phenix city schools strategic plan

Phenix City Schools Strategic Plan

Schools of Inquiry, Innovation, and Impact

May 2018


Table of Contents

Description of School System History of Phenix City, Russell County, and Phenix City Schools 4 Demographics 4 Students 5 Employees 5 English Learners 5 Special Education & Gifted Services 5 Finance 5 Facilities 5-6

School System’s Purpose Vision & Mission 6-7Continuous Improvement Plan 7-9

Notable Efforts & Achievements Achievement Data 10 Graduation Rate 10 Scholarships, Awards, & Recognitions 10 Extra-Curricular Accomplishments 10

Curriculum & Instruction Improvements Professional Development 11 Curriculum Alignment 11-12Pacing Guides 12High School Curriculum Advancements 12-13Career Technical Advancements 13i3 Initiative – Phase I (Schools of Inquiry, Innovation, and Impact) 13i3 Initiative – Phase II 13-14Technology 14-15

Partnerships Community Engagement 16-17Phenix City Education Foundation 17Friends of Phenix City Schools 17

Executive Summary Appendix 18-27Objectives 44-52Comprehensive View 53-86Evaluation 87-104

Strategic Plan Executive Summary

Section I



Phenix City SchoolsExecutive Summary

Description of the School System

Phenix City Schools (PCS) is an urban public school system located in East Alabama. Of the 12 educational sites, there are seven elementary and an alternative school, preschool, intermediate school, eighth grade school, freshman academy, and a high school. Administrative services are located in the Educational Services Center. PCS’s 2017-2018 average daily membership is 6945, exclusive of the preschool enrollment of nearly 200 students. The system’s average student-teacher ratio is 16:1.

History of Phenix City, Russell County, and Phenix City Schools The City of Phenix City, Alabama, is a consolidated township of two separate communities, Girard and Brownsville. The combined towns would become incorporated and called Brownsville by an act of the state legislature, House Bill 585, on February 23, 1883. On February 19, 1897, due to the difficulty in distinguishing between Brownsville locally and Brownsville in Tuscaloosa County, the younger of the two townships changed its name to Phenix City. A common belief is that the city was originally named for the Eagle and Phenix Mill located in Columbus, Georgia. Although the spelling omits the “o”, the city’s symbol is the mythical Phoenix which symbolizes rebirth. In the recent past, Phenix City has sought to provide a friendly, family-oriented community. The city is located in East Alabama along the west bank of the Chattahoochee River and joins the states of Alabama and Georgia. Phenix City is the county seat of Russell County. It is located immediately west of downtown Columbus and Fort Benning, Georgia. Although Alabama is in the Central time zone, Phenix City operates on Eastern time. The general consensus is that many residents work in Columbus and Fort Benning; thus, the government in early years decided to change the time to accommodate the needs of its citizenry.

A chronological account of Phenix City Schools is located in the Appendix (see Table 1 in Appendix).

Demographics According to the most recent census data, Phenix City has an estimated population of 37,132 (see Table 2 in the Appendix) and has the following racial makeup: 51% Caucasian, 47% African American, and 2% other races/ethnicities. Yearly per capita income for residents is $21,956 with median household income at $39,691. The largest employer in the county is the Phenix City Board of Education.

There are numerous post-secondary educational opportunities within the immediate community. Chattahoochee Valley Community College and Troy University are located in Phenix City. Additionally, there are other colleges and universities within a 50-mile radius of Phenix City to include: Columbus State University, Auburn University, Columbus Technical College, Tuskegee University, LaGrange College, Troy University (Fort Benning), Georgia Military College, and Southern Union Community College.

4


Students Phenix City Schools provides program offerings to its students through eleven school sites, as well as a preschool and an alternative learning center, both of which serve the entire system. Of the 6,945 students, 58% are African American, 27% are Caucasian, and 15% are of other races and ethnicities. Sixty-eight percent of students participate in the free and reduced meals’ program (see Table 3 in the Appendix). Employees Phenix City Board of Education is the city’s largest employer. There are 798 full-time employees, of which 515 are certificated personnel while the other 283 serve as support staff in such positions as secretarial/clerical, bookkeeping, maintenance, bus driver, custodial, teacher aide, and lunchroom worker (see Teacher Credentials’ Chart in the Appendix). English Learners Approximately eight languages, Spanish, Tagalog, German, Vietnamese, Korean, Thai, French, and Hawaiian, are spoken by the 118 English Learners in the system. The number of English Learners students has steadily increased in the last four years. Special Education & Gifted Services There are 652 students receiving special education (non-gifted) services as defined by the Alabama State Code. Early intervention is also provided for preschool students who qualify for special education services. Additionally, the system provides gifted services to 300 students. Finance January 2018’s year-to-date balance was $10,978,645 and has increased 72% ($4.6 million) since January of 2014. Since October 31, 2013, the monthly balance has increased 249% (see Table 4 in the Appendix). Facilities Two new school facilities have been erected within the last seven years, Central Freshman Academy providing services to ninth graders and Lakewood Primary School serving grades kindergarten through second. A third facility, the Dyer Family STEM Center, was completed in October 2016. Additionally, five of the existing schools have been expanded to accommodate increased enrollment, and South Girard School was renovated to accommodate science, technology, engineering, and mathematics (STEM) courses (see map in the Appendix). In the fall of 2014, PCS’s maintenance department converted a former cafeteria of the closed Central Elementary School into a state-of-the-art Professional Development Center. To date, dozens of professional development and civic activities have been hosted in the center. Currently, an adjoining section of the same building is being renovated to accommodate additional professional development activities. In 2017, Phenix City Schools constructed a facility to accommodate academic, athletic, and extracurricular activity needs on the existing Central Freshman Academy and Central High

5


School campuses. The expansion includes classrooms for health, physical education, and driver’s education, as well as designated spaces for special populations testing and after-school tutoring programs. Extra classrooms for after-school learning combined with a facility large enough to house additional students for extracurricular activities ensures that education does not end when the bell rings. Furthermore, the facility contains strength and conditioning facilities, batting areas, additional meeting rooms, locker rooms, work spaces, and open spaces for extra and cocurricular activities such as marching band practice and Navy Junior ROTC drills.

6


School System’s Purpose Vision & Mission The Phenix City Board of Education, the superintendent, the central office staff, along with a dedicated faculty and staff united with the community to form the foundation upon which the Phenix City Public School System builds its efforts daily to pursue excellence on behalf of every student in every school. The mission of the Phenix City School System is as follows.

In collaboration with families and community members who are personally committed to the success of each student, Phenix City Schools strives to become a premier school system. Staff members effectively engage students and inspire their emotional, ethical, intellectual, physical, and social development. Through an inquiry-based teaching approach and utilization of innovative practices to foster student ownership of learning, these empowered students will possess the ability to adapt in an ever-changing world and will become responsible and productive citizens who positively impact society.

The vision statement of Phenix City Schools is, “Pursuing excellence on behalf of every student in every school.” In addition to that vision statement, Phenix City Schools has also embraced the motto, “Schools of Inquiry, Innovation, and Impact.” To portray the aforementioned adages to stakeholders, the following six videos were created.

• CHS - There's Something for Everyone at Red Devil Nation • CTE - We Will • Middle School - Not Your Parents' Middle School • Fine Arts - We Create • Phenix City Schools Elementary - Future Proofed Kids • 1:1 Initiative - #advantagePCS

The beliefs of Phenix City Schools are as follows:

• Excellence is obtainable for students and staff. • Students have unlimited learning potential. • All students can achieve academic success. • Student academic success is fostered through family engagement. • Students and staff have the right to be in a safe and clean learning environment. • Nurturing, inviting, and stimulating environments are conditions where students

thrive emotionally, socially, and academically. • Students have the right to a competent, dedicated, and highly motivated certificated

staff. • All students, staff, and parents have the right to be respected at all times. • Character, integrity, and service to others contribute to civic health.

7


• Student and staff diversity is to be valued, respected, and embraced. • Empowered and inspired students strive for continuous knowledge and

improvement beyond high school. With the vision "Pursuing Excellence On Behalf of Every Student at Every School," the school system is governed by a seven-member Board of Education appointed by the city council. The primary responsibility of the Board is to formulate policy that directly impacts educational programs. With a dedicated commitment to students and quality instruction, the business of the Board is to promote and improve student learning in a high-quality, safe environment. The day-to-day operations of the school system are entrusted to the Superintendent of Education who is selected by the Board. The Superintendent is responsible for the administration of the entire school system as provided by law, State Board of Education, and Phenix City Board of Education rules. The superintendent serves as the secretary and chief executive officer of the Phenix City Board of Education. All members of the instructional and non-instructional staff shall be under the general supervision of and subject to the direction of the superintendent. The superintendent shall have the authority to issue directives and to prescribe such procedures as may be necessary to carry out the purpose of Phenix City Board of Education policy. In July 2014, the School Board voted in favor of selecting a new superintendent, Mr. William R. Wilkes. Mr. Wilkes immediately began to implement the school district’s vision for positive change through improved student learning, fiscal responsibility, and community involvement. Phenix City Schools began revision of its Board Policy Manual and a Board Policy Procedures Manual during the fall of 2015. The revised Board Policy Manual is compliant with all state and federal guidelines and is used by the Board to govern the school district. The updated manual was adopted and published prior to the 2016-2017 school year. Continuous Improvement Plan The school district and each school actualizes the school district’s vision, mission, and belief statements in curriculum development, course offerings, and selection of resources, instructional practices, and fiscal decisions which are evidenced in each school’s continuous improvement plan. The curriculum and instructional programs are research based, are aligned to content standards found in the Alabama Courses of Study, and have an emphasis on Alabama’s College and Career Ready Standards. Vertical and horizontal planning and professional development are integral parts of addressing the school system’s stated purpose. Each school’s Building Leadership Team collaborates on the development of the school’s Continuous Improvement Plan based on current data from local and state assessments, attendance records, discipline files, and survey results. Each school holds regular data meetings during which assessment data is discussed and instructional decisions are made. Students in need of intensive intervention, beyond what

8


can be provided during regular instruction, are referred to the school’s Problem Solving Team through which efforts at remediation are documented and progress through tiered instruction is supported. The Building Leadership Team uses the data to develop the goals, strategies, and action steps for the school’s Continuous Improvement Plan. Likewise, the data is analyzed at the district level to identify areas of instruction and/or implementation that require additional professional development across the district. Data is also used to develop the goals, strategies, and action steps for the district’s Continuous Improvement Plan. PCS’s desire is to provide educational opportunities today that will supply the workforce of tomorrow. Students are completely immersed in STEM education beginning in kindergarten and opportunities are expanded at the elementary school level through each school’s SMART Lab. Sixth and seventh graders receive instruction in virtual science, coding, digital media, and engineering instruction via the Dyer Family STEM Center. Qualifying sixth and seventh graders may participate in the Accelerated Academy through which students complete three years of Alabama Course of Study standards. Students who complete the requirements may enter the eighth grade ready for the challenge of completing high school coursework. Eighth graders at South Girard School participate in 12-week courses of coding/robotics, engineering, and digital media. Students who have remained enrolled in the Accelerated Academy have the opportunity to complete Algebra I, biology and English 9 while in the eighth grade, thus providing students opportunities to take more advanced coursework and electives in the future. Students in grades 9 – 12 have 13 academies to choose from including, but not limited to, health occupations, cyber security, and television production. To increase the rigor of the classroom, Central High now offers 24 advanced placement and dual enrollment courses. Graduating early and/or with the equivalent of an associate’s degree will soon become the norm!

9


Notable Efforts and Achievements Achievement Data To date, Phenix City Schools has experienced an 8% increase in math scores in grades 3-8 which are the highest in school system history (see Table 5 in the Appendix). The district demonstrated a 2% increase in reading scores for grades 3-8. Also, there was an 11% increase in the number of students meeting College and Career Ready requirements (see Graph 1 in the Appendix). ACT benchmarking is up by 5% from the 2016-2017 school year. Graduation Rate Phenix City Schools’ Alabama graduation rate has steadily increased and for the 2016-2017 school year is 96%. The federal graduation rate is 90% which exceeds the 2015-2016 national average of 84% (see Graph 2 in the Appendix). Scholarships, Awards, and Recognitions Central High School (CHS) students have received over $25 million in scholarships in the past two years. Last year, CHS awarded 30 student-athletes with letters of intent. In academic competitions, PCS had five first place winners in the state career poster and poetry contest. Future Business Leaders of America placed fourth in the annual Atlanta Hawks Marketing Day competition and finished fifth in the nation in the Business Law competition. Also, a student won the state Soil and Water Essay Contest in the senior division and students in the gifted program placed third overall at the state History Day competition. The Health Occupations Students of America organization finished sixth in the nation at national competition in Orlando, Florida. Students also placed second overall in the regional American Legion oratorical competition. Furthermore, in the summer of 2017, more than 40 high school students participated in national competitions with HOSA and Beta Club, placing in the top 10 in the nation. Lastly, CHS senior Darius Thomas was elected as President of Boys Nation. Extra-Curricular Accomplishments Phenix City Schools has excelled in extracurricular activities with many different groups competing on the state and national levels. Athletically, the CHS boys’ basketball team competed for the state title two of the last four years; a CHS wrestler has won three consecutive state titles, with six others placing; the SGS cheerleading team earned a National Championship; girls track set a state record in winning the event at the state championship track meet; the boys track team members were runners-up in four events; and the 2015 softball team were area champs, going the farthest in school history. The Central High School Red Devil Football Team has made it to the state semifinals the past three consecutive years. (see Table 6 in the Appendix) For information on co-curricular accomplishments and fine arts expansion see Table 7 and Table 8 in the Appendix.

