olympiad and other related science

bowls.

Magnet Schools:

MCPSS offers a variety of learning opportunities for students in area magnet schools.

The magnet schools offer theme-based classes in a multicultural environment. Magnet

schools have accelerated core plus curricula that includes an increased level of rigor.

MCPSS students may apply to a magnet school as an alternative to attending a zoned

school. MCPSS currently operates the following 7 magnet schools serving kindergarten

through grade 12 students.

LeFlore Magnet High School- Grades 9-12 (Pre-law and Pre-med)

Clark-Shaw Magnet- Grades 6-8 (Math, Science and Technology)

Phillips Preparatory- Grades 6-8 (College Preparatory)

Dunbar School for the Creative and Performing Arts- Grades 6-8 (The Arts)

Chickasaw School of Math and Science- Grades K-5 (Math and Science)

Council Traditional- Grades K-5 (Communications and Foreign Languages)

Old Shell Road School for the Creative and Performing Arts- Grades K-5 (The Arts)

Student Support Services:



The Department of Student Support Services supports needs of MCPSS students. The

department employs many service providers who offer related services to the MCPSS

student population. The department is responsible for setting the school calendar,

writing and enforcing the Student Code of Conduct, ensuring a safe and healthy school

environment, drawing school zones, enforcing school attendance, providing placement

for students in schools, monitoring equity of services, assessing student and school

needs, collaborating with community agencies for services and support, transporting

students, providing school health services, offering social services and interventions,

establishing school guidance and counseling services for each child, setting standards

for current student records, maintaining archival records, and collaborating with

community resources to meet needs of at-risk students.

Discipline:

The Student Handbook and Code of Conduct is visited and revised annually by the

Student Support Services Advisory Committee. The Code of Conduct is then approved

by the MCPSS Board of School Commissioners. The Code outlines student and staff

responsibilities and expectations in maintaining a safe school learning environment. The

Code includes discipline guidelines which are strictly enforced by school administrators

to ensure a safe educational environment and equity of services. Discipline and crisis

intervention protocols infusing community agencies, the juvenile court, and the district

attorney’s office are available to offer wrap-around services to families who need

assistance.



Transportation:

The Transportation Department’s dedicated team supports education by providing safe,

professional, and efficient transportation to and from school, educational excursions,

athletic competitions, and events. MCPSS operates the largest bus system in the State

of Alabama. Coordination requires a fleet of professional bus drivers with commercial

driver's licenses (CDL) and a competent support staff. The transportation shop has

many qualified mechanics to accomplish this task, along with modern facilities to keep

buses running.

Bus routing is another important function of the Transportation Department. The

process of planning where buses stop and what routes are taken require collaboration

among route specialists, principals, and local community agencies to ensure safety and

efficiency. The route specialists use computer software to help keep street addresses

accurate and up-to-date.

On the MCPSS website, bus routes are listed to inform parents of the location and time

of each bus stop in their neighborhood. Parents may also request a new bus stop when

needed. There are also links to help educate parents on school bus safety.

Health Services:



The MCPSS Health Services Department employs over 100 registered and licensed

practical nurses, who meet the needs of students and employees. The nursing staff

serve as the liaison between the primary care provider, parent or guardian, and school

personnel to ensure each child has appropriate nursing intervention while attending

school and school functions. Nursing services are provided according to the student’s

medical acuity and nursing needs. Students are provided with direct and indirect

nursing services as needed each day at school, while being transporting to and from

school, and during extra-curricular activities. Each school is assigned a registered nurse

who assesses plans, administers treatments, delegates, supervises, and evaluates the

health needs of students and staff. The Health Services Department follows all local,

state, and federal guidelines pertaining to health, safety, and nursing services in the

school setting.

Guidance and Counseling:

The comprehensive school Counseling and Guidance Program is an integral part of the

total educational process in the school and is accessible to all students. The counseling

and guidance program consists of activities that address and meet students’ various

educational and developmental needs. The program is a vital component to enhancing

and sustaining student achievement.

As required by the Comprehensive Counseling and Guidance Model for Alabama Public

Schools and the Comprehensive Counseling and Guidance Plan for the Mobile County



Public School System, school counselors develop a written local individual school

counseling and guidance plan. These plans outline the counseling and guidance

activities implemented at individual school sites. Copies of each local school’s

comprehensive counseling and guidance plan are available at the school and in the

Guidance Services Office at the Central Office.

Counseling and guidance programs are staffed by active, involved school counselors,

who work closely with the entire school community. As a result of such efforts, the

counseling and guidance program becomes an integral and valuable component of the

total school program through which students have maximum opportunity for academic,

career, and personal and social development. The guidance program prepares

students to meet the challenges and demands of school as well as for success beyond

high school.

Homeless Education:

MCPSS is the largest public school system in Alabama, with 62,641 students 69.35% of

whom are living in poverty. MCPSS serves a large number of homeless students each

year due to a lack of affordable housing and a severe lack of shelter beds in the county.

The majority of MCPSS’ homeless student population falls in both of the previously

mentioned categories. Additionally, more homeless students are living in motels and

cars. MCPSS commits to homeless families by funding and staffing two employees



whose assignments are to identify, track, and provide case management, advocacy and

referral services, and provide staff development to district personnel.

Attendance:

The Attendance Department provides and coordinates preventive support for over

62,641 students encouraging compliance with state and local attendance policies.

Reactively, conferences are held with students and/or parents by teachers, school

counselors, administrators, social workers, and/or attendance officers regarding

attendance issues. Home visits are conducted by the attendance officers, social

workers, and nurses based on needs and circumstances of the student and/or family.

Parents are notified by phone each day if their child/children are absent.

Students are rewarded for perfect attendance quarterly at schools through PTA’s,

stakeholders, and school sponsors. Graduating seniors who have perfect attendance

from the beginning of school to graduation are formally recognized by the Board of

School Commissioners. Students and parents are assisted by teachers, counselors,

administrators, attendance officers, and social workers with barriers to attending school.

These barriers range from a lack of school supplies and uniforms to housing and parent

issues, as well as not having a parent to provide basic needs for a student.

At-Risk Services:



The purpose of the MCPSS At-Risk Program is to provide additional services to address

needs of at-risk students. At-risk students shall be defined as those students who have

scored in stanines 4 or below on the most recently administered statewide student

assessment. At-risk services involve increasing the amount and quality of student

instructional time. Non-government and non-profit community agencies are invited to

develop and participate in activities that enhance academic and/or behavioral

opportunities for at-risk students.

State at-risk funds are used to provide a variety of intervention programs. Saturday

schools are organized and held for select elementary and middle school students to

assist students with assignments after being suspended from school.

Behavior intervention strategies are included in the Retract Program. Retract provides

an alternative to out-of-school suspension in middle and high school settings. Students

are placed in an isolated environment for self-reflective purposes. Students are counted

present and given credit for completed assignments. Students receive instruction in the

required core courses, conflict resolution, study skills, test-taking skills, and counseling

during regular school hours.

Truancy prevention programs, which may include additional school attendance

personnel, a Saturday school component, and programs to assist children in dealing



with anger, and emphasizing acceptable ways of dealing with violence are also

included. Instructional strategies include peer mediation, conflict resolution, and law

related education. Instructional and or behavioral interventions are the focus for 20

percent (20%) of the at-risk funds allocated for non-government, non-profit community

organization/agency partnerships.

Safe and Drug – Free Schools and Communities Program:

The purpose of the Safe and Drug-Free Schools and Communities Program is two-fold,

first to form a comprehensive plan to reduce the use of alcohol and other drugs by

school-age children, and second to provide for a safe and drug-free learning

environment.

The Safe and Drug-Free Schools and Communities Program provides drug education,

violence prevention, and early intervention programs for K- 12 grade students enrolled

in public and non-public schools in MCPSS. The comprehensive program of substance

abuse prevention and anger management also includes professional development for

all school personnel, particularly teachers. The Safe and Drug-Free Schools and

Communities Program, through the Resource Officers' Program, provides for campus

security, alcohol/drug policy enforcement, and violence prevention.

Services/Activities Available:

Substance abuse and violence prevention classes for students



In-service for school personnel

Parent awareness programs

Drug awareness activities

Red Ribbon Week

Great American Smoke-Out

Underage anti-drinking campaign

Assembly programs

Children’s First Program:

Children First funds from the State of Alabama are allocated to public schools serving

students in Grades K-12. These funds may be expended for multiple-tier education

programs or for school safety enhancement programs/activities. The alternative

education program(s) address behavior, expulsion, and suspension as well as

academic difficulties including, but not limited to, below grade-level achievement,

attendance, student pregnancy, and dropout prevention.

High Hopes for Alabama Students Program:

The governor's High Hopes funding for Alabama's students is a school/community-

based program that ensures every Alabama high school student has an opportunity to

pass the Alabama High School Graduation Exam (AHSGE). The purpose of the High

Hopes grant is to allow schools to develop remediation programs and to collaborate with



community colleges, universities, and non-profit community-based organizations in

developing a tutoring and mentoring program for high school students, who are "in

danger" of failing any part of the AHSGE.

Child Nutrition Program:

The MCPSS Child Nutrition Program offers students well-balanced meals based on the

current USDA My Plate parameters that are consistent with state and federal guidelines.

The Child Nutrition Department staff includes a registered dietitian, who supports

students with special dietary needs such as food allergies, modified texture, reduced

calorie, etc.