10


Curriculum and Instruction Improvements Professional Development Keeping teachers abreast of the latest educational tools and strategies is of utmost importance to PCS. As part pf the system’s i3 Initiative, a number of professional development opportunities have occurred as part of the i3 implementation. This effort spans preschool to college. In the fall of 2015, Discovery Education trained administrators and representatives from higher education partners per the STEM Leadership Corps. In the spring of 2016, Discovery Education trained 24 teachers on the implementation of STEM education, and those teachers have embraced the task of training others. Additional offerings include College and Career Readiness Standards, Carnegie Learning math, Wonders reading, MasteryConnect, Renaissance, and AMSTI trainings. Moreover, extra professional development sessions are offered during the “PD Monday” series, as well as during a series of Instructional Technology classes offered on Saturdays. The STEM Leader Corps program provides a system to deliver professional learning in an intentional and continuous manner. Twenty-four PCS teachers have made their dedication to PCS and the education of their students known, and were chosen as the first cohort of STEM Innovators. STEM Innovator members build both their individual human capital as well as their social capital as they work as a team to stretch their own capacity to effectively develop a culture of STEM in their classrooms, and schools. STEM Innovators will form a school-based team who model for peers. Members also work as a team to implement a STEM school action plan focused on developing their colleagues and enriching their schools’ STEM culture. These teachers attended five days of STEM Innovators focused professional development in year one and an additional five days of training in years two and three. In June 2017, Phenix City Schools and Discovery Education hosted the first annual STEMposium. The 1-day event attracted more than 300 STEM enthusiasts from around the world and featured renowned STEM speakers and the Dyer Family STEM Center. Participants were immersed in STEM education, including coding, engineering, and digital media, in Phenix City’s state-of-the-art Dyer Family STEM Center. Participants explored the world of SmartLabs where elementary students modeled hands-on, minds-on learning activities. There was also a focus on edutourism in the valley area with many families taking to the white water courses, shops, restaurants, shopping areas, and hotels. Annually, PCS budgets $1 million for professional development activities. Curriculum Alignment The implementation of Alabama's College and Career Ready Standards supports the vertical alignment of curriculum across grade levels, from kindergarten through high school, building upon instruction based upon standards. The Phenix City School System has provided extensive professional development to teachers over the past few years on the interpretation, implementation, and application of Alabama's College and Career Ready Standards. This professional development is ongoing and provides multiple opportunities for vertical alignment of content in an effort to improve student performance by decreasing the amount of instructional time consumed with re-teaching concepts.

11


Additionally, vertical alignment is evaluated through state testing. The curricula in the Phenix City School System is aligned with state standards, standardized tests and/or state tests, curriculum-embedded tests, student assignments, lesson plans, textbooks, and instruction. This process prevents teachers from overlapping or skipping content that is essential to meeting state and national standards. Curriculum alignment facilitates communication among educators as they plan for both horizontal and vertical alignment of the curriculum. Pacing Guides Over the past four years the school system has created content area pacing guides and has implemented a comprehensive process for continuous improvement. The Phenix City School District began the curriculum alignment process by forming curriculum committees that met several times during the school year and during summer break as needed. These committees were comprised of teachers, department leaders, instructional coaches, and administrators who have worked together to create pacing guides for reading, language arts with writing, math, science, social studies, and technology. These pacing guides are fluid documents that are annually reviewed and improved. The curriculum committees have also attempted to set up the pacing guides in an easy to read, visual format for the teachers to use in lesson planning. These pacing guides are posted to the Curriculum and Instruction page of the school district's website, www.pcboe.net. The pacing guides ensure that horizontal alignment by teachers in a common grade level is achieved by providing teachers with a guide, or goal, for their instruction. The guides capture the content and skills every teacher in the school system is teaching. The guides address the educational needs of the entire student population being served and also helps students by ensuring that each student is adequately prepared for the next grade and state assessment. High School Curriculum Advancements Phenix City Schools received a grant from A+ College Ready to provide intensive training for teachers in grades 8-10 to implement Laying the Foundation (LTF) instructional strategies. All four content areas were included in the rigorous training sessions. The purpose of LTF is to prepare students for Advanced Placement (AP) courses in high school, as well as the rigorous post-secondary coursework beyond high school. Coinciding with the integration of LTF curricula, Central High School offered seven AP courses this year. Additional AP courses will be offered in the next two years. Furthermore, Central High School recently added the following computer science courses to the master schedule:

• Exploring Computer Science • AP Computer Science Principles • Computer Science A

During the 2018-2019 school year, Central Freshman Academy will offer Exploring Computer Science and Central High School will offer a customized, senior-level computer science courses for entry level Total Systems Services requirements.

12

http://www.pcboe.net/


Central High School offers courses in Show, Concert, and Chamber Choir. Choir students perform annually in the winter concert in December and spring concert in May. The show choir conducts a special performance in March. In addition to the scheduled annual performances, Central High School’s choirs are invited often to perform at various community events. Career Technical Education Advancements Central High School’s Career Technical Education curricula provide students with access to rigorous school and work-based learning opportunities. The goal of Career Tech Education is to produce high school graduates with industry-recognized credentials, well prepared for advanced study or employment. In the past two years, the Central High School Career Tech program issued over 200 industry-based credentials. Career/Technical credentialing is up by 8% percent from 2016-2017. Credentials offered include:

• Microsoft Office Specialist • Adobe Certified Associate • ServSafe • Cosmetology Licensure • Certified Nurse’s Assistant (CNA) • Emergency Medical Technician (EMT) • Basic Life Support Instructor (BLS) • National Center for Construction Education and Research Core (NCCER) • American Welding Society (AWS) • Automotive Service Excellence (ASE) • Praxis Core Academic Skills

Each year Central High School administers the ACT WorkKeys assessment to seniors, which measures job skills readiness. Over the past two years, almost 500 students scored on the Silver Level, meaning they are qualified for 69% of the jobs offered in the workforce. (see Graph 3 in the Appendix) i3 (Schools of Innovation, Inquiry and Impact) Initiative - Phase I (2015) In 2015, an overall STEM program referred to as the i3 Initiative for inquiry, innovation, and impact was implemented. During the summer of 2015, teachers began intensive training in inquiry-based instructional strategies and the implementation of technology in the classroom. In the fall of 2015, all sixth through eighth grade students were provided a take-home electronic device. Online and portable document format textbooks were downloaded to the iPads. The Technology Department increased bandwidth and prepped the devices for classroom instruction. In 2017, South Girard students received Chromebooks instead of iPads, and the iPads from SGS were distributed to fifth graders at the elementary schools. i3 Initiative - Phase II (2016) The second phase of the i3 initiative began in summer of 2016 and included the continuation of extensive professional development, an expansion of the one to one device deployment, and the installation of SMART Labs at each of the seven elementary schools. (see Table 9 in the Appendix)

13


Each SMART Lab is equipped with computers with digital STEM activities, along with hands-on manipulatives centered on STEM related concepts. Precisely, elementary students explore robotics, software engineering, mechanics and structures, circuitry, scientific data and analysis, alternative energy, computer graphics, and digital media arts. Moreover, while in the laboratory setting, students develop and incorporate next generation skills of communication, collaboration, critical thinking, problem solving, information literacy, and adaptability. Chromebooks, were afforded to all students in grades nine through twelve. Teachers were trained on teaching as to the general use of the device, as well as Google applications. The 1:1 device initiative was designed to improve instructional technology and to more actively engage students in the learning process. Construction was completed on the Dyer Family STEM Center on the campus of Phenix City Intermediate School. The Dyer Family STEM Center facility is a 9,500 square foot interactive learning center featuring four laboratory classrooms and four external labs that can be utilized as an extension of the classroom by every child in Phenix City Schools. The building is the only one of its kind in the State of Alabama and perhaps one of only a few in the nation that serves every child, regardless of aptitude. Course offerings of the center are virtual science, engineering, coding, and digital media. Within the labs, sixth and seventh grade students code, design structures, rockets, and prosthetics, create digital art, and produce television broadcasts, and virtually dissect plants and animals. Annually, all students attend each class for nine weeks. The center’s exterior laboratories consist of saltwater aquariums, a river tank ecosystem, interactive atrium, and a digital globe. The STEM center’s facilitator customizes and aligns standards to the external labs lesson to be taught. The concept of this type of innovation is certainly not new. Albert Einstein said, “To raise new questions, to regard old problems from a new angle, requires creative imagination and marks real advance in science.” More recent than Einstein’s words, however, is a 2012 press release from the White House indicating that the United States will need approximately one million more STEM professionals than are projected to graduate in the near future. Phenix City Schools’ students’ experiences in these STEM-based labs allow individuals to tap into creative imagination and build foundations for future careers. Based on the system’s own research as well as conversations with industry professionals, it is believed that innovation boosts the economy. The students in Phenix City will be in a position to both better themselves and their communities. Similarly, STEM courses in engineering and digital media were added to the eighth grade curriculum and the robotics laboratory was refurbished. All students rotate through said courses every 12 weeks. Technology PCS believes that all students must be taught to use the latest technologies in order to compete in the high-tech world of the 21st century. Resources are made available to facilitate, complement, and enhance the teaching and learning process. Teachers rely on technology to enrich the learning experiences of their students, and students are immersed in an environment

14


where engagement is heightened. Through a rich array of technology tools, students attain the knowledge they need to make learning discoveries and ultimately lead productive and responsible lives. With a strong belief that technology enhances the scholastic practices of instruction, the district is committed to providing superior hardware, software, data, and appropriate technology skill development. In order to better facilitate learning, teachers must be equipped with the latest technology resources that will capture the imagination of students. Each classroom is equipped with full Wi-Fi coverage and high-speed Internet access. Interactive Smart Boards are the norm, complete with surround-sound and video projectors. Schools have numerous laptops, Chromebooks, and iPads of which students use on a regular basis. Each classroom also features multiple desktop computers. All of these devices provide students access to digital and Internet resources they utilize for learning. Many schools have HD televisions and classroom student response systems. Student response systems provide each student with a remote allowing the student to respond to teacher questions, exams, or roll-call by simply aiming the remote and pressing a button. The feedback to the teacher is automatic; therefore, allowing to make instructional decisions immediately. The software will communicate with the teacher's computer, enter test scores, calculate grades, and prepare charts and graphs in order to communicate results in a colorful and easy-to-understand fashion. One continuous focus of Phenix City Schools is for students to actively use technology to support their learning through hands-on, minds-on engagement with instruction. To that end, the school district has focused on providing teachers with in-depth professional development for teaching with technology and allowing students the opportunity to actually use technology in their learning. An example of this innovation is the digital portfolios which began during the 2017-2018 school year. During this pilot program, selected fifth grade students from each elementary school were assigned G Suite accounts to facilitate the creation of documents in a cloud environment. Students will also save work samples which can later be shared with prospective colleges and employers. The program is expected to expand in the near future as all students in PCS will be assigned a G Suite account. The Technology Department currently consists of only seven full-time employees to support all the technology needs of the district. The department is responsible for supporting and maintaining more than 2,500 Windows computers, 3,000 Chromebooks, 1,600 iPads, 60 Apple computers, various computer peripherals to include over 1,000 printers, 600 interactive smart boards and 700 digital projectors. This department also supports the system’s network infrastructure which includes more than 250 network switches, 1,100 Wi-Fi- Access points, and 30 network servers. The department supports, manages, and assists with all educational, state testing, cloud-based, employee and benefits, child nutrition, transportation, student registration, and mass alert notification software. The technology department also maintains the district’s website to ADA compliance standards, provides Internet content filtering to CIPA compliance standards, and provides email spam filtering. For vital security measures, the department must maintain the directory services structure for all user and computer accounts to include group policies, domain name services, and dynamic host configuration protocols. (see Table 10 in Appendix)

15


Partnerships Each school has multiple Partners in Education that provide human, fiscal, and material resources to supplement state, local, and federal revenues. These include, but are not limited to, local businesses, civic groups, Troy University, Chattahoochee Valley Community College, Auburn University (East Alabama Regional In-service Center), Columbus State University, Fort Benning, Family and Children Connection, East Alabama Mental Health, Department of Human Resources, Boral Bricks, Continental Carbon, TEARS, USO (United to Save Ourselves), and others. These organizations provide mentors and other valuable information and resources for teachers and students.

Community Engagement In an effort to “tell our story,” PCS has made a push for stronger community engagement.

• Since his first day in Phenix City, Mr. Wilkes has published The Supe Kitchen blog documenting student and staff achievement in the classroom, on the field, and in the community. The blog has had over 3,000 posts and more than 553,000 views.

• There has also been an extraordinary effort to celebrate success via social media through PCS’s active Twitter, Facebook, and Instagram pages. During a 28-day period in early 2018, PCS social media sites recorded nearly 100,000 views.

• Videos of happenings throughout the system can be found on the PCS YouTube site. • Information about each school as well as particular departments, activities, and

special projects can be found in the system’s Phenix Forward magazine and various brochures and handouts. PCS has also partnered with two television stations.

• In the spring of 2015, WRBL conducted more than a dozen specials during their evening newscast, and WTVM was utilized to promote Junior Journalists through a series of commercials and Business Break segments shown throughout 2016 and 2017. Moreover, during the 2017-2018 school year, PCS partnered with WTVM to create the following areas of emphasis and the corresponding six 30-second commercials: Central High School’s curriculum and activities - There’s Something for Everyone at Red Devil Nation; Career Technical Education - We Will; fine arts - We Create; grades six through eight - Not Your Parents’ Middle School; elementary schools’ - Future Proofed Kids; and the one-to-one initiative - #advantagePCS.

• In keeping with ADA compliance standards, PCS moved to a new website provider in late 2017. The district site and school sites now have a cohesive, unified appearance, enabling parents and community members to transition between the sites with ease.

• A school system app is in development and set to launch in March 2018, giving the system yet another way of reaching parents and the community, in a way that is familiar and native to smartphone users.

• There are times when the schools or district office needs to communicate important or urgent information to parents in a timely manner and have a record of that message and those who received it. Phenix City Schools is transitioning from using SchoolCast alert notification to the Blackboard COPE (Create Once Publish Everywhere) system. By utilizing the Blackboard platform, communication is streamlined to parents through the website, social media, and mass alert notifications. Administrators and designated personnel log in to one software

16


application and create one notification to be disseminated to parents and/or school personnel via phone message, text message, social media, website, and email.

• In conjunction with the development of the Strategic Plan, stakeholder meetings were conducted to gain perspective and insight. Much of the information garnered has been utilized in the development of this plan.

• Quarterly Faith Meetings began in the fall of 2017. Topics were school and faith relationships, preschool and summer offerings, provisions for high at-risk students, academic and counseling services for expelled and adjudicated students, teacher supply list, facility offerings for high at-risk students, and students and the cyber world.

Phenix City Education Foundation The Phenix City Education Foundation is an independent non-profit agency that supports the students and employees of the school district through scholarships and educational grants. The Education Foundation annually hosts the Heart of the Community Awards through which employees of excellence are selected by their peers and are recognized for their achievements and contributions to Phenix City Schools. During the 2016-2017 school year approximately $17,000 of educational grants were awarded to teachers through a competitive grant process, and over $3,000 was awarded in student scholarships. The Phenix City Education Foundation also contributed over $125,000 to the i3 Initiative. Friends of Phenix City Schools In June 2015, Friends of Phenix City Schools was created to help raise needed funds for the i3 Initiative. Since that time, FOPCS has partnered with over 200 community members, organizations, and businesses to raise $1.1 million for the children of Phenix City Schools.

17


APPENDIX

Table 1. Chronological History The Growth and Progress of Phenix City

1867 to 1956

1867 First public school built in Girard on site where the Girard Elementary School now stands. All subjects taught to all ages by Mr. Littlejohn, a Methodist minister.

1867 North Girard Primary School was built to accommodate primary students living in the northern section of the town. It was located on old 6th Avenue.

1883

The Legislature of the State of Alabama passed an Act creating the Elementary School of Girard.

1890 Phenix City Elementary was the first elementary school in Girard taught by a Methodist minister. It was located in the Trinity Methodist Church, later moved to a wooden structure a few blocks down the railroad from where the present school now stands.

1905 Central Girard School was the first school for African American children. It was remodeled in 1946 at a cost of $22,000.00.

1906 Phenix City Elementary was rebuilt after it had burned. A two-story brick building was erected to replace the original building.

1909 The Girard School built in 1867 was replaced by an eight room, brick structure costing $8,000 and located on Sanford Road. The school housed both high and elementary classes. In 1923, the school became an accredited high school.

1921 A Junior High School was built in the Summerville District on 22nd Street consisting of six rooms, library and superintendent’s office.

1928 Central High was built of brick on 14th Street between 16th and 17th Avenues. There were 13 classrooms, 3 offices and a cafeteria.

1928 After 1928 Girard High School became Girard Elementary School.

1940

The Central High School annex was built of brick on 17th Avenue and included 10 classrooms, a gymnasium, library, cafeteria and offices.

1943

Central Elementary was erected on 17th Avenue, a brick veneer, ten-room building with principal’s office, teacher’s lounge, cafeteria and activities room.

1943 An elementary school was built in South Girard on the Seale Road with federal funds at a cost of $52,000.00.

1945 An Junior-Senior High School was built in South Girard on the Seale Road with Federal funds at a cost of $52,000.00.

18


APPENDIX

1948

An administration-gymnasium Building complete with offices and a snack bar was constructed at a total of $192,000.00 with funds derived from a three mill district tax.

1953 Replacing the frame building, the Elementary/Junior High School brick building was completed. The attendance that year was 680 with 19 teachers. Total cost was $204,375.00.

19


APPENDIX

Table 2. Population Growth

Year Population Growth Growth Rate 2016 37,132 3 .01% 2015 37,129 -227 -.61% 2014 37,356 150 .40% 2013 37,206 1066 2.95% 2012 36,140 1612 4.67% 2011 34,528 1706 5.20% 2010 32,822 4557 16.12%

20


APPENDIX

Table 3. 10 Year Daily Average Daily Membership

10-Year Average Daily Membership Comparison 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 CHS 1407.1 1528 1665.75 1320.5 1352.95 1326.2 1278.35 1346.95 1269.55 1314.2 1270.35 1285.45 CFA 445.15 412.25 434.65 456.75 419.85 473.9 426 461.8 437.9 PCIS 1075.1 866.25 881.95 873.65 952.05 989.6 1009.9 990 944.95 930.3 952.85 1053.1 LES 609.45 676.95 743.15 839.9 996.05 620.2 667.65 728.4 576.3 554.2 527.05 512.6 LPS 0 0 0 0 0 411.4 382.4 354.25 530.9 536.65 545.9 580.9 MES 208.5 178.5 194.9 195.3 195.45 219.35 223.05 198.2 225.25 208.8 193.2 199.55 PCES 494.45 627.55 672 661.3 707.75 687.1 718.45 768.4 747.35 777.4 748.9 707.25 RES 692.5 696.2 622.2 640.65 680.4 699.75 757.85 782.25 745.4 745.05 742.6 747.55 SES 407.8 413.55 414.9 438.95 436.55 467 457.45 477.25 473.8 530.25 561.9 588.15 SGS 424.75 471.65 455.55 439.8 421.9 476.45 470.55 526.95 459.3 449.3 414.6 441.15 WES 283.85 358.8 362 336.5 373.15 387.25 399.6 363.15 379.6 389.05 412.65 390.15 Sp. Sit. 33 33 33 33 33 40 40 40 45 45 45 45 TOTAL 5636.5 5850.45 6045.4 6224.7 6561.5 6758.95 6862 6995.65 6871.3 6906.2 6876.8 6988.75

0

200

400

600

800

1000

1200

1400

1600

1800

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

7 Year Comparison

CHS CFA PCIS LES LPS MES PCES RES SES SGS WES

21


APPENDIX

2017-2018

22


APPENDIX

FY 13-14 FY 14-15 One Month's # of Months One Month's # of Months Ending Balance Operations Oper Bal Ending Balance Operations Oper Bal

October 3,149,569 4,790,006 0.66 5,524,173 4,851,181 1.14 November 2,931,465 4,593,428 0.64 5,082,052 4,809,080 1.06 December 4,121,788 4,407,248 0.94 6,291,295 4,593,570 1.37 January 6,364,819 4,390,491 1.45 8,317,302 4,631,966 1.80 February 6,908,968 4,297,807 1.61 9,229,473 4,525,431 2.04 March 6,675,412 4,239,343 1.58 8,957,380 4,460,012 2.01 April 6,457,110 4,192,745 1.54 8,509,664 4,434,556 1.92 May 6,954,254 4,086,783 1.70 8,586,345 4,382,064 1.96 June 6,910,689 4,046,541 1.71 8,554,788 4,329,984 1.98 July 6,646,060 4,043,157 1.64 7,383,156 4,462,973 1.65 August 6,265,100 4,051,605 1.55 6,698,081 4,436,990 1.51 September 6,652,710 4,114,781 1.62 8,190,878 4,438,432 1.85 FY 15-16 FY 16-17

One Month's # of Months One Month's # of Months Ending Balance Operations Oper Bal Ending Balance Operations Oper Bal

October 7,142,291 4,382,709 1.63 6,805,289 4,862,308 1.40 November 7,008,853 4,423,046 1.58 6,819,450 4,549,185 1.50 December 7,863,620 4,482,312 1.75 8,079,223 4,470,622 1.81 January 10,781,341 4,392,434 2.45 9,615,776 4,464,481 2.15 February 10,521,927 4,500,904 2.34 9,934,911 4,427,895 2.24 March 10,066,296 4,466,476 2.25 10,359,746 4,407,724 2.35 April 9,932,283 4,398,262 2.26 9,659,354 4,431,521 2.18 May 9,993,950 4,351,023 2.30 9,475,998 4,421,986 2.14 June 9,443,578 4,346,832 2.17 8,813,847 4,418,472 1.99 July 7,891,743 4,463,563 1.77 8,533,698 4,413,712 1.93 August 8,198,333 4,436,732 1.85 7,826,403 4,409,902 1.77 September 8,061,889 4,524,033 1.78 8,053,258 4,426,286 1.82 FY 17-18 One Month's # of Months Ending Balance Operations Oper Bal

October 6,966,865 4,611,722 1.51

November 6,566,280 4,541,607 1.45

December 7,858,999 4,463,053 1.76

January 10,978,645 4,394,982 2.50

February 11,373,024 4,374,890 2.60

23


APPENDIX

Table 4. Months’ Reserve

Map 1. Phenix City Schools-Map

24

http://drive.google.com/a/mypcboe.net/open?id=1DoqooR2QO984V5v6cxggR2IqyDA&usp=sharing_eil


APPENDIX

Table 5. Aspire Math

25


APPENDIX

Graph 1. College and Career Ready

College and Career Readiness Graduating Class CCR In Cohort CCR Percentage

2014 94 435 21.61% 2015 246 426 57.75% 2016 283 432 65.51% 2017 311 405 76.79%

21.61%

57.75%

65.51%

76.79%

CCR Percentage

26


APPENDIX

Graph 2. Graduation Rate

Graduating Class

PCS' AL Graduation Rate PCS' Federal Graduation Rate Nation's Graduation Rate

2009-2010 51% 2010-2011 67% 79% 2011-2012 70% 80% 2012-2013 63% 81% 2013-2014 81% 82% 2014-2015 87% 83% 2015-2016 92% 88% 84% 2016-2017 96% 93%

51%

67% 70%63%

81%87%

92%96%

88%93%

79% 80% 81% 82% 83% 84%

2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

PCS' AL Graduation Rate PCS' Federal Graduation Rate Nation's Graduation Rate

27


APPENDIX

Table 6. Competitive Extracurricular Activities – Page 1 of 4

Competitive Extracurricular Activities Notables Current Coach 2018-

2019

2014-2015

2015-2016

2016-2017

2017-2018 Baseball Varsity

Kehoe, A. J.

19 participants

23 participants 23-11 area champs second round of play offs

28 participants record 19-17 area runner up first round play offs

23 participants season record 24-12

JV

Skinner, Eric

14 participants

15 participants 13-8

15 participants

14 participants season record 14-10

9th Grade

Davis, Trevor

16 participants

14 participants

15 participants

16 participants season record 14-4-1

7th and 8th Grade Dawkins, Hunter 22 participants 19 participants 23 participants 22 participants season record 7-9-1

Basketball

Varsity Boys

Wright, Bobby

15 Participants, Season Record 22-4 Area Champs, Quarter Finals

15 Participants, Season Record 32-2, Area Champs, Regional

15 Participants Area Champions, Season Record 24-4, Regional Runner-Up

15 Participants, Season Record 21-5, Area Champions, Regional Champions, Final Four

Varsity Girls

Wright, Carolyn

13 participants Record 18-12 Area 4 Tourna- ment Champions Central Regional Runner-Up

13 participants Record 21-11 Area 4 s, Runner- Up,Tourna- ment Runner- Up, Sweet Sixteen

14 participants Record 26-4, Area 4 Tourna- ment Champions Central Regional Runner-Up,Final Four

12 participants Record 15-14 Area 4 Runner-Up, Tourna ment Runner-Up Sweet Sixteen

B Team Boys Ingersoll, Armond 15 Participants 13 participants 21-3 Record

14 Participants 17-1 Record

15 Participants Record 13-6

9th Grade Boys

Kimber, Corey

15 participants 14-1 Record

15 participants 10-1 Record

15 participants Record 10-2

JV Girls

Williams, Rodgetta Williams, Sharieka





8th Grade Boys Alexander, Earl 14-1 Record 14-1 Record 16-1 Record 11-4 Record 7th and 8th Grade Girls Cokely, Chemiere 14-1 Record 15-2 Record 16-2 Record 10-5 Record 7th Boys Roberts, Kelvin 15 participants 15 participants 15 participants 15 participants Cheerleading 7th - 12th Grade Competition

Conner, Thuy and Jones, Holly

0 participants

0 participants

0 participants

0 participants

7th - 9th Grade Competition

Conner, Thuy and Jones, Holly

13 participants, CheerSport Grand Champions Atlanta, GA, CheerSport Grand Champions Knoxville, TN, CheerSport Nationals 2nd place Atlanta, GA

19 participants, CheerSport Grand Champions Biloxi, MS, CheerSport Grand Champions Atlanta, GA, CheerSport National Champions Atlanta, GA

15 participants, WSA Grand Champions Mobile, AL, Mardi Gras National Champions Columbus, GA, World Spirit Association National Champions New Orleans, LA

16 participants, CheerSport Grand Champions Atlanta, GA, Spirit Brands Bama Bash Grand Champions Birmingham, AL, United Cheer Grand National Champions Ft. Worth, TX

28


APPENDIX

Table 6. Competitive Extracurricular Activities – Page 2 of 4 Country Track Varsity Boys

Ojendyk, Greg

9 participants, 1 made it to state.

10 participants

Varsity Girls

Cooper, Courtney

2 participants, 1 made it to sate.

3 participants, 3 made it to state.