MCPSS participates in the National School Lunch Program (NSLP) and the National

School Breakfast Program (NSBP) at all schools. Parents/guardians may apply for free

or reduced priced meals online or by completing a meal application form at school. A

direct certification list of students is downloaded on a monthly basis to ensure that all

students receiving Supplemental Nutrition Assistance Program (SNAP) or Temporary

Cash Assistance for Needy Families (TCANF) benefits receive free meals.

Parents/guardians are able to access online lunch account information for their child

through PayPams.com. School menus are posted on the MCPSS website.

Comprehensive Wellness Plan:



MCPSS has a Comprehensive Wellness Plan in place that meets state and federal

requirements. Local schools are required to have a Wellness Plan that meets the needs

of its community.

OVERALL ASSESSMENT FOR STANDARD 5 - RESOURCE AND SUPPORT SYSTEMS

X Operational

The school system has human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The system employs and allocates staff members who are well qualified for their assignments. The system provides ongoing learning opportunities for all staff to improve their effectiveness, including both professional and support staff. The system ensures compliance with applicable local, state, and federal regulations.

Standard 6 - Stakeholder Communications and Relationships

STANDARD: The system fosters effective communications and relationships with and among its stakeholders.

Impact Statement: A system is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. System and school personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.

Indicators Rubric: Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system's responses to the focus questions.

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








INDICATORS

In fulfillment of this standard, the system:

Not

Evi

dent

Emer

ging

Ope

ratio

nal

Hig

hly

Func

tiona

l

6.1 Fosters collaboration with community stakeholders to support student learning

X

6.2 Uses system-wide strategies to listen to and communicate with stakeholders

X

6.3 Solicits the knowledge and skills of stakeholders to enhance the work of the system

X

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

X

6.5 Provides information that is meaningful and useful to stakeholders X



6.1Internship/partnership agreements with community-based business and agencies : MAEF Partners In Education List (PIE) Artifact X

6.1

Agendas, minutes, calendar of parent meetings:

Parent Academy Flier, Parent Notifications and Brochures Artifact X

6.1Calendar of events that promote stakeholder involvement: MCPSS Website – Upcoming Events Artifact X

6.1Stakeholder survey data: Community Attitudes, Survey Results Community Attitudes Artifact X



6.1Policies regarding suggestions, grievances :MCPSS Policy Manual Artifact X

6.1Stakeholders affirm that they are involved in many aspects of district events, activities, decisions Practice X

6.1Parents and community members regularly volunteer time in district Practice X

6.2

Policies regarding formal inclusion of stakeholder involvement: Continuous Improvement Plan (CIP) Process, MAEF Yes We Can Agreement, Parent Notification Brochure, CIP Local School Parental Involvement Plan Artifact X

6.2Calendars, agendas, minutes of parent meetings: Parent University Flyer, Parent Notification Brochure Artifact X

6.2Newsletters, brochures, letters, memos: MCPSS E-Newsletter, Effective Parenting Brochure Artifact X

6.2Web page dedicated to parents/community members: MCPSS Website, MAEF Website Artifact X

6.2Emails, phone answering system: MCPSS Website: School Messenger, MCPSS Website, E-mail Support Artifact X

6.2Parent - Teacher conferences schedule: MCPSS Website Parenting page Artifact X

6.2Steering Committee meetings: agendas, minutes, membership: Standard 6 meeting agenda and sign in sheet Artifact X

6.2Wide variety of stakeholder communication documents/avenues: MCPSS Website, 80 X 20 Do It Yourself Kit Artifact X

6.2Stakeholders affirm they have variety of opportunities to be formally involved in life of district Practice X

6.3

Policies regarding volunteer involvement: MCPSS Local Education Agency (LEA) Parental Involvement Plan, MAEF Partners in Education Guidelines, Partnership Opportunities Artifact X

6.3Calendar, agendas, minutes, committee membership: Standard 6 meeting agenda and sign in sheet Artifact X

6.3 Stakeholder survey data: Community Attitudes Survey Results Artifact X

6.3

Advisory Committees: PTA Executive Council agenda, Superintendents Student Advisory Council agenda, Superintendents Teacher of the Year Advisory Committee, Paperwork Committee members, Education Commission Members Artifact X

6.3District staff affirm that they regularly include community in

Practice X



preparing instructional delivery activities

6.3Stakeholders affirm that they are actively involved in providing expertise Practice X

6.3Stakeholders affirm that their suggestions and recommendations are acted upon Practice X

6.4Regularly published newsletters to community: MCPSS E Newsletter; MAEF Newsletters ( MAEF Website) Artifact X

6.4Brochures, pamphlets: MCPSS Student Handbook; MCPSS LEA Involvement Policy, “Choices” Brochure Artifact X

6.4

Online calendar, schedule, and news/updates: MCPSS School Messenger, MCPSS Website – Upcoming Events; MCPSS Website Student Services Checking Grades and Attendance Artifact X

6.4Parent Handbook: MCPSS Division of Student Services Handbook Artifact X

6.4 Student Handbook: MCPSS Student Handbook Artifact X

6.4Parent/Teacher conferences: calendar, procedures, participation data: Parenting Baseline Data Report Artifact X

6.4

Parent versions of Curriculum Pacing Guides: MCPSS Website: Curriculum and Instruction, MCPSS Blueprint for Multiple Pathways Artifact X

6.4Parents and students are informed and involved in making course selections Practice X

6.4Parents and students are informed and involved in developing individualized learning plans for students Practice X

6.4Stakeholders affirm that they are knowledgeable about student learning Practice X

6.5

Policies regarding reporting schedule: MCPSS Policy Manual, Report Card, MCPSS Promotion and Retention Policies and Procedures (Elementary) Artifact X

6.5 Report cards: Sample Report Card Artifact X

6.5Parent -teacher conferences: calendar, procedures, participation data: Parenting Baseline Report Artifact X

6.5

Other: CIP review process, MCPSS Website, MAEF Website and Community Meetings, Superintendent Advisory Committees Practice X



Standard 6 – Stakeholder Communications and Relationships Focus Questions

1. How does the school system’s leadership ensure that the system and its schools are responsible to community expectations and stakeholder satisfaction?

MCPSS has several avenues that are used to maintain and keep an open line of

communication with stakeholders. Stakeholders include employees, parents, students,

members of the business community, members of faith based communities, and other

community members. The lines of communication must be open to all civic groups

whether or not their members have children in our schools.

MCPSS ensures that the system and it schools are responsible to community

expectations and stakeholder satisfaction. MCPSS has a fully comprehensive system

website, which includes a website for each school. The system site provides calendar

events, news, forms, parent information, and videos. The front page of

www.mcpss.com provides a blog for news items that gives stakeholders the ability to

share thoughts and ideas about happenings around the system. Videos on the website

provide a powerful means of showing employees and parents what is happening. Local

schools maintain a similar site to keep parents and the community informed of

meetings, events, and academic progress of the school. Each teacher has a page to

post assignments and class information. Adequate yearly progress reports are made

public and posted on the MCPSS website and in local newspapers. School information

is shared with local news agencies and is published on their websites.



School Board meetings are publicized on our website and sent to media outlets. The

meetings are open to the public and are live streamed on the front page of

www.mcpss.com. At the beginning of each Board meeting, there is time set aside for

public comment. Each person registered to speak is allowed to address the Board for 5

minutes.

MCPSS budgets are located on the MCPSS website under the Business Division.

Accountability reports are available along with a Citizens Guide to the Budget, which

provides updated information on the financial status of the system. The guide includes:

MCPSS demographics, a staffing description, origins of system funds, expenditure of

system funds, per pupil expenditures, operations expenses, a brief description of each

fund source, construction costs, and how the public may give input. Budget hearings are

announced on the website and are open to the public for comment. The budgeting

process occurs every year before a new budget is submitted to the state.

The system utilizes digital signage as a means to inform stakeholders of events,

activities, awards, etc. as they enter each school. The signage uses video, scrolling

marquees, text, and graphics to catch the eye of stakeholders as they conduct business

at the schools or Central Office.

The MCPSS has an excellent partnership with the Mobile Area Education Foundation

(MAEF). The Yes We Can coalition was established in 2003 after citizens of Mobile

County approved a tax increase in May 2001 that helped fund our schools, the first



increase in more than 40 years. More than 1,400 citizens throughout Mobile County

participated in Yes We Can Community Conversations and helped develop a strategic

plan for MCPSS. The Foundation provides a Partner in Education program. Currently

there are more than 1,100 partners. The businesses, organizations, churches, and

individuals make an annual impact of more than $2.3 million to our schools. Partners

participate in a wide variety of activities including reading to children, building

playgrounds, supporting teachers and staff through funding, providing special meals for

faculties and staffs, planting gardens, painting, cleaning up school sites, and mentoring.

MAEF runs the Evening Educational Options Program (EEOP) that serves MCPSS high

school students ages 17 years old or older, who have a minimum of 14 high school

credits. The primary purpose of EEOP is to provide accelerated course offerings

through a computer based curriculum that allows students to move at their own pace

and graduate with a high school diploma. The Research Alliance for Multiple Pathways

(RAMP) for Mobile’s Youth was created to help focus MCPSS students in career

preparation and encourage them to pursue post secondary education. This is in

response to an unacceptable dropout rate. This alliance includes Mobile’s Mayor Sam

Jones, the MCPSS, the University of South Alabama, Bishop State Community College,

Mobile Works, the Mobile Area Chamber of Commerce, the Office of the District

Attorney, and the Mobile Area Education Foundation.