Dance Team Dance Lowe, Debra Football Varsity

DuBose, Jamey

95 participants 10-2 Record, State Quarter- Finalist Playoffs, 8 LOI 7A Region 2 Champions

115 participants 9-4 Record, State Semi-Finalist Playoffs, 12 LOI 7A Region 2 Champions

120 participants 10-2 Record, State Semi- Finalist Playoffs, 14 LOI 7A Region 2 Champions

133 participants 11-1 Record, State Semi-Finalist Playoffs, 12 LOI 7A Region 2 Champions

JV

DuBose, Jamey

50 Participants 3- 0



70 Participants 4-0

9th Grade

Knox, Larry

31 participants



53 Participants 6-0

8th Grade

Bice, Don


55 Participants 7 1


56 Participants 3-4

7th Grade

Grubbs, Kevin

58 Participants 8 - 0

Soccer Varsity Boys

Griggs, Dillon

22 participants, 6- 7 record

20 participants, 5- 10-2

19 participants, 3- 9-4

21 participants, 8-10 record, soccer shocker over lake Eufaula tournament champs

JV Boys

Atkins, John

16 participants, 1- 11

20 participants, 12-3

Varsity Girls

Brock, John

20 participants, 1- 12 record

22 participants, 8- 8-2 record

21 participants, 3- 10-5, 1 LOI

18 participants, 14-7 record

JV Girls

Carnley, Abby



13 participants, 2-10

Softball Varsity

Holt, Mitchell

17 Participants, 35-13-4 Area Champs, Area Tournament Champs, Regional Qualifier 1

17 Participants 31-19, Area Champs, Area Tournament Champs, Regional Qualifier 2

18 Participants 30-22, Area Champs, Area Tournament Champs

19 Participants 27-24-1,Area Champs, Area Tournament Champs, Regional Qualifier 1

JV 16 Participants 20 Participants 15 Participants 15 Participants 7th and 8th Grade 14 Participants 15 Participants 15 Participants Tennis Varsity Boys

Porter, Charles

7 Boy Participants

6 Boy Participants

6 Boys Participants

5 Boy Participants. 3 Boys made it to the Sectionals Semi- Finals

Varsity Girls

Ruano, Estephany

9 Girl Participants

14 Girl Participants

6 Girl Participants

10 Girl Participants

Track Current Coach 2018-

2019

2014-2015

2015-2016

2016-2017

2017-2018 Varsity Boys Fortune, Eugene Participants: Participants: Participants: Participants:

29


APPENDIX

Table 6. Competitive Extracurricular Activities – Page 3 of 4

Varsity Girls

Fortune, Eugene

Participants:

Participants:

Participants:

28 Participants: 10 Sectional II Champions. 5 Sectional II Runner-Ups. Vennessa Frank Is the AHSAA's State 400M Runner-Up & ranked 12th in the Nation for High School Juniors as of 5/6/18. Adley Burkes is ranked 15th in the Nation for 7th graders running in the High Girls division. The Trio of Adley Burkes(12:19. 08) 6th, Kiley Murphy(13:07. 92) 14th and Abigail Garner(13:09.55)15th finished indoors ranked nationally in the 3200m run for 7th graders that compete in the High School division.

Junior Varsity Boys

Fortune, Eugene

12 Participants: 2 East Alabama Champions, 3 East Alabama Runner-Ups, East Alabama Team Third Place

Junior Varsity Girls

Fortune, Eugene

15 Participants: 16 East Alabama Champions, 3 East Alabama Runner-Ups, East Alabama Team Runner-Up

8th Grade Boys

Alexander, Earl

15 Participants: 9 East Alabama Champions, 4 East Alabama Runner-up Athletes, East Alabama Championship Team Runner-Up

8th Grade Girls

Alexander, Earl

12 Participants: 4: East Alabama Champions: 9 East Alabama Runner-Up Athletes, Team place third at East Alabama Championships

7th Grade Boys

Roberts, Kelvin

13 Participants: Team placed 7th at the East Alabama Championships

7th Grade Girls

Williams, Sharieka B.

16 Participants: Team placed 7th at the East Alabama Championships

Volleyball Varsity

Wright, Carolyn





JV

Pruitt, Jackson, Monique Lindsey, Hakika





7th & 8th Grade

Williams, Rodgetta Temmis, Bridgette

15 Participants

15 Participants

15 Participants

15 Participants

30


APPENDIX

Table 6. Competitive Extracurricular Activities – Page 4 of 4 Wrestling

Varsity

Morales, Rob

25 participants, Record 14-6. 4 AHSAA State Qualifiers.3rd @ 182lbs & 4th @ 113lbs.

20 participants, Record of 28-4, 4 AHSAA State Qualifiers. State Champ @152lbs, 2nd @ 120lbs.

20 participants, Record of 23-11, 6 AHSAA State Qualifiers. State Champ @152lbs, 3rd @ 126lbs & 4th @120lbs.

25 participants, Record 25-3. 8 AHSAA State Qualifiers. State Champ @ 160 lbs, 2nd @ 106lbs, 2nd @ 120lbs, 2nd @ 126lbs, 2nd @ 132lbs. AHSAA State Duals Runner-Up. AHSAA State Championships Runner- Up.

JV Moore, Chris 35 participants 35 participants 30 participants 30 participants 7th and 8th Grade Moore, Chris 15 participants 15 participants 15 participants 15 participants GOLF Varsity 7th - 12th

Nelson, Ryan

10 participants

10 participants

10 Participants

12 participants, Final 8 in State

31


APPENDIX

Table 7. Competitive Co-Curricular Activities – Page 1 of 4

Competitive Co-curricular Activities Notables

Sponsors for 2018- 2019

2014-2015

2015-2016

2016-2017

2017-2018

Visual Arts Grades 6-7

TBD

NA

NA

NA

1st year; 20 members; concluding project of fine arts walk at Troy University had over 60 in attednance

Visual Arts Grade 8 Visual Arts Grades 9-12

Kroehling

65 participants

73 participants

87 participants: Community Service Art Installation Project installed at Russell County Child Advocacy Center (Karla Ramirez, Jordan Griffith, Shadia Price), Community Service Installation triptych piece created for Central High School's CTE Culinary Arts Department/Bistro (Karla Ramirez, Jordan Griffith), 1st and 2nd place winners in russell County Pioneer Days Art Competition (Karla Ramirez and Brianna Dass), 2nd place winner of on-site art competition at State Beta Convention (Brianna Dass)

94 participants: 1st place winner of on-site art competition at State Beta Convention AND 2nd place winner (mixed media) for an art work entry at State Beta Convention (Brianna Dass), 2nd place winner (oil on canvas) in the Phenix City Arts Council Art Show and Competition (Brianna Dass), 15 participants/entries in the Doodle For Google art competition (no placers), three entries for the 2018 Russell County Cattlemen's Association Special Needs Rodeo t- shirt design (decision pending),

Performing Arts Grades 6- 7

McCollum and Delarosa

NA

NA

NA

1st year; 50 participants; concluded the the "Royal Bachelor" full scale drama production that was phenomenal; stage, sound, and lights renovated at PCIS as a result of the grant

Performing Arts Grade 8

32


APPENDIX

Table 7. Competitive Co-Curricular Activities – Page 2 of 4 Performing Arts Grades 9-12

Dempsey-McNeil

Approximately 50 members of Encore Productions, the musical theatre class at Central. The group performed at Institute, produced two full length musicals, performed for the Senior Citizens Center. The group received several superior ratings at the district and state Trumbauer Theatre Festival. The Thespian club averaged around 12. (Dempsey)

Approximately 50 members of Encore Productions, the musical theatre class at Central High School, performed for Institute, two full musicals, and the Heart of the Community Awards. Numerous Superior ratings at the Trumbauer State Theatre Festival. Garrett Norris placed third at State Trumbauer. Thespian club averaged 15 (Dempsey)

Over 50 members of Encore Productions, the musical theatre class at Central, performed 2 full length musicals, performed at the Heart of the Community and the Senior Citizens Center in Phenix City as well as performing a Showcase at the end of the year. Individuals within the groups received several superior ratings at District and State Trumbauer Theatre festival. The Choirs gave two concerts and a Cafe' Caberet and Josie Cammack, Sierra Eastridge, and Maleha Larry were chosen to attend All-State Choir. The A Capella choir was created. The Thespian Club averaged around 20. (Dempsey/McNeil)

Productions, the musical theatre class at CHS performed 2 full length musicals and a children's theatre show attended by all elementary schools. Numerous Superior ratings at District and State Trumbauer Theatre Festival. Show choir in their premiere year gave one concert in the spring and performed at all choir concerts, and the Heart of the Community. Chamber Choir and Ladies Choir performed 2 concerts and a Cafe Caberet. Rebecca Meares chosen to All-State Choir. The A Capella choir invited to perform for football games, Relay for Life and several awards banquets. The musical theatre and choir classes participated in a song writing workshop where the students wrote a song that was eventually featured on NPR. Thespian club inducted 7 new members for a total of 18. The Thespian Club conducted a food and supply drive for the Humane Society, and president of the Thespian Club Garrett Norris traveled to PCIS on Thursdays to incorporate fine arts into the curriculum. Garrett Norris was also the Page One Award winner for Drama. (Dempsey/McNeil)

Band Grades 6-7

Prigmore

approximately 125 members (Haynes)



152 members; won South Star Bronze Standard Award at Six Flags; Kalen Alexander received ratings of 1 at the District 6 solo and ensemble competition; 4 participants in the Auburn University honor band

Band Grade 8 Marching Band Grades 9-12

Concert Band Grades 9- 12

Beta

Shavers, Caple, Carter, TBD, TBD

approximately 100 members

approximately 140 - 160 members

approximately 180 - 200 members

223 members; largest class inducted at PCIS; participated in Teacher Appreciation Week activities as well as making plans for partnering with Sherwood for Beta competitions for the 2018-2019 school year

FCCLA John Chapiewski FBLA Alicia Cook, Terry

Daniels, Courtney Palerino, Loretta Baber, Chad Springer

33


APPENDIX

Table 7. Competitive Co-Curricular Activities – Page 3 of 4 HOSA

Andie Fredrick, Lillian (Thomas) Barker

SkillsUSA Sophia Taylor, Shane

Flippo, Clay Ninas, Charles Porter

STEM IQ 9th Grade STEM Builders Academy

Major, Rhonda Gearsef STEM IQ Grades 6

Suchman

3 participants

6 participants

2 sixth graders attended state qualifying championships by coming in third at regionals; 6 participants total

7 participants Gearsef STEM IQ Grades 7

Suchman 6 participants 3 participants 6 participants total 5 participants Gearsef STEM IQ Grades 8

Gearsef STEM IQ Grades 9




Math Team Grade 5 LES

Math Team Grade 5 MES

Math Team Grade 5 PCES

Math Team Grade 5 RES

Math Team Grade 5 SES

Math Team Grade 5 WES

Math Team Grade 6 PCIS

Carter

NA

16 members

16 members; most improved team at St. Luke and at Columbus High School competitions

20 members; Walker Lutz highest individual score at Columbus High School competition; Cassidy Mitchell highest individual score at St. Luke Competition; 2nd in team ciphering at Central High School competition; 3rd overall at Central High School math competition

34


APPENDIX

Table 7. Competitive Co-Curricular Activities – Page 4 of 4 Math Team Grade 7 PCIS

Tosi

NA

8 members

8 members; most improved at St. Luke math competition

8 members; third place at Central High School math competition

Math Team Grade 8 SGS

Math Team Grade 9 CFA

Math Team Grades 10- 12 CHS

Robotics 10-12 CHS Science Olympiad Future Problem Solvers NJROTC

35


APPENDIX

Table 8. Fine Arts Implementation

Fine Arts Notables

Person Responsible for 2018-2019

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

Elementary Music Adjunct Teachers (2) Initial Year Continued Continued Costs $40,000 $40,000 $40,000

Elementary Visual Arts

Adjunct Teachers (2) Initial Year Continued Continued Costs $40,000 $40,000 $40,000 After School Arts PCIS

Initial Year Continued Continued Costs $25,000 $25,000 $25,000 After School Arts SGS

Initial Year Continued Continued Costs $25,000 $25,000 $25,000 Performing Arts CFA/CHS

Costs $4,000 $4,000 $4,000 $7,500 $7,500 Visual Arts CFA/CHS Costs Choirs Initial Year Continued Continued

$55,000 $55,000 $55,000

36


APPENDIX

Graph 3. Credentials

37


APPENDIX

Table 9. i3 Implementation – Page 1 of 3 STEM Implementation

Notables

Person Responsible for 2018-2019

2014-2015

2015-2016

2016-2017

2017-2018

2018-2019

1:1

Wilkes, Sanes, and Sanders

Visited 1:1 Sites, Ft. Payne, AL, Piedmont, AL, and Savannah, GA

Implemented Take Home 1:1 using iPads in grades 6-8

Implemented Take-home1:1 grades 6-12 - iPads grades 6-8, Chromebooks grades 9-12

Continued 1:1 Grades 6-12, replaced 8th grade iPads with Chromebooks

Continued Take Home 1:1 Grades 6-12, replaced 6th and 7th grade iPads with Chromebooks. Implemented 1:1 Stay at School in grades 4 and 5 with iPads

Costs $320,000 $400,000 $120,000 $120,000 SMART Boards

Sanes, Sanders

Conversations with pertinent staff regarding transition away from SMART Boards, replace (as appropriate) with large monitors and touch screen Chromebooks

"Classroom of the future" presented to Elementary and Secondary TOY. Package to include large monitor, touchscreen Chromebook, and casting devices (Chromecast, Apple TV)

Costs $20,000.00 $5,000.00 SmartLabs

Sanders

Created/impleme nted SmartLabs in every elementary school (7).

Renewed license ($3000 per school); six facilitators attended conference in

Renewed license; in-house PD for facilitators

Costs $840,000.00 $28,000.00 $28,000.00 STEM Center Coding

Sanders, B. Cook, A. Wilson, Aldridge

Implemented coding lab with purchase of 32 Chromebooks and use of free curriculum by MIT

Continued

Purchased license for Tynker in order to add rigor to coding lab. Lab will include drone technology for seventh grade students as well as the transition to scripted coding.

Costs $6,400.00 $25,000.00 STEM Center Digital Media

Sanders, B. Cook, A. Wilson, S. Cook

Implemented digital media lab with purchase of iMacs, Padcasters, and curriculum by PCS Edventures

Continued, painted studio wall green

Continue

$75,000.00

38


APPENDIX

Table 9. i3 Implementation – Page 2 of 3 Engineering

Sanders, B. Cook, A. Wilson,

Implemented engineering lab with purchase of 32 Chromebooks and WhiteBox Learning curriculum (3- year license) and supplies.