Schools help foster relationships and ownership of the schools with the public. Monthly

or bi-weekly newsletters are sent out by individual schools. These are placed on the

school’s website as well. Brochures, pamphlets, and information about schools are



available at individual schools. Parent/Student handbooks are distributed at parent

meetings. These books are available on many school websites and can be viewed or

downloaded. Parents are informed about student progress with frequent progress

reports, STI Home, teacher notes, and report cards. Individual school site

communication plans are created with the help and input of teachers, resource

personnel, administrators, parents, and community stakeholders when applicable.

Progress report dates and report card dates are listed on school’s website and in parent

bulletins. Pacing guides and curriculum information is discussed at parent meetings,

available on the MCPSS Curriculum and Instruction Division’s website.

Accomplishments are sent to local newspapers and posted on Facebook® and local

school websites. Schools keep agendas of parent meetings and PTA/PTO meetings.

School calendars are posted in parent bulletins, on school’s websites, sent by phone

messenger messages, and in classroom newsletters. Website url addresses, phone

messenger records, as well as copies of teacher/ principal portfolios offer evidence of

stakeholder communications. Digital signs and Facebook® are also used to notify

parents and community of upcoming events. Parents’ Right to Know and grievance

policies are found on the system site, on individual school websites, in parent

handbooks and are also given out at parent meetings. Minutes and agendas from these

meetings are in the school’s CIP evidence box and/or principal portfolio. Parents and

community members volunteer daily at the local schools to complete such tasks as

reading to students, mentoring individual students, making copies, fundraising, helping

with specific art projects, and sharing information about jobs and careers. PTO/PTA

groups have individual pages within schools websites where information is posted,



meetings are advertised, volunteer opportunities are listed, and PTA/PTO information is

kept. PTO scrapbooks, school’s evidence box, and PTO website offer documentation of

activities. PTO/PTA members post on Facebook®. School, club, and PTA/PTO

calendars are included in parent bulletins, school websites, phone messages, and

classroom newsletters.

A minimum of two parent-teacher conferences are held with each child’s parents each

year. Parents are given a schedule of available conference hours and are able to

choose a time convenient for them. Conferences are rescheduled as needed. PTA

members, parents, and community members serve with faculty and staff on all

committees and give suggestions and recommendations.

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

MCPSS’s Office of Communications uses a variety of avenues to effectively deliver a

two-way communication between the public and the system. Three main avenues

consist of: group forums, electronic media, and print publications. Each holds

numerous ways to present and share student, school, and classroom success.

Group forums:



The Office of Communications often works through meetings, workshops, and

presentations to forward positive information and announcements regarding MCPSS.

The group forums allow an actual two-way discussion between the public, community

leaders, and school representatives.

The Communication Representative Workshop is held annually by the Office of

Communications as a training workshop comprised of one school representative from

each school with the purpose of learning effective school public relations. The

workshop features representatives in various fields of communications to train school

representatives on quick and easy ways to promote their school’s news.

The Education Summit is a meeting involving educational and community leaders led by

the Education Commission. The organization brings MCPSS’s stakeholders in

education, business, and the civic arena together to plan and effect changes that will

improve teaching and learning at all levels. The Education Summit is used as the

accountability mechanism to monitor and report progress in MCPSS education.

School Open Houses are held at each school twice during the school year. The school

opens its doors to tours, resources, and programs that support parents, teachers, and

public communications. Schools utilize this forum to discuss the importance of test

scores and to review spring/fall test data.



Honors programs are held at schools to reward students who have excelled during the

quarter and held high standards in school attendance and behavior.

Parent Teacher Association (PTA) and Parent Teacher Organization (PTO) meetings are

organizations of concerned parents that work exclusively on behalf of students. The

PTA and PTO raise funds to benefit programs to support education. Regular monthly or

bi-monthly meetings are held at schools to discuss school business. Principals attend

as well as other school administrators to address school issues, answer parent

questions, and discuss school needs.

Principal meetings are held during the school year for principals and assistant

principals. During the meetings, the Office of Communications presents upcoming

events on a state and national level, media protocol, press release format, and

necessary items regarding school public relations.

Representatives from the MAEF along with MCPSS administrators participate in the

Public Affairs Research Council of Alabama. The foundation’s purposes are to engage

in government research for educational interest and to collect, analyze, and distribute

data for community use.



Electronic media:

Through the use of digital devices, websites, mobile, and television monitors, MCPSS is

able to distribute news and information rapidly to the public. The primary goal in

utilizing electronic media is to allow the audience to receive up-to-minute, first-hand

accounts of the latest news and announcements from the schools.

MCPSS’ website is a wealth of information that hosts each department within the school

system’s Central Office as well as individual school web pages. The website features a

video slide show with numerous school videos and power point presentations

highlighting school events and programs. The site also includes tabs that link to

educational resources available within MCPSS. For Parents is a web page that is

designed to meet parent needs, answer questions, and allow a direct pathway to

specific contacts. Student performance data, the Student Handbook and Student Code

of Conduct, departmental guidelines and information web sites, and a link to the

Alabama Department of Education provide massive amounts of information to parents

and other stakeholders.

Notify Me is a sign up service for stakeholders such as parents, community leaders,

business partners, and civic leaders to receive updates and news via email and cell

phone text message. E-Newsletters features school news, announcements, award-

winners, and student achievement and is sent out electronically on a weekly basis. The



MCPSS e-News gathers important school achievement data and highlights its

accomplishments. E-News is a link on the website and enrollment is via email sign up.

The Office of Communications manages three popular and internationally recognized

social network sites. The MCPSS website features a link to active Facebook® and

Twitter® accounts. Currently four schools have separate Facebook® pages connected

to the MCPSS Fan page, and one school has a Twitter® account. On a daily average,

at least two to three posts are made on the social media sites to update school, student

and system news. The MCPSS YouTube® account houses uploaded school videos.

Schools post data and CIPs on Alabama Department of Education web pages, which

contain test scores and school AYP information. Schools update as changes are made

to the CIP.

School Messenger is a phone messaging service to inform parents of upcoming

meetings, big announcements, bad weather conditions causing the closing of schools,

surveys, school programs, and other important reminder and event invitations. School

Messenger can distribute from Central Office or individual schools. The message is

voiced by an administrator such as the superintendent or a school’s principal. Each

message is dialed to the home phone number and makes a total of 3 attempts to reach

the student’s home.



News blogs are located on the front-page of the MCPSS website. The Office of

Communications publishes announcements, success stories, and articles of interest.

The news blogs offer feedback from readers, by way of a comment thread. Readers

post their comments, or reply to others that have left a note. The news blogs are

updated on a weekly basis or immediately if there is a special announcement, important

school closings, or survey.

MCPSS has a wonderful Digital Messaging System (DMS) at every school as well as

the Central Office. The DMS operates through 32” to 42” television monitors

strategically placed for public viewing that displays the Office of Communications’ TV

Studio’s video shows, as well as important Did you Know facts, school announcements,

and employee/student highlights.

Print publications:

Although many audiences prefer the electronic way of communicating, it is still

important to have a paper handout or copy of the system/school news. This gives the

public easy access to referral information and reaches those audiences not into the

digital age.

Local schools post data on dashboard charts visible in front of schools. The schools use

a bulletin board to display testing scores, and school state standings.



MCPSS also supports the use of school newsletters, printable eNewsletters, and school

newspapers. Each school publishes a weekly or monthly informational sheet that is

passed out to students to give to parents. The eNews is available in downloadable

format from the website. Three of our high schools publish newspapers that are

designed, written, and prepared by students.

Brochures are used frequently to disseminate information on MCPSS programs. The

Division of Curriculum and Instruction has a brochure on elementary, middle and high

school enrollment and programs. The Magnet Schools Program has a brochure

outlining program information and enrollment procedures and requirements. The Office

of Communications offers a Just the Facts handout, as well as an overall brochure that

gives a snapshot of the system including student and teacher population, transportation,

school lunch information, and important telephone contact information.

MCPSS financial reports, academic accountability reports, departmental procedures

manuals are published on an as needed basis to keep all stakeholders informed. These

reports are also available on the MCPSS website.



OVERALL ASSESSMENT FOR STANDARD 6 – STAKEHOLDER COMMUNICATIONS AND RELATIONSHIPS

X Operational

The school system has the understanding, commitment, and support of stakeholders. System and school personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate good participation by some stakeholder groups.

Standard 7 - Commitment to Continuous Improvement

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

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








INDICATORS

In fulfillment of this standard, the system:

Not

Evi

dent

Emer

ging

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



7.1

Continuous Improvement Plan - district and individual schools: CIP(school plan) Dixon Elementary School, Denton Middle School and Theodore High School, CIP link; GAP (system plan) MCPSS GAP Overview, Sample and link, eCIP Technical Assistance Agenda and Resources/Binder link, eCIP Review Process, eCIP Technical Assistance for School Improvement Schools Artifact X

7.1 Specific program initiatives to support continuous improvement: Eighth Grade Saturday Academic Academy, ESL LEA

Artifact X



Improvement Plan; RAMP Initiative News Article

7.1Information/Data system: AssessTrax Sample, TestTrax Sample, Denton Middle School report representing data by subgroups Artifact

X

7.1Record of student performance improvement efforts: News Article AYP Status Report Artifact

X

7.1State/Federal Accountability Plan: MCPSS State/Federal Accountability Plan Artifact

X

7.1Professional Development Plan: agenda, topics: MCPSS 18 Month Professional Development Plan Artifact

X

7.1 Stakeholder survey: Satisfaction data Artifact X

7.1Graduation and retention rates: MCPSS Graduation and Retention rates Artifact

X

7.1Postsecondary engagement: employment, college: Email from Career Tech Executive Director on percentages Artifact

X

7.1District staff affirm their involvement in continuous improvement committees Practice

X

7.1District staff affirm their involvement in a specific program that supports continuous improvement Practice

X

7.2

Stakeholder survey data demonstrating stakeholder involvement in district and school improvement: Agenda from Asst. Superintendent’s Team Data Meeting Artifact

X

7.2Calendar, agendas, minutes, sign-in sheets demonstrating stakeholder involvement in district and school improvement Artifact

X

7.2

Policies, procedures for district and school improvement committee work: Mobile County Public School System Academic Affairs Continuous Improvement Process, August 12, 2011 Artifact

X

7.2District and School Improvement plan indicating membership of committees Artifact

X

7.2 Parent compact: Sample Compact from Washington Middle Artifact X

7.2Stakeholders affirm their involvement in continuous improvement process Practice

X

7.3School improvement plans demonstrate alignment with district vision, purpose: Title I Plan 2011-2012, Strategic Plan Artifact

X

7.3

Vision, purpose posted in district-wide facilities: Sample photo of MCPSS Mission Statement from Professional Development Center Artifact

X



7.3Data: student performance, stakeholder opinion are used in development of school improvement plan: Surveys Artifact

X

7.3

Student performance targets are communicated to all stakeholders: Torchbearer Schools News Article, Chamber of Commerce Meeting/Agenda Artifact

X

7.3

Evaluation data demonstrating impact of plan and actions taken to remediate: Sample CIP Review Summary from Washington Middle School following eCIP Review, Sample Baker Feeder Pattern Meeting, MCPSS 2011-2012 CIP Review Schedule Artifact

X

7.3 Calendar, agendas, minutes of school improvement meetings Artifact X

7.3Staff, students affirm their understanding of student performance targets Practice

X

7.3District staff affirm their understanding of the impact of programs that support student learning Practice

X

7.3District staff demonstrate capacity for providing methodologies to increase student performance Practice

X

7.4

School improvement plans demonstrate evaluation of goals, objectives, and strategies impact on student growth: Sample CIP and MCPSS 2011-2012 CIP Review Schedule Artifact

X

7.4

District guidelines and professional learning provide strategies for effective instruction for closing achievement gaps: Board Approved Professional Development Contracts, Response to Instruction (RtI), Cycle of Instruction, Making Middle Grades Work (MMGW), MMGW Rigor and Sustainability, High Schools That Work (HSTW), Ninth Grade Transition Redesign Academy, Pearson Contract-Reading Street, Waterford Contract, Renaissance Learning-Universal Reading and Math Screening, STAR Reading and Math, Explore Learning-GIZMO, Career Cruising, Counseling Initiative Artifact

X

7.4District staff affirm their involvement in evaluating the impact of instruction on student growth Practice

X

7.4District staff affirm that they regularly use data to inform their practices Practice

X

7.4District staff meetings regularly use data to inform their discussions and decisions Practice

X

7.5 Professional Development Plan: agenda, topics: MCPSS 18 Month Professional Development Plan, Professional Development Catalog (January-May 2011), Professional Development Catalog (June-August 2011), SARIC Offerings, CLAS Offerings,

Artifact X



New Teacher Academy, Alabama Teacher Mentor Program, Principal Mentor Program, STI-PD Offerings (June-August 2011), PD 360 Online Library of PD Video courses

7.5

Personnel Policies that outline staff evaluation process: PEPE (Professional Education Personnel Evaluation), Educate Alabama-Formative Assessment of Teacher Practices-(AQTS), PLU Programs-Technology, Management of the Learning Organization Artifact

X

7.5 Continuous Improvement Plan - district and individual schools Artifact X

7.5

District staff affirm their involvement in professional learning: PEPE (Professional Education Personnel Evaluation), Educate Alabama-Formative Assessment of Teacher Practices-(AQTS); PLU Programs-Technology, Management of the Learning Organization Practice

X

7.6Annual Report: Sample from CIP: AYP Report linked in CIP and based on principal assurances Artifact

X

7.6Newsletters, brochures: Sample District Newsletter, Effective Parenting Initiative Letter/Brochure, Parent Notification Artifact

X

7.6Parent-Teacher conferences: Sample Completed Partnership Conference Form; ESL/Migrant Parent Meeting Artifact

X

7.6 Information/Data system: Sample from INow Artifact X

7.6

Staffing assignments support monitoring and reporting of continuous improvement efforts: Mobile County Public School System Academic Affairs Continuous Improvement Process, August 12, 2011 (pp. 19-22) Artifact

X

7.6Stakeholders affirm receipt of district communication regarding improvement efforts Practice

x

7.6District staff and stakeholders affirm the use of performance data during Parent-Teacher conferences Practice

X

7.7Evaluation of effectiveness of continuous improvement plan and process: School Improvement CIP Review Schedule Artifact

X

7.7

District and School Improvement Committee meetings: calendar, agenda, minutes, dispositions: Mobile County Public School System Academic Affairs Continuous Improvement Process, August 12, 2011 (LSI Packet) Artifact

X

7.7District Labor Agreement includes language protecting school improvement planning time Artifact

X

7.7Stakeholders affirm knowledge of an evaluation of the district's

Practice X



improvement efforts

7.8

Policies and procedures for engaging in district-wide and individual school improvement planning, implementation, and monitoring: School Improvement CIP Review Schedule, eCIP Technical Assistance for School Improvement Schools, eCIP Technical Assistance Agenda and eCIP Resources/eCIP Binder Part IX link Artifact

X

7.8

District and School Improvement Committee meetings: calendar, agenda, minutes, disposition: Academic Affairs PDCA & Weekly Meeting Schedule Artifact

X

7.8District staff affirm that time is allocated for improvement planning, implementation, and monitoring Practice

X

7.9

District expectations and guidelines for all schools and departments to engage in a continuous improvement process: LSI Packet & Agenda, News Article AP Classes Artifact X

7.9District and School Improvement Committee meetings calendar, agenda, minutes, dispositions Artifact

X

7.9District staff affirm their knowledge of the district's expectations and guidelines for supporting student performance Practice

X

Standard 7 – Commitment to Continuous Improvement Focus Questions

1. Describe the process for continuous improvement used by the school system and its schools and the impact of this process on student learning and system effectiveness?

District Level Commitment to Continuous Improvement:

In 2008, MCPSS embarked on a mission to improve teaching and learning. MCPSS

recognized the need to involve all stakeholders in this mission. As a result, more than

5,000 citizens across the county participated in conversations that created shared

expectations for school improvement. This work resulted in a mission statement and



the establishment of six priorities:

1) Teaching and Learning and Workforce Development

Goal: All students will graduate from high school having completed a rigorous

curriculum that prepares them for full participation in the workforce and further

formal education

2) Beyond Academics

Goal: Invest, align, and sustain more district and community resources to

address the physical, social, creative, and emotional needs of children

3) Communication

Goal: Implement a comprehensive communication plan that informs, inspires,

and unites internal and external audiences

4) Parental Involvement

Goal: Create positive parent relations to provide values and expectation for

academic success for all children

5) Leadership

Goal: Ensure quality leadership at all levels

6) Finance

Goal: Implement a system to improve, track, and forecast the financial condition

of MCPSS that will foster confidence within the system and the community

From these areas, a 5-year strategic plan known as the “MCPSS Strategic PASSports

to Excellence” was developed.



In the summer of 2011, MCPSS realigned the strategic plan in order to comply with

requirements set forth in the Alabama Department of Education’s CIP process. The

Strategic Plan is a roadmap to improvement and outlines specific steps the system

implements to improve academic performance. The process focuses improvement

efforts on student needs by doing the following:

bringing together all stakeholders to plan for improvement

focusing planning efforts on priority needs

building upon school and district capacity for high quality planning

making connections between how the funds that flow into the system address the

priority needs in schools

All departments at the Central Office level are involved in the school improvement

process; however the Division of Academic Affairs leads the continuous improvement

efforts. The Division of Academic Affairs is comprised of the following divisions:

Division of Curriculum and Instruction (Elementary Education, Secondary

Education, Magnet Schools Program, Environmental Studies Center, Testing and

Textbooks, Library and Media Services, Talents Unlimited, JROTC,

Accountability, Athletics)

Division of Federal and Special Programs (At-Risk, Parental Education, Pre-K,

Safe and Drug Free Education, Staff Development, School Improvement, ESL,

Migrant Education, 504, Non-public Education)



Division of Special Programs (Psychological Services, PACE, Homebound,

Occupational Therapy, Physical Therapy, Speech Pathology)

Workforce Development

Representatives from these areas meet on a regular and on-going basis. In addition, the

Superintendent’s Operations Meeting is held weekly to discuss problems, programs,

issues, recommendations, and progress toward attaining goals.