Continued, purchase kit refills

$40,000.00 $10,000.00 $10,000.00 Science

Sanders, B. Cook, A. Wilson, Hayes

Implemented virtual science lab with purchase of zSpace units

Added additional units for larger class sizes, utilize science teacher who collaborated with core teachers for integration

Virtual science will be taught to seventh grade classes only

Costs $60,000 $2,000 $2,000 STEM Center Robotics Transfer robotics

from SGS to PCIS

Interactive Atrium

Sanders, B. Cook, A. Wilson

Opened atrium with two aquariums, Magic Planet and touch screen panels

STEM Center facilitator collaborated with science teachers to design effective and engaging lessons in support of core instruction

Continue

$30,000 STEM Center River and Salt Water Tanks

Implemented January 2017

Continued and added kiosk and furniture, cleaning and maintenance

Continue

$120,000 $6,000 STEM Center Magic Planet

Implemented January 2017

STEM Center facilitator collaborated with science teachers to design effective and engaging lessons in support of core instruction

Continue

$120,000 SGS Digital Media Implemented digital media lab

with purchase of PCS Edventures curriculum and studio supplies

Continued.

$20,000.00 SGS Engineering Implemented

engineering lab with purchase of WhiteBox Learning curriculum (3- year license) and supplies.

Continued

Continued, renewed license for next three years

Continued.

$35,000.00 $8,000.00 $8,200.00 $8,000

39


APPENDIX

Table 9. i3 Implementation – Page 3 of 3 SGS Robotics

Baker, Ben

Began implementation in 2005.

Continued

Continued. Purchased new computer components from Lego Robotics

Continued.

Transferred robotics from SGS to PCIS

$20,000 SGS Computer Sci. Discoveries

Williams, Henry

Began implementation.

$1,000 CFA/CHS Advanced Coding

Implemented AP course in 11th Grade

Implemented AP courses in 10th, continued AP in 11th, and enrolled students in new TSYS course in grade 12.

Grant Grant CFA/CHS Engineering (PLTW)

Implemented Project Lead the Way in grades 9- 12.

$46,000 CFA/CHS Television Productions

Implemented Television Production Courses grades 9- 12.

Revised Television Production Courses in grades 9-12.

$3,000 $25,000

40


APPENDIX

Table 10. Innovative and Effective Practices – Page 1 of 3 Innovative and Effective Practices

Notables Person Responsible

for 2018-2019

2014-2015

2015-2016

2016-2017

2017-2018 AESOP Employee attendance

stitute system Burns, C.

Implemented

Continued

Continued

Continued

and Suite Website, Ally (Compliance Monitoring software), Mobile App, BBComm (Blackboard Communications - automated callouts for attendance and discipline - with possibilities for lunch balances, library balances, etc.) and emergency/school information callouts. COPE - Create Once Publish Everywhere

Loreman

Used School- Insites

Used School-Insites

Used School- Insites

Implemented new static ADA websites and call-out system for all schools and system; deployed App; constant Ally monitoring for school and district site. Chalkable SIS Integration with App coming in Fall 2018. Parents will be able to view attendance/grades.

Blog PCS

Farrar Supe's Kitchen summer 2014

Continued

Continued

565,000+ page views with more than 3,000 entrees

Clever Syncs seamlessly with Chalkable for rostering with various curriculum programs

Loreman

Syncs Mastery Connect

Beginning to sync Lexia, dreambox, Google, and continuing to sync Mastery Connect. Being used as an SSO for Accelerated Reader 360 and Classworks

Destiny - Fixed Assets, Assets, and Library Media

Inventory management system

Burns, C. / Media Specialists

Used NextGen

used NextGen

used NextGen

Implemented for use with Fixed Asset Management

Dreambox Online Math Learning

Ash

Implement fall 2018 in Title I Schools; full Chalkable API Integration through Clever

Edulog Transportation Software

School bus routing program

Gibson

New version implemented

eBoard Electron Board Meeting Management System

Wilkes, Blevins, Burns C., Tally

Implemented 2013

Continued

Continued

Continued

41


APPENDIX

Table 10. Innovative and Effective Practices – Page 2 of 3 Formsite Digital Intra-system Form Approval System: Volunteer Driver, Athletic Transportation, Field Trip/Transportation, Journal Entry Approval, Fundraising, Request for OT, Request for Time Adjustment, Employee On the Job Injury, Accident, Resource Personnel, Facility Usage (Emergency Bus Pass 2018-2019)

Loreman

Used paper forms

Used paper forms

Used paper forms

Implemented Fall of 2017 for school and district use. Over 1500 original form entries during the school year. All forms have a workflow with automatic notifications to the next in line for approval and/or the final approval sent to the originator

G-Suite Full Suite of Google apps for Education - Mail, Drive, Docs, Sheets, Forms, etc.

Sanes/Loreman/Sande rs

teachers at CFA and CHS, instructional coaches, media

PCIS...also LPS. Created GSuite Accounts for all students 2018- 2019. Implementation of Clever/GSuite Sync Summer

Reduced Meals Student eligibility management system

Griffin

Free/Reduced Application completely online 2017-2018; will continue 2018-2019

Hootsuite Social content management system

Fully integrated fall 2017. PCS Facebook reached 750,000 by May 30, 2018.

Info Snap

Student enrollment system

Loreman

Paper process

School Mint implemented

Continued School Mint

InfoSnap was implemented for the 2018-2019 school year in the spring of 2018. This software system sends auto alerts for homeless, SpEd, and ELL students to appropriate ESC personnel, as well as health alerts to school nurses.

JAMF/Casper

Software to manage iPads - pushes and deploys apps and books

Sanes

Continued

Continued

Continued use for 1:1 at PCIS; will use in conjunction with Apple School Manager for deployment of iPads to elementary schools 2018-2019

Lexia

Online literacy program

Ash

Implement fall 2018 in Title I Schools; full Chalkable API Integration through Clever

42


APPENDIX

Table 10. Innovative and Effective Practices – Page 3 of 3 MasteryConnect

Standards-based reporting

Ash

Standards-based reporting system all students grades K-8

Continued

Continued PeachJar Flyer site

Loreman/Tally

Summer 2018 implementation. All school and district flyers will be delivered electronically cutting down on paper and expanding our digital footprint. They will all be online in an easy to read and locate format for parents.

Screencastify

Chrome screen and video recording extension

Sanders

Summer 2018 Implementation purchased licenses for all administrators. This will allow admins to deliver video-based PD and use screencasting for a variety of other management as well as instructional purposes.

Social Media PCS Facebook, Twitter, Instagram. Also deployed PCS app through Blackboard

Wilkes/Tally with Sanders/Loreman as backup

Created System Facebook, Instagram and Twitter Accounts

Created If This Then That, Hootsuite umbrella for all schools/system, #sharePCS...System Facebook more than 750,000 views from Aug. 2017 to May 2018. Looking to implement PeachJar (flyer notifications to parents/staff)

SPAM Titan Software stopping SPAM and malicious emails from getting to Phenix City Schools' email accounts

Sanes

used LightSpeed

used LightSpeed

used LightSpeed

Transitioned to SPAM Titan due to LightSpeed discontinuing support for email

Renaissance Learning STAR Reading, STAR Math, STAR Early Literacy, Accelerated Reader

Ash/Librarians

Synced RenPlace with Chalkable through API - new students auto imported, media specialists no longer had to manually create each one

Veritime/ Time and Attendance

Employee time management system

Burns, C.

All personnel electronically sign in and out

Continue

Continue Zendesk - Work Orders Work Order system for maintenance and technology work orders

Sanes/Walters

2835 solved tickets from August 1 - May 29

43

Strategic Plan Objectives

Section II


44


Phenix City Schools Objectives

Clear Direction

Objective 1: Via six activities, Phenix City Board of Education (PCBOE) will review and revise as necessary the system's current vision, mission and goals. Objective 2: Phenix City Schools (PCS) will communicate the system's clear direction to all stakeholders per 8 pre-described activity categories. Objective 3: Teacher participation on decision-making teams related to achievement and overall function of the school/district will increase by 10% from a baseline of 59% in 2017-18 to 69% in 2022-23 as measured by their response to the survey question, "Are they involved in decisions that affect achievement and overall function of school?" Objective 4: Administrators and instructional staff will annually increase the monitoring and adjustment of curriculum, instruction, and assessment from a baseline of 20% in 2017-18 to 30% in 2022-23 as measured by an increase in the "strongly agree" category on the administrator and staff surveys item 14, "All teachers in our school monitor and adjust curriculum, instruction, and assessment based on data from student assessments and examination of professional practice." Objective 5: The Phenix City School System will increase opportunities for all students in grades 8-12 to make academic learning and college and career pathway connections beyond the classroom from 56% in 2017-18 to 66% in 2022-23 as measured by the percentage of respondents on the Middle and High School Student Surveys who state that they "agree/strongly agree" to item 12 "my school prepares me to deal with issues I may face in the future."

a. Beginning with 8th grade, every student in the Phenix City School System will have a five-year college or career plan that identifies a specific pathway and realistic post-secondary goals.

b. Each student in grades 8 – 12 in the Phenix City School System will develop a transition plan to meet their career or post-secondary educational goals after graduation.

c. Each student in grades 9 – 12 in the Phenix City School System will participate in community service activities related to their career or educational goals.

45


Healthy Culture Objective 1: Each school will implement a system whereby each student is assigned an adult advocate in the school increasing such advocacy from a baseline of 80% in 2017-2018 to 85% in 2022-23. (Parent survey item #15, "My child had at least one adult advocate in the school." - agree 43% & strongly agree 37%). Objective 2: Daily school and classroom practices will be monitored and evaluated at each school with the goal of ensuring a culture of caring as evidenced by an increase in positive responses for item #8 ("In my school, all students are treated with respect.") on the Middle and High School Survey from a baseline of 46% in 2016-2017 to 51% in 2022-23. Objective 3: The Phenix City School System will annually review and revise existing system and school safety plans and procedures and will implement additional security measures as warranted. This will be measured by an incremental increase in the number of middle and high students responding to survey item 19 with “strongly agree” and “agree” to the survey question “In my school, the building and grounds are safe, clean, and provide a healthy place for learning.” from 45% in 2016-17 to 60% in 2022-23. Objective 4: Phenix City Schools will address the needs of at-risk learners by providing multiple avenues and resources for academic and behavior support. This will be measured by an increase in number of parents responding positively to survey item #16, "My child had access to support services based on his/her identified needs" from a baseline of 77% in 2016-17 to 82% in 2022-23.

46


High Expectations Objective 1: PCS will increase the number of eleot® observations and follow-up conferences at a rate of 2% per year through 2023 from a baseline of 560 completed observations as of 4/3/2018 to 618 completed observations at the end of the 2022-23 school year. Observations must meet the minimum time requirement. (Numbers are tentative until end of May 2018.) Objective 2: In grades K-8, all students will demonstrate reading and mathematics growth as measured by achievement on the STAR assessment from fall administration to spring administration. Objective 3: Students in grades 3-8 will annually demonstrate academic proficiency in reading and mathematics as measured by achievement on the annual state achievement test. Please see PCS’s performance proficiency goal (PPG) chart [as developed by the Alabama State Department of Education (ALSDE)] recommendations of 2014. Objective 4: Students in grades K-8 will annually demonstrate a 1% increase in reading volume as measured by Accelerated Reader words read [benchmark - end of year (EOY) 2017]. Objective 5: At least 80% of students in grades 9, 10, and 11 will annually demonstrate a minimum of 2-scaled points growth in the spring as compared to fall composite scores per the College Equipped Readiness Tool (CERT) or other aligned ACT preparatory programs. Objective 6: Students in grades 9, 10, and 11 will annually demonstrate college readiness proficiency as evidenced by an increased scaled score of 2% on their spring benchmark scores versus their fall benchmark scores in each ACT category. Objective 7: There will be a minimum of 3% annual growth in the number of students receiving at least one college or career readiness credential from a baseline of 76% in 2017-18 to 91% in 2022-23. Objective 8: There will be a minimum of 3% annual growth in the number of students receiving a bronze level status or higher on the WorkKeys exam from a baseline of 61% in the 2016-17 senior cohort to 76% in 2022-23. Objective 9: At least 93% of students will graduate high school within a 4-year period from a baseline of 92% in 2016-17 to 93% in 2022-23. Objective 10: The federal graduation rate will improve 1% annually from a baseline of 87% in 2016-17 to 92% in 2022-23. Objective 11: PCS’s student chronic absenteeism will decrease by 1% annually from a baseline of 15.9% in 2017-18 to 10.9% in 2022-23.

47


Objective 12: The percentage of English Language (EL) students exiting the EL program will increase 4% annually district-wide from a baseline of 0% in 2017-18 to 20% in 2022-23.

48


Impact of Instruction Objective 1: PCS will attain an average growth expectation of 0.1 points each year in the area of Section B-High Expectations (all items) on the eleot® observation tool from a baseline of 2.66 in 2017-18 to 3.16 in 2022-23, "Learners will be engaged in rigorous coursework, discussions, and/or tasks that require the use of higher order thinking (e. g. analyzing, applying, evaluating, synthesizing)." Objective 2: PCS will partner with postsecondary institutions and business/industry to create seamless STEM and other pathways ensuring all students are college and career ready as evidenced by increases in Career Technical credentialing data from a baseline of 30% in 2016-17 to 38% in 2022-23. Objective 3: Learners will be engaged with instructional personnel in developing goals for their own learning and behavior. This will be evidenced by an increase in level 4 data in the area of Section E-Progress Monitoring-Item #1 on the eleot® observation tool, "Learners monitor their own learning progress or have mechanisms whereby their learning progress is monitored." There will be an expected growth from a baseline of 2.36 in 2017-2018 to 2.9 in 2022-23.