The Division of Academic Affairs identified focus areas for 2011-2012. These focus

areas are aligned with the MCPSS Strategic Plan. The strategic goal for 2011-2012 is

that “all students will graduate having completed a rigorous curriculum that prepares

them for full participation in the work force and further formal education.” The strategies

for accomplishing this goal include:

Creating a learning culture and climate with a focus on the vision, mission, and

beliefs of the system to create a positive learning environment

Setting high expectations, developing strong leadership, and improving

attendance and behavior/discipline

Establishing a rigorous PK-12 curriculum that is data driven and focuses on

achievement gaps

Implementing the CIP, Response to Instruction (RtI), and the Cycle of Instruction

Providing high-quality, sustained professional development that is needs-based

for the system and for schools

Establishing professional learning communities



Establishing assessment accountability that includes formative assessments,

summative assessments, Adequate Yearly Progress (AYP) status, and grading

Conducting data meetings on a regular and on-going basis

Reviewing academic achievement with a focus on increasing the graduation rate

Providing multiple pathways to graduation, post secondary and career readiness,

school level and grade level transitions, career cruising, and guidance counseling

These focus areas are articulated to Central Office personnel and shared with principals

at all schools in the MCPSS. CIP committees at the local school level develop and

monitor CIPs based on identified needs and may include these strategies.

Assistant superintendents are assigned to schools based on feeder patterns. This

assignment is done to ensure a seamless system of support for schools. Assistant

superintendents conduct on-site visits to schools within feeder patterns to identify focus

areas. Upon completion of a site visit to a school, the assistant superintendent and the

building principal meet to review and discuss identified focus areas. The assistant

superintendent and the principal develop strategies to address any identified need and

sign the site visit report indicating that the school will implement the proposed strategies to

correct the concern. In the event the school needs technical assistance, the Plan-Do-

Check-Act (PDCA) form is completed indicating what is needed, who will be responsible

for completing the task, and when the task is to be completed.



Each division of Academic Affairs completes on-site reports. Schools are monitored on a

tiered basis. Generally, schools that make AYP are monitored in September, January, and

in May. Schools that do not make AYP are monitored in September, October, January,

and May, and schools in improvement are monitored in September, October, November,

January, February, March, and May. The on-site review process includes assessing the

CIP plan and making amendments as necessary, conducting walkthroughs to ensure

implementation of the strategies/action steps, examining the evidence box, and planning

next steps.

The assessments used to determine AYP for the No Child Left Behind, Act of 2001

(NCLB) are the Alabama Reading and Mathematics Test (ARMT+); the reading and

mathematics subject-area tests of the Alabama High School Graduation Exam

(AHSGE); the reading and mathematics subject-area tests of the Alabama Alternate

Assessment (AAA); and Assessing Comprehension and Communication in English

State to State (ACCESS).

ARMT+ test items match standards contained in the Alabama courses of study for

reading and mathematics. Students in Grades 3-8 take the ARMT during the spring of

the year. Students in high school take the AHSGE which is required for students to

pass in order to get a high school diploma. The AHSGE is based on the Alabama

Courses of Study for reading, language, mathematics, science (biology), and social

studies.



The AAA is the assessment administered to special education students whose

Individualized Education Program (IEP) teams determine they cannot participate in

general state assessments, with or without accommodations. The AAA is based on a

student’s mastery of the Alabama Extended Standards in reading and mathematics.

ACCESS is the assessment administered to Limited English Proficient (LEP) students.

For LEP students who are in their first 12 months of enrollment in a U.S. school,

ACCESS will count as their participation requirement for reading. These students’ test

scores will not be included in the reading and mathematics proficiency calculations.

In addition to the annual measurable objectives in reading and mathematics, NCLB

requires at least one additional academic indicator (AAI) be used to determine if schools

and school systems have made AYP. Alabama uses attendance rate as the additional

academic indicator in elementary schools, middle schools, and any schools without a

Grade 12. A school or school system is considered to have made its attendance goal if

it meets the goal of 95% attendance rate, or if it improves the attendance rate from the

previous year. For high schools or schools with a Grade 12, the additional academic

indicator is stipulated by NCLB to be the graduation rate.

The results of these assessments are shared with parents and with the public in several

different ways. The Alabama Department of Education posts the results on the state

website. The results are disaggregated by subgroups and include information

pertaining to AAI.



School Level Commitment to Continuous Improvement:

Beginning with the 2011-2012 School Year, the Alabama Department of Education requires

any school that falls into one or more of the following categories to complete a CIP.

Schools that do not make AYP

Schools that are designated for school improvement

Schools that receive Title I funds (regardless of Title I status)

Schools that receive State Department of Education (SDE) support based on

proficiency trend data

The CIP is a 2-year plan and is divided into eight parts:

Part I: Comprehensive Needs Assessment

Part II: Goals to Address Academic Needs

Part III: Goals to Address AMAO/ELP Needs

Part IV: Strategies to Address Safety, Classroom Management/Discipline and

Supportive Environments

Part V: Components to Satisfy Federal Requirements

Part VI: Parental Involvement Plan

Part VII: Professional Learning Needs

Part VIII: Budget

Part IX: Monitoring



The CIP process is designed to guide improvement efforts in schools. During the week

of May 9-13, 2011, MCPSS personnel conducted a series of workshops designed to

provide guidance to schools in developing and implementing CIP plans. In addition to

initial training, technical assistance sessions were provided by Central Office staff to

school teams. MCPSS, in conjunction with the Alabama Department of Education,

developed a toolkit to serve as a resource guide for assisting schools in completing this

process.

Schools are required to establish school-based CIP committees. The CIP committee is

made up of administrators, regular and special education teachers, counselors, and

community members, including parents. The first step in the continuous improvement

process begins with the CIP committee conducting a comprehensive needs assessment

(CNA). Principals at elementary, middle, and high schools are responsible for regularly

meeting with the CIP committee to assess needs at the building level, including input on

instructional practices, data analysis, staff development needs, budgeting and

community engagement activities.

The CNA is the driving force behind the CIP and includes an analysis of data pertaining to

the following:

DIBELS for grades K-2

Alabama Reading and Math Test (ARMT+) for grades 3-8

Alabama High School Graduation Exam (AHSGE) for grades 9-12



Alabama Science Assessment (ASA) for grades 5 and 7 (Note: ASA will not be

administered 2011-12 school year)

Stanford 10 for grades 3-8 (Note: Stanford 10 will not be administered 2011-2012

school year)

Alabama Alternate Assessment (AAA) for special education students

Additional data that is reviewed include, but is not limited to, student and teacher

attendance, discipline, drop-out and graduation rates, and perception data such as Parent

Perception surveys and PRIDE surveys. Additionally, MCPSS administers grade-specific

content-based EQTs that contains questions relating to specific objectives taught during

a quarter for a course/subject. Schools have immediate access to EQT data and also

use AssessTrax® data on a regular basis to monitor student progress and plan for

instruction and intervention.

The school’s CIP committee, in collaboration with Central Office support, review data from

the CNA and identify the schools’ strengths and weaknesses. The needs are prioritized and

become the focal point of the school’s plan. The school sets goals, establishes measurable

objectives, develops research-based strategies and action steps, and aligns resources to

address identified needs based on the focus areas identified at the system level. Completed

plans are forwarded to the Central Office for peer review. Representatives from the Central

Office departments are part of the peer review committee. During the peer review process,

plans are closely reviewed to ensure that schools have developed plans that address the

prioritized, data-driven needs of the schools.



In addition, MCPSS also developed a CIP rubric. The rubric is aligned with state and

federal requirements and is used to ensure that required components are included in a

school’s CIP. The indicators are measured according to “Met”, “Partially Met”, and “Not

Met”. In the event a school has a included the required components, the appropriate

technical assistance team member provides intensive support and assistance until the

school has “Met” or “Partially Met” that particular indicator.

As noted, schools are monitored on a tiered basis by administrators from the Office of

Academic Affairs. Visits include a review of data and classroom walk-through

information focusing on the Cycle of Instruction and CIP implementation. When

needed, appropriate Central Office staff may model effective program implementation

and/or coach teachers to encourage professional growth toward meeting the needs of

students. Targeted schools with severe academic concerns are assigned a school

improvement specialist (SIS) that provides intensive support. Schools in improvement are

provided extensive technical assistance in implementing their CIP. The plan is reviewed

and amended as necessary by the CIP committee.

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

The mission or purpose of MCPSS is to graduate citizens who are literate, responsible,

and committed to learning over a lifetime. This purpose is the cornerstone of our



continuous improvement process. We envision a MCPSS where a variety of pathways

to academic and career success are available for all students, where adults consistently

work in a collaborative school culture to improve student learning, where all educators

willingly accept responsibility for the academic success of each student, and where all

students become independent life-long learners confident in their ability to succeed in a

global society following high school graduation.

A set of core beliefs stem from our vision and give focus to our continuous improvement

efforts. We believe a strong and equitable public school system is central to our success

in a global economy. We believe the skilled performance of employees at all levels in

MCPSS drives the achievement of high academic standards and determines

organizational success. We believe that we must have a high performing school system

that encourages employee participation in collaborative, problem-solving activities.