49


Resource Management

Objective 1: PCS will increase retention rate of instructional personnel (with a focus on teachers in years 1-3) from a baseline of 83% in 2016-2017 to 88% by 2022-23. Objective 2: PCS will ensure that funds within the capital plan are allocated to maintain and enhance current facilities/programs to include, but not be limited to: landscaping, athletics, special education, arts expansion and library enhancements. Objective 3: PCS will prioritize the use of resources to efficiently and effectively achieve student success. Objective 4: PCS will maintain adequate reserves of not less than one month with a goal of increasing the reserve incrementally as practical. Objective 5: PCS will continue to attract/recruit highly effective teachers whereas recruiters will visit annually no less than 6 education fairs and host the Phenix City Schools Showcase. Objective 6: PCS will incrementally decrease its average daily employee absence rate by 2% annually from a baseline average of 50.6 as of 4/3/2018 to 45.7 at the end of the 2022-23 school year. Annual leave and detached duty are not included in the number of absences. (Numbers are tentative until the end of May 2018.) Objective 7: PCS will implement 1:1 ratio of devices to students in all classrooms in grades 3-5 with a target of 95% student participation by 2022-23.

50


Efficacy of Engagement Objective 1: Each school will annually provide at least 10 parental involvement/engagement activities per school year as evidenced by event sign-in sheets. Objective 2: To support career plans, scholarship opportunities, and student interests, student engagement in co- and extra-curricular activities in grades 9-12, all students will participate in at least one co- or extra-curricular activity as evidenced by activity rosters. Objective 3: Participation of students in active learning opportunities during instruction will increase by 0.05 points each year in the area of Section D-Active Learning-Item #3 on the eleot® observation tool from a baseline of 3.02% in 2017-18 to 3.26% in 2022-23, "Learners are actively engaged in the learning activities." Objective 4: PCS will actively seek new Partners in Education to support district and school efforts resulting in community member/business engagement within PCS. Each school will maintain a minimum of two partners each year.

51


Implementation Capacity Objective 1: PCS will maintain an average of two vertical planning sessions per individual school and at the district level in 2018 and will increase the number of annual vertical planning sessions to an average of four per school by 2023. Objective 2: PCS will offer a minimum of three coaching opportunities annually to teachers identified as being in need of additional support. Objective 3: PCS will provide at least two professional development opportunities for administrators to assist with addressing the needs of teachers and individual schools. Objective 4: Annually, PCS will provide district-wide professional development on data analysis at each school level for each school’s leadership team.

52

Strategic Plan Comprehensive View

Section III


53


Strategy:

Related Research:

Activity Beginning Date Ending Date Amount of Resource

Sources of Funding

Staff Responsible

Discuss the current vision, mission, and goals during a PCBOE work session and secure Strategic Plan facilitator 1/26/2017 1/26/2017 $15,000 Local PCBOE and

Superintendent

Revise and adopt the mission statement during a regular meeting of the PCBOE 4/27/2017 7/27/2017 $0 NA

Clear Direction Committee Members

Create icons representing the 7 school quality indicators 10/9/2017 10/24/2017 $0 NAClear Direction

Committee Members

Create and implement the i3 Initiative 12/18/2014 5/31/2023 $750,000 Local and Federal

PCBOE, Superintendent, administrators,

stakeholders

Create and implement the Middle School Revitalization Project 12/18/2014 5/31/2023 $1,100,000 Local and Federal

PCBOE, Superintendent, administrators,

stakeholders

Reimagine high school (i.e. XQ) 2/18/2016 5/31/2023 $0 NA

XQ Team, state and local leaders, school

and system personnel

Strategy:

Gow, P. (2009). WHAT SHOULD MISSION STATEMENTS DO ?. Independent School, 69(1), 24.; Cochran, D. S., David, F. R., & Gibson, C. K. (2008). A Framework for Developing an Effective Mission Statement. Journal Of Business Strategies, 25(2), 27-39.; Guilar, E. (2017). Leadership Coaching that TRANSFORMS. Educational Leadership, 74 (8), 32-36.

Involve stakeholders through a variety of communication strategies and activities

CLEAR DIRECTION

Objective 1: Via six activities, Phenix City Board of Education (PCBOE) will review and revise as necessary the system's current vision, mission and goals.

Objective 2: Phenix City Schools (PCS) will communicate the system's clear direction to all stakeholders per 8 predescribed activity categories.

Design and implement a system-wide strategic plan of inquiry, innovation, and impact

57


Related Research:


Sources of Funding

Staff Responsible

Television - Cable/BroadcastCreate and air 6 commercials on WTVM (i.e. CHS, CTE, Arts, 6-8th grades, Elementary SMARTLabs) 10/1/2017 5/31/2018 $25,000 Local R. Wilkes

Address stakeholders via the Baxley Oswalt Show 8/1/2015 5/31/2023 $0 Local R. Wilkes

Social Media

Create a social media presence that connects all schools via IFTTT (Supe Kitchen, Twitter, Instagram, Facebook) 10/1/2017 5/31/2023 $0 NA

C. Tally, R. Wilkes, M. Loreman, and T.

SandersPrintPlace ad in The Citizen - Football Edition 8/24/2017 8/24/2017 $0 Local R. Wilkes

Place ad in the Central High School's Football Program - Superintendent's Welcome Letter 8/24/2017 8/24/2017 $0 Local R. Wilkes

Place ad in the Fort Benning Military Guide 10/1/2017 5/25/2018 $2,500 Local R. Wilkes

Place ad in Business Alabama 12/1/2017 4/30/2018 $1,500 Local R. Wilkes

Align all Board action items with 7 school quality factors 10/1/2017 5/31/2023 $0 NA C. Tally, R. Wilkes, J. Blevins

Revise vision/mission poster place new vision/mission poster at all sites 10/9/2017 11/1/2018 $300 Local C. Palereno, C. Tally,

R. Wilkes

Create yearbooks 10/24/2017 5/31/2017 $0 NA Yearbook sponsors

Wrap new vehicles in system promotional 10/20/2017 5/31/2023 $2500-$6000 per vehicle Local D. Gibson, J.

Thomas, R. Wilkes

School EventsConduct Honors/Awards Programs at all schools 10/1/2017 5/31/2023 $0 NA Local Schools

Host Open House 10/1/2017 5/31/2023 $0 NA Local Schools

Host Parent Teacher Organization Meetings at all schools 10/1/2017 5/31/2023 $0 NA Local Schools

Maunsell, P. A. (2014). Communication is key to Common Core. Phi Delta Kappan, 95(6), 61; Kraft, M. A. (2017). Engaging Parents Through: Better Communication Systems. Educational Leadership, 75(1), 58-62; McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & ... Joan Ganz Cooney Center at Sesame, W. (2017). STEM Starts Early: Grounding Science, Technology, Engineering, and Math Education in Early Childhood.

58


Host Parenting Day/Special Parenting Events (i.e. Muffins for Moms, Doughnuts for Dads) at all schools 10/1/2017 5/31/2023 $0 NA Local Schools

Hosts Grandparent Events at K-5 schools 10/1/2017 5/31/2023 $0 NA Local Schools

Provide educational opportunities via STEM and Curriculum Nights/Events at all schools 10/1/2017 5/31/2023 $0 NA Local Schools

Host Extra-Curricular and Co-Curricular Activities involving Stakeholders/Parents 10/1/2017 5/31/2023 $0 NA Local Schools

Conduct Special Recognition at Athletic Events (i.e. Friends of Phenix City Schools) 10/1/2017 5/31/2023 $0 NA Local Schools

Host Banquets (i.e. Career Technical Education, Athletic, Mayor's Ball) 10/1/2017 5/31/2023 $0 NA Local Schools

Conduct Service Projects (i.e. Allstate Hands Award, Buddy Walk, Rodeo, Special Olympics – 50 hours required to graduate) at all schools

10/1/2017 5/31/2023 $0 NA Local Schools

Host Special Assembly Programs (i.e. Veteran Days, Breast Cancer Awareness) at all schools 10/1/2017 5/31/2023 $0 NA Local Schools

Fundraising Events Philanthropic Events (i.e. March of Dimes, Relay for Life, United Way, MDA, Reindeer Run, Beautiful Locks) 10/1/2017 5/31/2023 $0 NA Local Schools

Fundraising Events (Golf Tournaments, Corn Hole Toss, Chick-fil-A Events) 10/1/2017 5/31/2023 $0 NA Local Schools

Websites

Create ADA new websites that align one school to another and to the system's website 1/1/2018 5/31/2018 $50,000 Local

J. Sanes, M. Loreman, T. Sanders, and

Website Committee

Maintain ADA websites at all sites 1/1/2018 5/31/2023 $30,000 annually Local

J. Sanes, M. Loreman, T. Sanders, and

Website Committee

Stakeholder CollaborationShare key talking points in community 8/15/2017 5/31/2023 $0 NA R. Wilkes

Share mission statement with all PCBOE employees at Institute. 8/1/2017 1/1/2001 $0 NA R. Wilkes

59


Present mission at two stakeholder meetings. 8/15 & 8/17/17 8/15 & 8/17/17 $250 Local B. Burns, R. Wilkes

Outdoor Advertising

Maintain digital signage at schools 10/1/2017 5/31/2023 $5,000 Local Local Schools/PCS

Strategy:


Sources of Funding

Staff Responsible

Create and maintain a Leadership Team at each school, representing each department of teachers (SLT meeting minutes, department meeting minutes, faculty meetings)

10/1/2017 5/31/2023 $0 NA Local Schools

Conduct PST meetings 10/1/2017 5/31/2023 $0 NA Local Schools

Maintain an ACIP Committee consisting of representatives from all teacher groups 10/1/2017 5/31/2023 $0 NA Local Schools

Create and maintain district public relations (social media) and technology teams 10/1/2017 5/31/2023 $0 NA Local Schools

Maintain PLTs (vertical) amongst grade-levels and feeder schools for development and adaptation of curriculum 10/1/2017 5/31/2023 $0 NA Local Schools

Maintain State Allocation Budget committees 10/1/2017 5/31/2023 $0 NA Local Schools

Maintain Guidance Advisory Committees 10/1/2017 5/31/2023 $0 NA Local Schools

Host at least one team building activity within each school per year 10/1/2017 5/31/2023 $0 NA Local Schools

Participate in professional development activities 8/1/2017 5/31/2023 $1 M annually Local, Federal and State

Local Schools

Cultivate learning communities among instructional staff in order to maximize student achievement and school improvement

Ferrara, Donna L.; Repa, J. Theodore. Educational Leadership. Oct93, Vol. 51 Issue 2, p71. 1p. , Database: Vocational and Career Collection; Rosenthal, Alan. Public Administration Review. Jun67, Vol. 27 Issue 2, p154. 8p. , Database: Business Source Premier.

Related Research:

Objective 3: Teacher participation on decision-making teams related to student achievement and overall functioning of the school/district will increase by 10% from a baseline of 59% in 2017-18 to 69% in 2022-23 as measured by their response to the survey question #33, "I am involved in decisions and actions that impact student achievement and overall functioning of our school."

60


Strategy:

Related Research:


Sources of Funding

Staff Responsible

Provide for all PCS administrators to become eleot® certified 8/1/2017 5/31/2023 $0 NA Administrators

Conduct classroom observations with the eleot® tool 8/1/2017 5/31/2023 $0 NA Administrators

Provide professional development to teachers regarding monitoring and adjustment of curriculum and instruction based on student assessments

8/1/2017 5/31/2023 $1 M annually NA Administrators

Implement a school-wide incentive plan for academic achievement that is evident, monitored, and promoted in classrooms 8/1/2017 5/31/2023 $0 NA Local Schools

Provide learning opportunities to empower teachers to improve their professional practice

Fueling Student Growth: Formative Assessment, Data-Driven Instruction, and Overcoming the Problem of Limited Time. (2015). District Administration, 51(12), 68; PR, N. (2011, November 9). Teachscape Helps Educators Use Data to Inform Teaching Practices and Increase Student Achievement. PR Newswire US; Schachter R. THE DATA-DRIVEN DISTRICT. District Administration [serial online]. October 2013;49(10):76. Available from: Masterfile Premier, Ipswich, MA. Accessed November 1, 2017.

Objective 4: Administrators and instructional staff will annually increase the monitoring and adjustment of curriculum, instruction, and assessment from a baseline of 20% in 2017-18 to 30% in 2022-23 as measured by an increase in the "strongly agree" category on the administrator and staff surveys item 14, "All teachers in our school monitor and adjust curriculum, instruction, and assessment based on data from student assessments and examination of professional practice."

Objective 5: The Phenix City School System will increase opportunities for all students in grades 8-12 to make academic learning and college and career pathway connections beyond the classroom from 56% in 2017-18 to 66% in 2022-23 as measured by the percentage of respondents on the Middle and High School Student Surveys who state that they "agree/strongly agree" to item 12 "my school prepares me to deal with issues I may face in the future." a. Beginning with 8th grade, every student in the Phenix City School System will have a five-year college or career plan that identifies a specific pathway and realistic post-secondary goals.b. Each student in grades 8 – 12 in the Phenix City School System will develop a transition plan to meet their career or post-secondary educational goals after graduation.c. Each student in grades 9 – 12 in the Phenix City School System will participate in community service activities related to their career or educational goals.

61


Strategy:

Related Research:


Sources of Funding

Staff Responsible

Employ and maintain employment of a regional career coach of which has strategic purpose 8/1/2017 5/31/2023 $0 NA Administrators

Implement an adult/student mentoring program within each school, grades 6 - 12 8/1/2017 5/31/2023 $0 NA Administrators

Conduct, share, and connect each student's Kuder interest inventory to their current activities and future aspirations 8/1/2017 5/31/2023 $0 NA Administrators

Revise the community service graduation requirement and fully implement 8/1/2017 5/31/2023 $0 NA Administrators

Promote extra- and co-curricular activities within secondary schools 8/1/2017 5/31/2023 $0 NA Administrators

Provide a comprehensive guidance program that focuses on college and career readiness for secondary schools, streamlining the efforts of the Career Coach, the Career Technical Counselor, and grade-level counselors

8/1/2017 5/31/2023 $0 NA Administrators

Involve students in philanthropic, community-centered events and volunteering 8/1/2017 5/31/2023 $0 NA Administrators

Implement inquiry-based learning with an emphasis on collaborative skills that connect to real-world issues 8/1/2017 5/31/2023 $0 NA Administrators

Implement career day events 8/1/2017 5/31/2023 $0 NA Administrators

Implement character education program 8/1/2017 5/31/2023 $0 NA Administrators

Tchorzynski, T. (2017). Creating a Culture of COLLEGE and CAREER Readiness. Techniques: Connecting Education & Careers, 92(6), 34-38; Morrow, J. G., & Torrez, A. (2012). On Track to Their Dreams. Educational Leadership, 69(7), 74; Radcliffe, R. A., & Bos, B. (2013). Strategies to Prepare Middle School and High School Students for College and Career Readiness. Clearing House, 86(4), 136-141.

Provide purposeful and meaningful instruction and activities via a variety of personnel in order to prepare students for adulthood

62


Strategy:

Related Research:


Sources of Funding Staff Responsible

Review EOY instructional data and seek input from core teachers to determine how vertical planning should be scheduled as well as the focus of such planning sessions.

5/1/2019 5/1/2023 $0 N/A Principals

Survey core teachers to determine overall effectiveness of previously scheduled vertical planning sessions. 5/1/2019 5/1/2023 $0 N/A Principals

Map out a schedule of vertical planning sessions for the year, with an increase of at least 1% more than the number of such sessions scheduled the previous year

May-June 8/1/2023 $0 N/ACurriculum Directors, Principals

Document each vertical planning session with sign-in sheets and clearly written outcome objectives for each meeting. 8/1/2018 5/31/2023 $0 N/A

Curriculum Directors, Principals

Submit documentation to the designated central office liaison at the end of each year. 8/1/2018 5/31/2023 $0 N/A Principals

Determine if the goal of 1% increase in vertical planning sessions was met. Results will be shared at next Leadership meeting with next steps addressed if goal was not met.

8/1/2018 5/31/2023 $0 N/A Principals

IMPLEMENTATION CAPACITY

Objective 1: PCS will maintain an average of two vertical planning sessions per individual school and at the district level in 2018 and will increase the number of annual vertical planning sessions to an average of four per school by 2023.

Establish and implement a local framework for vertical team planning

http://www.nationalforum.com/Electronic%20Journal%20Volumes/Bertrand,%20Lisa%20Striving%20for%20Success%20Teacher%20Perspectives%20of%20a%20Vertical%20Team%20Initiative.pdf; http://www.teachhub.com/vertical-teaming-essential

54

http://www.teachhub.com/vertical-teaming-essential




Strategy:

Related Research:



Develop a schedule for at least 6 coaching opportunities at the beginning of each year, using EOY data. 8/1/2018 5/31/2023 $0 N/A Principals

Target particular teachers for coaching sessions and require participation based upon EOY data. 8/1/2018 5/31/2023 $0 N/A Principals

Maintain evidence of teacher participation in coaching opportunities via written documentation, such as sign in sheets, certificates of attendance, etc.

8/1/2018 5/31/2023 $0 N/A Principals

Determine at the end of the year the impact of coaching on instruction by comparing previous EOY teacher data to current EOY data. 8/1/2018 5/31/2023 $0 N/A Principals

Submit the evidence at the end of the year to central office liaison 8/1/2018 5/31/2023 $0 N/A Principals

Discuss next steps and overall impact of coaching on instruction at the next Leadership meeting. 8/1/2018 5/31/2023 $0 N/A Principals

Strategy:

Related Research:



Utilize the coaching cycle process to scaffold learning for selected teachers

https://www.literacyworldwide.org/blog/literacy-daily/2015/03/18/the-coaching-cycle-before-during-and-after

Provide relevant and quality professional development for administrators

https://www.edweek.org/ew/articles/2015/01/21/for-principals-continuous-learning-critical-to-career.html

Objective 3: PCS will provide at least two professional development opportunities for administrators to assist with addressing the needs of teachers and individual schools.

Objective 2: PCS will offer a minimum of three coaching opportunities annually to teachers identified as being in need of additional support.

55







Survey principals to gather input on administrative PD opportunities. 8/1/2018 5/31/2023 $0 N/A Curriculum Directors

Review district and school data on achievement and discipline. 8/1/2018 5/31/2023 $0 N/A Curriculum Directors

Develop a schedule for administrative PD for the year, using inservice days and embedded work day sessions. 8/1/2018 5/31/2023 $0 N/A Curriculum

Directors

Survey principals after each session to determine effectiveness. 8/1/2018 5/31/2023 $0 N/A Curriculum Directors

Strategy:

Related Research:



Schedule data anlysis PD for each school's leadership team, based on GS, STAR, STI, and ACT results. 8/1/2018 5/31/2023 $0 N/A Curriculum

Directors

Schedule follow up sessions throughout the year as necessary, based on MOY and EOY data. 8/1/2018 5/31/2023 $0 N/A Curriculum

Directors

Utilize data as a way to investigate questions about students, teaching practices, and learning

http://www.ascd.org/publications/educational-leadership/dec08/vol66/num04/Why-Teachers-Must-Be-Data-Experts.aspx

Objective 4: Annually, PCS will provide district-wide professional development on data analysis at each school level for each school’s leadership team.

56




Strategy:Related Research:


Sources of Funding

Staff Responsible

Each school within the Phenix City School System will implement a school-wide plan for student mentoring by assigning to each student “a caring adult in the building.”

8/1/2018 5/31/2023 $0 N/ASchool

administrators and staff

Each school within the Phenix City School System will implement a method for monitoring the implementation of the individual school’s student mentoring program.

8/1/2018 5/31/2023 $0 N/ASchool


Each school within the Phenix City School System will implement a method for evaluating the effectiveness of the school’s student mentoring plan.

8/1/2018 5/31/2023 $0 N/ASchool




Sources of Funding

Staff Responsible

Strategy: 8/1/2018 5/31/2023 $1,000 Title 1 or LocalSchool


Each school within the Phenix City School System will implement a school-wide theme that emphasizes a “Culture of Caring.” 8/1/2018 5/31/2023 $1,000 Title 1 or Local

School administrators and

staff

Provide caring and personal support for students and parentshttp://oemanagement.com/data/_files/mentoring.pdf

Ensure that each school reflects a "culture of caring"https://safesupportivelearning.ed.gov/topic-research/environment

HEALTHY CULTURE

Objective 1: Each school will implement a system whereby each student is assigned an adult advocate in the school increasing such advocacy from a baseline of 80% in 2017-2018 to 85% in 2022-23. (Parent survey item #15, "My child had at least one adult advocate in the school." - agree 43% & strongly agree 37%).

Objective 2: Daily school and classroom practices will be monitored and evaluated at each school with the goal of ensuring a culture of caring as evidenced by an increase in positive responses for item #8 ("In my school, all students are treated with respect.") on the Middle and High School Survey from a baseline of 46% in 2016-2017 to 51% in 2022-23.

63

http://oemanagement.com/data/_files/mentoring.pdf

https://safesupportivelearning.ed.gov/topic-research/environment


Each school within the Phenix City School System will implement a consistent and systematic process by which parents receive personal and positive feedback about their child’s learning and well-being.

8/1/2018 5/31/2023 $0 N/ASchool


Each school within the Phenix City School System will administer to students and parents a pre and post perception survey regarding the “Culture of Caring” at the school.

8/1/2018 5/31/2023 $0 N/ASchool



ActivityBeginning Date Ending Date Amount of

ResourceSources of

FundingStaff

Responsible

Each facility within the Phenix City School System will have a local safety committee that will conduct formalized monthly safety and security checks.

8/1/2018 5/31/2023 $0 N/ASchool


A district-wide Security Assessment Team will utilize a security checklist as it conducts annual walk-throughs to assess security risks at each facility.

8/1/2018 5/31/2023 $0 N/A School Facilities Coordinator

Strategy:

Related Research:

ActivityBeginning Date Ending Date Amount of

ResourceSources of

FundingStaff

Responsible

Use instructional strategies to engage at-risk learnersAlabama Continuum for Teacher Development; Alabama Quality Teaching Standards; Educate Alabama

Ensure that each facility remains safe and secure


Objective 3: The Phenix City School System will annually review and revise existing system and school safety plans and procedures and will implement additional security measures as warranted. This will be measured by an incremental increase in the number of middle and high students responding to survey item 19 with “strongly agree” and “agree” to the survey question “In my school, the building and grounds are safe, clean, and provide a healthy place for learning.” from 45% in 2016-17 to 60% in 2022-23.

Objective 4: Phenix City Schools will address the needs of at-risk learners by providing multiple avenues and resources for academic and behavior support. This will be measured by an increase in number of parents responding positively to survey item #16, "My child had access to support services based on his/her identified needs" from a baseline of 77% in 2016-17 to 82% in 2022-23.

64



Maintain, and revise as needed, a system-wide protocol for Response to Instruction through the use of a Problem Solving Team at each local school

8/1/2018 5/31/2023 $0 General Fund,

Title I Funds (as appropriate)

Director of Special Services, school administrators,

designated instructional staff

Maintain, and revise as needed, a system-wide screening protocol for dyslexia characteristics and dyslexia specific instruction 8/1/2018 5/31/2023 $0

General Fund, Title I Funds (as

appropriate)

Director of Special Services,

Elementary and Secondary Curriculum

Directors, Special Education

Coordinator, school administrators,


Provide continuous support and resources for the New Beginnings program for school-age expectant mothers 8/1/2018 5/31/2023 $100,000


appropriate)

Director of Student Services, Director

of Success Academy,


Employ full or part-time reading and math interventionists at each local elementary and middle school 8/1/2018 5/31/2023 $100,000


appropriate)

Elementary and Secondary Curriculum

Directors, school administrators

Partner with local agencies in the Helping Families Initiative 8/1/2018 5/31/2023 $0 General Fund,


Superintendent of Schools

Assist secondary students with earning missing credits through the Credit Recovery Program 8/1/2018 5/31/2023 $50,000


appropriate)

Director of Student Services, secondary

administrators, designated

instructional staff

65


Maintain and continuously modify the at-risk program housed at the Success Academy in support of students in need of an alternative learning environment

8/1/2018 5/31/2023 $1,000,000 General Fund,



of Success Academy,


Establish, maintain, and revise as needed, the Crossroads program for students who are ineligible to attend school in the traditional school setting

8/1/2018 5/31/2023 $250,000 General Fund,



of Success Academy,


Provide a comprehensive counseling program at each local school with services provided at the alternative school as warranted 8/1/2018 5/31/2023 $0


appropriate)

Director of Special Services, Director

of Success Academy, school administrators,

school counselors

Partner with East Alabama Mental Health in providing school-based mental health counseling to secondary students and off-campus counseling to elementary students

8/1/2018 5/31/2023 $100,000 General Fund,


Director of Special Services, Special

Education Coordinator, school

administrators, designated

instructional staff

Partner with the Housing Authority in support of after-school programs for at-risk students 8/1/2018 5/31/2023 $25,000


appropriate)

Director of Student Services,

Elementary and Secondary Curriculum Directors

66


Strategy:

Related Research:



Provide professional development to administrators for observation tools certification and recertification as necessary. 8/1/2018 5/31/2023 $75 per

administrator Local

Superintendent, Directors,

Coordinators, school

administrators

Establish observation benchmarks (X number of observations by a given date). 8/1/2018 5/31/2023 $0 N/A



administrators

Keep documentation of follow-up conferences. 8/1/2018 5/31/2023 $0 N/A



administrators

Participate in cross school observations with other administrators. 4/1/2018 5/31/2023 $0 N/A



administrators


Implement supervision and evaluation processes to fidelity

https://www.edglossary.org/classroom-observation/

Establish high expectations for student learning and growthhttp://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/High-

HIGH EXPECTATIONS

Objective 1: PCS will increase the number of eleot™ observations and follow-up conferences at a rate of 2% per year through 2023 from a baseline of 560 completed observations as of 4/3/2018 to 618 completed observations at the end of the 2022-23 school year. Observations must meet the minimum time requirement. (Numbers are tentative until end of May 2018.)

Objective 2: In grades K-8, all students will demonstrate reading and mathematics growth as measured by achievement on the STAR assessment from fall administration to spring administration.

67

https://www.edglossary.org/classroom-observation/

http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/High-Expectations-for-All.aspx


Strategy: Beginning Date Ending Date Amount of Resource


All students in grades K-8 will take the appropriate STAR math test at 4 designated times during the school year. 8/1/2018 5/31/2023 $0 N/A

School administrators

and teachers

All students in grades K-8 will take the appropriate STAR reading test at 4 designated times during the school year. 8/2/2018 6/1/2023 $0 N/A


and teachers

Strategy:

Related Research:



All students in grades 3-8 will take the appropriate state achievement test during the school year at a time designated by the ALSDE. 8/1/2018 5/31/2023 $0 N/A


and teachers

Strategy:

Related Research:




Establish high expectations for student learning and growth



Objective 3: Students in grades 3-8 will annually demonstrate academic proficiency in reading and mathematics as measured by achievement on the annual state achievement test. Please see PCS’s performance proficiency goal (PPG) chart [as developed by the Alabama State Department of Education (ALSDE)] recommendations of 2014.a. Reading and mathematics proficiency in grades 3-8 will increase annually at a rate prescribed by each school’s annual measurable objectives (AMO) per PCS’s PPG chart (baseline – spring 2017). b. The number of non-proficient students in grades 3-8 will decrease annually at a rate prescribed by each school's annual measurable objective (AMO) per PCS's PPG chart (baseline - spring 2017).