Based on these core beliefs, we are committed to:

Provide an ethical school system that requires fair treatment, honesty,

openness, integrity, and respect for all stakeholders

Provide all students with the opportunity to perform to their full potential

and ensure that there is no discernable difference between the achievement

levels of students by race, gender, or economic level

Place a principal with strong instructional leadership and management skills

as the key leader in every school



Build and promote an organizational climate where all teachers take

responsibility for academic achievement of their students

Enhance our personnel through meaningful professional staff development

Operate effectively and efficiently with fiscal accountability

Educate all students in safe and orderly environments conducive to learning

Provide multiple pathways to graduation which prepare students to make

informed career choices

Prepare all students to be successful in institutions of higher learning or the

workforce without a need for remediation

Use internal and external stakeholder feedback to continually improve the

services we offer

Develop professional learning communities where shared decision making is

expected

MCPSS uses the following strategies to ensure that improvement goals reflect student

learning and are aligned with the purpose and vision of the school system:

Data Analysis:

MCPSS is dedicated to continuous improvement based on thorough data analysis at the

system, school, and individual student level. This data highlights student achievement,

gaps in learning based on subgroups, individual standards, and other areas that will be



addressed in the CIP. MCPSS currently uses a variety of resources to assist in this

effort:

Data Warehouse

TestTrax®

AssessTrax®

Site-based data meetings

Improvement Plans:

MCPSS understands data analysis is only meaningful if it is followed by a plan to affirm

strengths and improve areas of needed growth. Based on results of the data, each

school develops a CIP with goals, strategies, and action steps. In addition to the CIP, an

LEA improvement plan has been developed for areas that have been identified as

needing improvement at the system level.

Professional Development:

MCPSS is firmly committed to professional development necessary to ensure effective

change. This professional development is a vital component of each CIP and is

supported with fiscal resources and allocated time.



Monitoring:

MCPSS has a comprehensive system in place to ensure that CIPs are being

implemented. Central Office personnel monitor the improvement process to offer

guidance and support. Administrators and site-based committees keep the school

focused on the goals set forth in the CIP. Faculty and staff meet regularly to discuss

progress and offer solutions to concerns. Monitoring systems set in place include, but

are not limited to:

Problem solving team meetings

Benchmarks to measure action steps

Collection of evidence of continuous improvement action steps

Regular classroom walkthroughs by Central Office personnel and school

leadership team members

Determine Effectiveness:

Through on-going data analysis and a review of benchmarks, MCPSS determines the

effectiveness of CIPs and makes adjustments as necessary. Items addressed when

considering the effectiveness of plans are as follows:

New AYP data as it relates to previous year’s goals

Benchmarks indicated in CIP

Evidence boxes at local school



Walkthrough evidence

Revision:

When new data becomes available, CIPs are reviewed and revised. An updated needs

assessment is developed. Goals, strategies, and action steps are formulated to address

current needs based on the new information.

Through systematic data analysis, improvement plans, professional development,

monitoring, instructional effectiveness, and timely revision, MCPSS ensures a

continuous improvement process that is aligned with the vision and purpose of the

school system and its schools.

3. What process is used to ensure that system and school personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals?

MCPSS builds system capacity to effectively and efficiently improve student learning

through a broad range of systemic, intentional, and ongoing professional learning

opportunities for all employees. MCPSS supports implementation of professional

learning identified in school plans by providing research-based professional

opportunities, structured for long-term in-depth learning, and school-site support.

Central Office personnel extend knowledge and skills through participation in



professional learning opportunities such as data warehouse and iNow training to

increase efficacy in data analysis and CIP development. They visit exemplary school

sites in-state and out-of-state to better understand testing structures and scoring of the

AAA to more effectively support MCPSS special education students. They also attend

training in specific areas of system academic needs such as the Reading Street®

(including My Sidewalks®), adolescent literacy and comprehension, and instructional

strategies. Central Office personnel calibrate observational precision through common

classroom visits with debriefing of resulting data. Through subsequent collaboration

and curriculum development, MCPSS supports schools by providing structures and

modeling for effective implementation of the components of the RtI state initiative, as

well as CIP strategic plan development. In addition, MCPSS Curriculum and

Instruction supervisors and resource teachers meet monthly with school-level

department chairs and lead teachers to provide needed curriculum support.

Long-term system contracts with vendors provide resources and on-site support for

school-based improvement activities. For example, the Southern Regional Education

Board (SREB) focuses on literacy across the curriculum and student engagement as

well as cultural/structural reform efforts through High Schools that Work® (including

Ninth Grade Academy) and Making Middle Grades Work® programs. Professional

development sessions provide vertical team structures with emphasis on academic

transitions from fifth to sixth grade and eighth to ninth grade. The Waterford® contract

supports teachers in developing literacy in pre-school youngsters, while the Pearson



contract allows teachers to support high school students through needs-based credit

recovery.

MCPSS also provides schools with professional learning resources using PD-360 (from

the School Improvement Network), an on-line video library of over 200 hours of

research-based best practices presented by over 65 educational experts. With over

3000 classroom examples in the course segments, educators actually see how to

implement these best practices at elementary and secondary levels at any time during

the day and at any location with access to the Internet. Following classroom walk-

throughs, school administrators can email a teacher a PD-360 course segment

targeting an area of focus based on the observation or the teacher’s professional

learning plan. Each segment engages the teacher in completing three reflection

questions with follow-up questions provided 72 hours later when teacher reflects on

his/her implementation of the best practice studied.

MCPSS has a contract with Explore Learning to provide GIZMOS® elementary and

secondary science and math training to engage teachers in hands-on manipulations

that are incorporated throughout the system’s curriculum. MCPSS also has a contract

with Renaissance Learning. STAR Enterprise provides a Universal Reading and Math®

screening tool for all K-12 students. This is used to address needs of all MCPSS

students.



MCPSS professional development efforts are comprehensive and involve the

community and other agencies. Central Office facilitates efforts to increase the impact

of the Advanced Placement Program and the Counseling Initiative in conjunction with

Ed Trust and other state, regional, and national agencies. The system’s subscription to

CLAS leadership institutes supports administrators’ growth as instructional leaders.

Also, Career Cruising, which is an online career guidance and planning system, is also

provided throughout MCPSS.

The LEA also encourages professional growth of school and teacher leaders through

long-term, standards-based training such as the 2010-2011 superintendent-approved

Technology (Standard 6) and Management of the Learning Organization (Standard 7)

Professional Learning Units (PLU’s).

MCPSS provides a structure for school leaders to meet regularly to collaborate in

feeder patterns to address student needs, graduation rate, and community concerns in

a K-12 arena, rather than as isolated entities. Free-flowing information from K-12 helps

to create a seamless articulation of curriculum and open channels of cooperation.

Teachers and administrators in various career stages receive Central Office support

through professional learning activities. New Teacher Induction, consisting of the

Alabama Teacher Mentor (ATM) program and the MCPSS New Teacher Network,



encourages and supports beginning teachers through the initial year of professional

growth while providing support for the mentors guiding the growth of the protégés.

The Central Office also guides the implementation of the two-year pilot of the state’s

New Principal Mentor Program (NPMP) with five first-year principals and trained

mentors in collaboration with the University of South Alabama to implement a

partnership which improves student achievement. In addition, MCPSS supports the

growth and development of classified employees and substitute teachers as they train

to use system resources and processes to make contributions to the effectiveness,

efficiency, and culture of the respective schools.

MCPSS monitors targeted schools and teachers through support team visits and site

visits focusing on the Cycle of Instruction and CIP implementation. MCPSS personnel

utilize and share professional development, program-specific checklists with school

administrators to encourage fidelity of program implementation in the classroom. When

needed, Central Office personnel model effective program implementation with

teachers to encourage professional growth toward meeting the needs of the students.

The Alabama Professional Education Personnel Evaluation Program (PEPE) is used to

facilitate the improvement of teaching and learning; and it seeks to effect growth,

collegiality and assistance to Central Office Leadership, principals, and assistant



principals. Educate Alabama is a formative system designed to provide information on

an educator’s current level of practice within the Alabama Continuum for Teacher

Development, based on the Alabama Quality Teaching Standards (AQTS). The AQTS

constitutes the foundation of the teaching profession while the continuum is a tool used

to guide educator reflection, self-assessment, and goal setting for professional learning

and growth.

MCPSS evaluates effectiveness of professional learning strategies through formative

and summative adult learning measures, such as surveys, portfolios containing

evidence of teacher/student learning and collaboration, checklists, administrative walk-

throughs, reflections on professional learning, and its implementation. In addition,

formative (i.e. EQTs, STAR® tests, etc.) and summative (i.e. ARMT, AHSGE, etc.)

student measures of progress are significant indicators of professional learning

effectiveness.

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

The MCPSS Central Office staff is responsible for implementing a collaborative and

ongoing process for improvement that aligns all functions of the system and its schools

with expectations for student learning. The superintendent’s senior staff is divided into

two teams - Operational and Directions. The Operational Team meets weekly and leads



the planning and evaluation of school system operations. The Directions Team is

responsible for direct day-to-day operation of schools, monitoring, achievement and

communication to stakeholders. The Academic Affairs Division, under the leadership of

the deputy superintendent, leads the continuous school improvement process through

school services and support of individual schools. The Assistant Superintendents Pre-

K-12 conducts monthly data meetings to review the program implementation and

academic achievement of students. Information from these meetings may be brought to

the Academic Affairs Division’s data meetings to assess school improvement

benchmarks and decisions are made to prioritize resources and support for schools.

At the school level, based on school AYP status, data meetings are held regularly to

analyze achievement results of school benchmarks on the CIP plans. Plans are

updated based on student achievement results. Action plans to accomplish CIP goals

are implemented and continuously reviewed by school site staff, Central Office staff,

and community stakeholders.

Various methods are used to communicate the current status of the system’s

improvement plan as well as those of individual schools. Some examples of these

methods are as follows:

Local television, radio, and newspaper coverage

System website and school websites

Long Range Strategic Plan link on MCPSS website



System-wide newsletters

Parent/student orientation

Leadership Team meetings of Academic Affairs staff

Data team meetings

Chamber of Commerce meetings

Public relations publications

Post Strategic Plan on website

Board meetings

Monthly principal feeder pattern meetings and assistant principal meetings

Workforce Development through Career and Technical Education brochures

School Messenger announcements

Superintendent’s annual survey of stakeholders

Administrative matrix

Parent University

Entitlement management

ESL parenting sessions

School CIP monitoring meetings

Principals’ data meetings



OVERALL ASSESSMENT FOR STANDARD 7 – COMMITMENT TO CONTINUOUS IMPROVEMENT

X Operational

The school system implements a collaborative and ongoing process for improvement that aligns most functions of the system and its schools with the expectations for student learning. Improvement efforts are sustained and the system demonstrates progress in improving student performance, system and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.


Quality Assurance



Part VI

QUALITY ASSURANCE METHODS

MCPSS / Mobile County Public School System Standards Assessment Report Page 230

Quality Assurance Methods


1. What processes does the district use to monitor and document improvement?

MCPSS is morally, legally, and ethically responsible for the operation of the school

system. Each program is administered in accordance with all applicable statutes,

regulations, program plans, and applications. MCPSS continues to monitor student

performance and adjust programs and resources to meet the needs of its students.

Long Range Strategic Plan:

Evaluative summaries are completed by the MCPSS leadership team in the form of a

Balanced Scorecard. These evaluations are used to monitor the implementation of

established goal areas, to develop a list of accomplishments, and to revise the plan for

the following year. MCPSS’ Balanced Scorecard is a comprehensive document with

established units of measure, metrics to be evaluated, longitudinal results, and

evaluations indicating if targets are met by the system.

Local School Continuous Improvement Plans (CIPs):

Each Central Office Federal Program and Curriculum and Instruction staff member is

assigned to a local school to provide support. During the school year, school

improvement specialists, resource teachers, and other needed academic team

members conduct walkthroughs (4 to 5 a year) to monitor the implementation of the

school’s CIP. Additionally, each school is required to keep an evidence box evidencing

that each strategy in the school’s CIP is being implemented. In April/May, the school



improvement specialist and the local school administrator review the evidence box and

complete a documentation form. These forms can also be updated at quarterly reviews.

Local School Evaluations of CIPs:

Local schools complete a Comprehensive Needs Assessments each August as they

begin the process of writing new CIPs. Schools use data from standardized tests to

measure the goals that were set during the previous year and analyze the data to

highlight areas of success, to revise strategies as needed, and to monitor the overall

effectiveness of the school’s CIP in relation to meeting goals.

2. How does the district provide meaningful feedback and support to its schools and across the district?

MCPSS strives to continually provide meaningful feedback through the following

methods:

CIP reviews

Data reports (EQTs, AHSGE, ARMT+)

Principals’ and Assistant Principals’ Meetings

Weekly Principals’ Packets provided by the Academic Affairs Division

Media releases from the MCPSS Communications Department

Closed-circuit television monitors in the Central Office and all school buildings

Inside Education television program

Morning School Bell radio show

Daily updates on the MCPSS website



NotifyME© information service

MCPSS monthly newsletters

Survey data compilation (NSSE, Perception, SAI, etc.)

AssessTrax®

TestTrax®

MCPSS’ Data Warehouse

AdvancED Standards Assessment Report: Draft copy shared with all personnel

ListServ©

SharePoint©

Evaluation compilations from professional development opportunities

PTO Forum (i.e., PowerPoint® of the MCPSS Long Range Strategic Plan,

demographics, etc.)

Community partnerships

Mobile Area Education Foundation meetings

MCPSS supports its local schools through the following efforts:

Continuous Improvement Plan process

Professional development opportunities

Special education services

Data disaggregation

Technology support

Testing and textbook services

Program area specialists support

School improvement walkthroughs to monitor the implementation of CIP



Local funding (when available)

Instructional professional development training

Human resources new employee orientation

Local auditors

Maintenance support at each local school

Internet accounts and email access for all employees

Email for students

Communication for all principals, bus drivers, and Central Office staff

Transportation scheduling for bus routes

Nursing services

Homeless funds

Inner office mail service

Public relations

School improvement specialist support for each school

Employee benefits package

Wellness screening and counseling

System-wide social workers

Behavior specialists

ESL services

Homebound services

Teacher resource center

3. How does the district ensure that the AdvancED standards are met by all the schools and the district as a whole?



The AdvancED Steering Committee provided administrative and Central Office staff

training during a principals’ meeting and assistant principals’ meeting. A train-the-trainer

model was developed to ensure that all personnel participated in the review process.

Principals conducted professional development on each accreditation standard at all

school sites to familiarize faculty and staff members with the accreditation process and

to gather input to pass along to the standards teams writing the Standards Assessment

Report (SAR).

Standards teams were developed to review and evaluate each indicator and answer

each focus question. All answers were compiled to create the SAR. Standards teams,

which were strategically constructed to include a wide range of stakeholders in the

review process, gathered all related artifacts in support of each indicator. The MCPSS

AdvancED Leadership Team and chairs of each strategic area reviewed the information

for the purpose of evaluating which strategic area addressed system needs.

AdvancED evidence is housed on the MCPSS website to provide documentation of

each indicator for the 7 district accreditation standards and will be available at the visit.

An AdvancED standards checklist will be developed for each school leadership team to

complete at the end of each school year. These completed checklists will be collected

and filed in each school's file at the Central Office. Any noted deficiencies will be

addressed in local school’s CIPs for the following school year. The school improvement

specialist will work with each school to ensure that standards are being reviewed on a



yearly basis. Additionally, the school improvement specialist will ensure that the system

continues to monitor the adherence to the standards and collect evidence (yearly) to

support AdvancED standards.

4. How does the district regularly collect, use, and communicate results?

Collection of Results:

Results are collected through the following methods:

Surveys

Face-to-face meetings

State testing data from the Alabama Department of Education and through the

MCPSSs Testing Department

Evaluations of all professional development opportunities

Media releases

Stakeholder input (MAEF, Chamber of Commerce, Leadership Mobile, etc.)

Partners in Education

South Alabama Workforce Development Coalition

PTO Forum

Balanced Scorecard Summaries completed for each strategic area (Long Range

Strategic Plan)

Progress reports for each local school’s CIP

Local school assessment data through paper-pencil tests and through informal

processes



Emails, letters, phone conferences, and other sources of communication

Use of Results:

Results are used for the following purposes:

Analyze data

Supply information for the Mobile County Board of School Commissioners

Supply information for the AdvancED Standards Assessment Report

Supply information for administrative decisions

Revise goals, strategies, plans, etc.

Implement plans (Long Range Strategic Plan and local school CIPs)

Plan and provide professional development opportunities

Guide instructional initiatives

Collect further information to help with the decision-making process

Communication of Results:

MCPSS communicates results through the following methods:

MCPSS website

Inside Education

STI Home

State Report Cards (to be published in February 2012)

Press releases

Board work sessions

Local school progress reports and report cards



Local media meetings

PTO Forum

Continuous school improvement team trainings

Mail outs

Emails

Newsletters (system and local school)

Annual community meetings




Part VII

CONCLUSION

Conclusion

Conclusion

The following focus questions reflect MCPSS’ overall analysis of its internal evaluation

of the accreditation standards.

Focus Questions

1. As you review your responses to the standards, what major trends, themes, or areas of focus emerge that cut across the seven standards?

MCPSS recognizes several themes and trends that have emerged through evaluation of

the AdvancED District Accreditation Standards. Through this process, MCPSS has

identified 4 engines that drive our system: Instruction, Continuous Improvement

Process, Strategic Planning, and Leadership Development. These engines help to focus

our efforts on student achievement through continuous improvement and drive all

decisions that the local schools and the system make. To ensure increased student

achievement, MCPSS is committed to implement and evaluate the Continuous

Improvement Process, to dedicate MCPSS resources to areas of greatest need, to

monitor results through collection of relevant and reliable data, to collaborate with

stakeholders, to utilize current best practices through job-embedded professional

development, to monitor classroom instruction, and to provide a research-based

curriculum through data-driven decision-making.

The Continuous Improvement Process has been an integral component of MCPSS’

focus at both the system level and the local school level. Through this process, CIP


Conclusion

teams evaluate data from various sources, develop plans based on best practices and

research-based curriculum, and implement and monitor the Continuous Improvement

Process throughout the year. Each school’s CIP team is comprised of stakeholders

including administrators, teachers, parents, community and business leaders, and

Central Office personnel. Monitoring the effectiveness of the plans occurs in various

ways: evaluative summaries, monthly meetings and signature forms, Central Office

support personnel walkthroughs, and evidence boxes. The CIP teams document and

use current results to revise the plans for the following school year. These plans have

become the driving force for the local schools and for the MCPSS Strategic Plan to

increase student achievement.

Efforts have also been made to ensure that all stakeholder groups are active

participants in MCPSS initiatives. Partnerships with community stakeholders have

enabled the system to begin improving workforce development readiness for all

secondary students. Students learn to set goals, to write their future story, and to better

prepare for real-world experiences.

Because MCPSS is committed to lifelong learning for students and employees,

professional development is another component that cuts across the district

accreditation standards. Through professional learning opportunities, current best

practices and research-based curriculum training is provided for teachers throughout

the year. Increased student achievement is the focus for these learning opportunities

because training enhances depth and breadth of content and instructional delivery. In


Conclusion

addition to professional learning opportunities, MCPSS uses data-driven decision

making to increase student achievement as a theme that runs throughout the system.

Through the CIP process, various data sources, including EQTs and benchmark

assessments, the Alabama Reading and Mathematics Test Plus (ARMT+), the Alabama

High School Graduation Examination, the Alabama Alternate Assessment, ACCESS for

English Language Learners (ELLs), and the PLAN® and Explore® tests are used to set

academic, cultural, and professional development goals. MCPSS’ leadership team also

uses data sources to provide rationales for goal setting that are a part of the strategic

plan. Within MCPSS, professional learning communities at all levels encourage and

expect the evaluation of formative and summative data sources to enhance teaching

and learning opportunities.

As a system that is committed to increasing student learning opportunities, the CIP

process has enhanced the leadership capacity at all levels and has identified a focus for

MCPSS. Through the CIP process, all of the district accreditation standards intertwine

with goal setting, implementation, and evaluation procedures. Although MCPSS is

always seeking effective methods to include stakeholders, the system is committed to

using stakeholder input as a means to provide valuable information and to enhance

student learning through partnerships and participation on leadership and action teams.

As a result, MCPSS is dedicated to making student-centered decisions based on data,

identified needs, and continuous school improvement initiatives.


Conclusion

2. Based on your review of these cross-cutting themes/trends and each of the seven standards, what would you consider to be your school system's greatest strengths?

After reviewing themes and trends within the system initiatives, MCPSS has identified

the following strengths in accordance with district accreditation standards: a fully-

implemented CIP process, a rigorous and relevant curriculum which is standards based

and aligned to state and national standards, end of the quarter system-wide testing in all

core academic areas, a dedicated teaching and support staff, a hard-working cadre of

Central Office staff dedicated to academic improvement for all students, a motivated

Technology Division, and visionary leadership through goal setting and collaboration.

Continuous School Improvement:

MCPSS implements a system-wide practice for the strategic planning process and for

all local school planning that focuses on analyzing various data sources, setting goals,

developing strategies based on research-based curriculum, implementing and revising

the CIP as needed, monitoring CIP implementation during monthly reviews, and

evaluating the entire process for the following school year. For the last 8 years, MCPSS

used a most effective School Action for Excellence (SAE) model. In 2011 MCPSS

transitioned to the CIP as mandated by State requirements. MCPSS has embraced the

CIP process and the strategic plan, as evidenced in the Balanced Scorecard document.

Both are fluid processes that are implemented and revised on a regular basis to meet

the needs of the system.


Conclusion

Research-Based Professional Development Opportunities:

MCPSS values quality professional development for all employees. During the past two

years, the system leadership team has developed a system-wide model for all

professional learning opportunities focused on state content. Key professional

development initiatives are as follows:

Making Middle Grades Work

High Schools That Work

21st Century Schools

SREB Project Based Learning

Alabama Reading Initiative

Alabama Math, Science, and Technology Initiative (AMSTI)

Literacy Training

SMART training

AP training

RTI

Cycle of Instruction

Feeder pattern professional learning communities

Talents Unlimited

Through professional development, teachers, support employees, and administrators

receive quality training that directly impacts the culture of the system and the overall

academic focus of increased student achievement.


Conclusion

Visionary Leadership:

MCPSS leadership is committed to collaboration through professional learning

communities, professional development, and future leadership development. The

system focuses on collaboration across all levels of leadership. Through the training

and implementation of professional learning communities, student learning and

achievement have become the top priorities among collaborative efforts.

Central Office leaders receive professional development training directly related to

leadership qualities through Educate Alabama and in turn receive professional learning

units of credit. Principals and Central Office staff participate in a professional

development opportunity to help build effective leaders through a book study on Motion

Leadership (Fullan, Michael). Assistant principals receive turnaround training on

professional development topics to ensure that all leaders are provided with quality

learning opportunities. With the Alabama Department of Education’s requirements of 5

professional learning units (PLUs) taking the place of the previously required 50

continuous education units beginning with the 2009-2010 school year, MCPSS

developed a state approved plan that provides various activities that support the

knowledge and skills required to master the AdvancED standards. Training is provided

throughout the school year for all MCPSS certificated administrative personnel.

Through the CIP process, local school teachers participate in leadership activities that

enhance their abilities. The system leadership team believes in continuous learning to

develop leadership abilities. As a result, MCPSS is committed to providing ongoing


Conclusion

leadership opportunities for future leaders, along with current employees that hold

leadership positions. Through the system’s vision, MCPSS is committed to training

future leaders and increasing current leadership skills.

3. What would you consider to be your school system's greatest challenges?

One of the most critical challenges faced by MCPSS is the need to increase the number

of high school students graduating in 4 years and reduce the “drop-out” rate. Students

often go to high school academically and socially unprepared to meet the demands of a

rigorous high school curriculum. MCPSS has implemented freshmen academies in all

high schools to closely monitor and advise first year freshmen and to teach valuable

study skills. Credit recovery is offered in all high schools to help students remain on

track toward graduation in 4 years.

A second area of critical need is to get all schools to meet Adequate Yearly Progress

requirements set forth by the Alabama Department of Education in spite of rising Annual

Measurable Objective (AMO) standards of performance. MCPSS has made steady

progress in improving test scores but still has many special education students unable

to meet the rising AMOs. Close monitoring of special education classrooms has become

a focus for MCPSS special education resource teachers and school improvement

specialists.


Conclusion

A third critical challenge faced by MCPSS is the need for highly qualified secondary

mathematics and science teachers. MCPSS is actively recruiting in these academic

areas and offering incentives to elementary teachers willing to take the Praxis to teach

in middle school math and science vacancies. MCPSS strongly believes that all

students deserve a highly qualified teacher in every classroom.

MCPSS also faces the challenge of necessary funding to support buildings and staff

and to provide resources that are needed for serving approximately 63,000 students.

Although funding does not guarantee a school system’s success, a lack of funds can

hinder success. The local economy has suffered over the last 5 years, consequently

impacting the school system. MCPSS is still reeling from the impact of the BP oil spill

and the drastic down-turn in the American economy. Many area families have been

impacted which places additional strain on the MCPSS budget to provide more services

to children. Additionally, MCPSS cannot build new schools or renovate current schools

fast enough to meet needs due to funding issues.

Through careful financial management and cost-cutting measures, the Board of School

Commissioners and the CFO have been able to continue to offer services and support

for most needed programs. The CFO and Board are working to re-build the required

“rainy day” fund balance.

The greatest MCPSS financial problems that directly impact classrooms are the

reduction in the number of state funded teacher and administrative units and the


Conclusion

deletion of funds to purchase textbooks. Reduction in the number of state allocated

teacher units has resulted in a rise in the pupil teacher ratio and deletion of needed

programs. Since local tax revenues are also down due to the recession, MCPSS has

had to cut locally funded teacher units, also contributing to a rising pupil teacher ratio.

The reduction of State funded administrative units has left some schools struggling to

provide adequate supervision and placed tremendous additional responsibilities on

current administrators.

Financial cutbacks at the State level have resulted in little money for textbooks for the

last 3 years. Although Alabama math standards have been aligned to National Common

Core Standards for Mathematics, Alabama has not provided funds to purchase new

math books for the 2012-13 School Year. MCPSS will have to reallocate other funds in

the system to purchase math textbooks locally. Grammar books were adopted in 2009-

10, but no books were purchased. Many classrooms have had to use classroom sets of

old books and on-line books to fill the void. Elective books and AP books are almost

non-existent. Meeting these challenges is the responsibility of all stakeholders. MCPSS

must hold all stakeholders accountable for the financial condition and academic success

of our schools.

4. How will you use the insights gained from this self-assessment to inform and enhance your quality assurance and continuous improvement efforts?

MCPSS strives to continually improve in all areas that impact student learning. Through

the CIP process, the system has involved all stakeholders in development of a strategic


Conclusion

plan, CIPs at local schools, and an evaluation process that analyzes goals, strategies,

and benchmarks. The self-assessment has further allowed system stakeholders,

including Central Office personnel, administrators, teachers, business and community

members, parents, and support staff, to evaluate the seven research-based AdvancED

standards, and to analyze the system’s effectiveness in relation to the indicators.

The data provided from the accreditation process will allow MCPSS to evaluate the

strategic plan and incorporate the findings into future action plans. These action plans

will include goals, rationales, personnel, strategies, benchmarks, and monitoring efforts.

The academic team will utilize this plan to guide future continuous improvement.

Through the use of the self-assessment as an internal review, and the AdvancED’s

Quality Assurance Review Team’s external review, the information gleaned will be

useful in future endeavors to guide student learning and system effectiveness. MCPSS

will continue to monitor various data sources, set goals, revise and develop current

CIPs, and monitor and evaluate school improvement plans. MCPSS values input from

internal and external stakeholders and collaborates on the suggestions provided to

maximize the effectiveness of the strategic implementation based on the feedback.


TABLE OF CONTENTS - PC\|MACimages.pcmac.org/Uploads/MCPSS/MobileCounty/Divi… · Web viewThe CNA...

Documents

Transcript of TABLE OF CONTENTS - PC\|MACimages.pcmac.org/Uploads/MCPSS/MobileCounty/Divi… · Web viewThe CNA...