Objective 4: Students in grades K-8 will annually demonstrate a 1% increase in reading volume as measured by Accelerated Reader words read [benchmark - end of year (EOY) 2017].

68






All students in grades K-8 will read leveled books and will take the book's corresponding Accelerated Reader test. 8/1/2018 5/31/2023 $0 N/A


and teachers

Strategy:

Related Research:



All students in grades 9, 10, and 11 will complete the College Equipped Readiness Tool (CERT) or other aligned ACT preparatory assessment during the fall of each school year.

8/1/2018 5/31/2023 $0 N/ASchool

administrators and teachers

All students in grades 9, 10, and 11 will complete the College Equipped Readiness Tool (CERT) or other aligned ACT preparatory assessment during the spring of each school year.

8/1/2018 5/31/2023 $0 N/ASchool


Strategy:

Related Research:



Central Freshman Academy and Central High School will utilize a College and Career Readiness Standards benchmark assessment program with remedial functionality to allow core area teachers to diagnose and monitor curricular gaps and discrepancies, allowing teachers to make meaningful, real-time modifications to curriculum and instruction in preparation for the junior-level ACT.

8/1/2018 5/31/2023 $5,000 Local and state

Director of Secondary

Curriculum, school administrators,

and teachers

Objective 5: At least 80% of students in grades 9, 10, and 11 will annually demonstrate a minimum of 2-scaled points growth in the spring as compared to fall composite scores per the College Equipped Readiness Tool (CERT) or other aligned ACT preparatory programs.

Objective 6: Students in grades 9, 10, and 11 will annually demonstrate college readiness proficiency as evidence by an increased scaled score of 2% on their spring benchmark scores versus their fall benchmark scores in each ACT category.





69






Strategy:

Related Research:



Students in grades 9-12 will be provided with an opportunity to earn college and career readiness credentials through various methods such as WorkKeys assessment, military enlistment, CTE work-force credentials, etc.

8/1/2018 5/31/2023 $0 N/ASchool





All 12th graders will have access to the Key Train preparatory program for the WorkKeys assessment. 8/1/2018 4/1/2023 $0 N/A

System test coordinator, building test coordinators,

school administrators,

and teachers

All 12th graders will take the WorkKeys exam during the school year at a time designated by the ALSDE. 8/1/2018 5/31/2023 $0 N/A



and teachers

Objective 7: There will be a minimum of 3% annual growth in the number of students receiving at least one college or career readiness credential from a baseline of 76% in 2017-18 to 91% in 2022-23.

Objective 8: There will be a minimum of 3% annual growth in the number of students receiving a bronze level status or higher on the WorkKeys exam from a baseline of 61% in the 2016-17 senior cohort to 76% in 2022-23. (Categories below are calculated in arear hence the 2018-2019 school year will contain data of the 2018 graduating class.).

http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/High-




70





12th graders who do not benchmark at the silver level on the initial administration of the WorkKeys assessment during the school year will retake the appropriate portions at a time designated by the ALSDE.

8/1/2018 5/31/2023 $0 N/A



and teachers




The AIM portal will be utilized to track the graduation rate and appropriate documentation will be collected and submitted to verify the status of each student within a cohort.

8/1/2018 5/31/2023 $0 N/A

Superintendent, Accountability Coordinator,

School Administrators,

Counselors




The AIM portal will be utilized to track the graduation rate and appropriate documentation will be collected and submitted to verify the status of each student within a cohort.

8/1/2018 5/31/2023 $0 N/A

Superintendent, Accountability Coordinator,

School Administrators,

Counselors






Establish high expectations for student attendancehttp://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/High-

Objective 9: At least 93% of students will graduate high school within a 4-year period from a baseline of 92% in 2016-17 to 93% in 2022-23.

Objective 10: The federal graduation rate will improve 1% annually from a baseline of 87% in 2016-17 to 92% in 2022-23.

Objective 11: PCS’s student chronic absenteeism will decrease by 1% annually from a baseline of 15.9% in 2017-18 to 10.9% in 2022-23.

71





Helping Families Initiative 8/1/2018 5/31/2023 $0 N/A

Superintendent, Director of Student

Services, School System Truancy

Officer

Truancy Court 8/1/2018 5/31/2023 $0 N/A



Officer

Housing Authority Agreement 8/1/2018 5/31/2023 $0 N/A



Officer




Hire district EL Coordinator, Assistant Coordinator, and EL Paraprofessional.

Began prior to 2017-2018 on-going $180,000

Local, state, & federal as

allowed and appropriate

FP Director

Train EL representatives at each school and provide access to PD opportunities as needed.

Began prior to 2017-2019 on-going $10,000

Local, state, & federal as

allowed and appropriate

EL Coordinator

Provide one on one coaching to regular classroom teachers as needed. Began prior to 2017-2020 on-going $0 N/A EL Coordinator

and assistant Train EL representatives and selected teachers to administer WAPT screener and ACCESS test

Began prior to 2017-2021 on-going $0 N/A EL Coordinator

Train teachers to incorporate the 4 domains of language in daily lessons.


and assistant Collaborate with schools' reading coaches and state department as appropriate.


and assistant

http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/High-Establish high expectations for student learning and growth


72





Sources of Funding

Staff Responsible

Provide professional development on higher-order questioning

8/1/2018 5/31/2023 $5,000 Title 1 or Local

Curriculum Directors,

Instructional Coaches



Sources of Funding

Staff Responsible

Share unique programs and strengths of Phenix City schools with a focus on student achievement 1/1/2018 5/31/2023 $0 Local, Title,

IDEA

Superintendent, Curriculum Directors, Principals,

Counselors, Career Tech

Director

Maintain communication as a priority by making information parent/student friendly 1/1/2018 5/31/2023

$49,000 in year 1 and

$33,000 thereafter

Local, Title, IDEA

Superintendent, Curriculum Directors, Principals,

Counselors, Career Tech

Director

Establish high expectations for student learning and growthhttp://www.aaeteachers.org/index.php/blog/838-holding-high-expectations

Increase participation of postsecondary institutions and business/industry partnershttps://pathways.gseis.ucla.edu/publications/research-briefs

IMPACT OF INSTRUCTION

Objective 1: PCS will attain an average growth expectation of 0.1 points each year in the area of Section B-High Expectations (all items) on the eleot® observation tool from a baseline of 2.66 in 2017-18 to 3.16 in 2022-23, "Learners will be engaged in rigorous coursework, discussions, and/or tasks that require the use of higher order thinking (e. g. analyzing, applying, evaluating, synthesizing)."

Objective 2: PCS will partner with postsecondary institutions and business/industry to create seamless STEM and other pathways ensuring all students are college and career ready as evidenced by increases in Career Technical credentialing data from a baseline of 30% in 2016-17 to 38% in 2022-23.

73

http://www.aaeteachers.org/index.php/blog/838-holding-high-expectations

https://pathways.gseis.ucla.edu/publications/research-briefs




Sources of Funding

Staff Responsible

Establish learning and behavior goals and communicate them to learners.

ELEMENTARY: No less than twice

each nine-week period beginning

with the 1st quarter of the 18-

19 school year SECONDARY: No

less than once each nine-week

period beginning with the 1st

quarter of the 18-19 school year

5/31/2023 $0 N/A Instructional personnel

Engage learners in developing and monitoring both short-and long-term goals for their own learning and behavior.









https://www.nwea.org/blog/2015/the-importance-of-student-self-assessment/

Objective 3: Learners will be engaged with instructional personnel in developing goals for their own learning and behavior. This will be evidenced by an increase in level 4 data in the area of Section E-Progress Monitoring-Item #1 on the eleot® observation tool, "Learners monitor their own learning progress or have mechanisms whereby their learning progress is monitored." There will be an expected growth from a baseline of 2.36 in 2017-2018 to 2.9 in 2022-23.

Provide opportunities for students to evaluate and self-monitor their own progress

74

https://www.nwea.org/blog/2015/the-importance-of-student-self-assessment/


Meet with individual learners to promote their increased responsibility in meeting goals.









Share assessment results, including strengths and challenges, with learners following required timelines and provide feedback on achievement of learning and behavior goals allowing each student an opportunity to reflect on his/her academic and behavior progress.









75


Share assessment feedback with learners, families/guardians, and appropriate school personnel at required reporting periods and provide opportunities for learners to communicate their progress with family/guardians and others as appropriate.









Teach learners skills that support them in examining evidence of learning and create instructional activities that enable learners to set and monitor academic and behavioral goals.









76


Provide guided experiences using rubrics and other tools for learners to self-assess their learning and behavior and provide learners with opportunities to choose learning experiences that build upon and optimize their learning style strengths.









77


Strategy:

Related Research:


Sources of Funding

Staff Responsible

Provide teachers with targeted professional development during summer prior to first year teaching in PC Schools 7/1/2018 8/1/2023 $75,000 per

year

Title, General,

IDEA, Local Funds

Directors of Curriculum and

Instruction, Principals

Conduct New Teacher Orientation during summer prior to first year teaching in PC Schools 7/1/2018 8/1/2023 $4,000 per

yearGeneral Funds

Superintendent, All ESC

Directors, Principals

Implement PC Schools Mentoring Program 8/1/2018 5/31/2023 $44,000 per year

State, General Funds



Provide reading specialist at all schools K-7 for on-going support and professional development at the school level 8/1/2018 5/31/2023 $649,716 per

year

State, General Funds

Superintendent, Directors of

Curriculum and Instruction, Principals

Provide teachers with training on various strategies using cutting-edge technology 1/1/2018 5/31/2023 $25,000 per

year

Title, State, eRate, Local

Funds

Superintendent, Instructional Technology

Specialist

Provide teachers leadership opportunities at school and district level (SLT, Grade/Department Chairs, Discovery Education teachers, etc.). 1/1/2018 5/31/2023 $172,500 for

PD Local Funds



Recognize teachers for outstanding work at local school and district level (I Make The Difference, employee of the month, etc.) 1/1/2018 5/31/2023

$500 I Make The

DifferenceLocal Funds

Community Education

Department, Principals

RESOURCE MANAGEMENT

Objective 1: PCS will increase retention rate of instructional personnel (with a focus on teachers in years 1-3) from a baseline of 83% in 2016-2017 to 88% by 2022-23.

Develop and implement a comprehensive retention plan for Phenix City Brill, S., & McCartney, A. (2008). Stopping the revolving door: Increasing teacher retention. Politics & Policy

78


Utilize a salary schedule that encourages teachers to achieve higher degrees and rewards them for years of experience 6/1/2018 5/31/2023 N/A Superintendent,

PCBOE

Strategy: 6/1/2018 5/31/2023 $30,000 General

Funds, Local Funds

Operations Director, Athletic

Director, Principals

Strategy:

Related Research:


Sources of Funding

Staff Responsible

Update current facilities to include windows, painting, carpeting, etc. to be more adaptable for student needs. 8/1/2018 5/31/2023 $100,000

General Funds, Local

Funds

Superintendent, School Facilities

Coordinator

Complete facility assessment reviews - yearly stakeholder meetings. 8/1/2018 5/31/2023 $0 N/A

School Facilities Coordinator,

school administrators

Make changes to annual capital plan based on student needs. 8/1/2018 5/31/2023 $0 N/A



Meet with teachers and administrators in PC Schools and other districts regularly to identify potential projects that can increase student achievement.

8/1/2018 5/31/2023 $0 N/A



Strategy:

Objective 2: PCS will ensure that funds within the capital plan are allocated to maintain and enhance current facilities/programs to include, but not be limited to: landscaping, athletics, special education, arts expansion and library enhancements.

Follow established procedures and guidelines for allocation of fundshttp://alabamaschoolconnection.org/2013/10/31/funding-trends-in-alabama-public-schools-the-foundation-program/

Utilize data from annual needs inventories to determine resource prioritiesObjective 3: PCS will prioritize the use of resources to efficiently and effectively achieve student success.

79

http://alabamaschoolconnection.org/2013/10/31/funding-trends-in-alabama-public-schools-the-foundation-program/



Related Research:


Sources of Funding

Staff Responsible

Develop an annual budget calendar to ensure the budget process proceeds in a timely manner 8/1/2018 5/31/2023 $0 N/A

Superintendent, CSFO, School

Facilities Coordinator

Identify and analyze possible new revenue sources 8/1/2018 5/31/2023 $0 N/A



Look for areas of cost management efficiencies & optimal staffing 8/1/2018 5/31/2023 $0 N/A



Strategy:

Related Research:


Sources of Funding

Staff Responsible

Amend the FY18 budget to reflect 1.50 months of reserve 8/1/2018 5/31/2023 $0 N/A Superintendent, CSFO

Notify the board immediately if the reserve drops below 1.50 months and include what actions will be taken to get the reserve back to 1.50 months

8/1/2018 5/31/2023 $0 N/A Superintendent, CSFO

Provide various detailed monthly reports to the board at its regular monthly meeting. 8/1/2018 5/31/2023 $0 N/A Superintendent,

CSFO

Provide at least two budget hearings to the public each year. 8/1/2018 5/31/2023 $0 N/A Superintendent, CSFO

Maintain updated financial information on the district's website. 8/1/2018 5/31/2023 $0 N/A Superintendent, CSFO


Follow established procedures and guidelines for allocation of fundshttp://alabamaschoolconnection.org/2013/10/31/funding-trends-in-alabama-public-schools-the-foundation-program/

Implement research-based measures to effectively attract and recruit http://www.nea.org/tools/17054.htm

Objective 4: PCS will maintain adequate reserves of not less than one month with a goal of increasing the reserve incrementally as practical.

Objective 5: PCS will continue to attract/recruit highly effective teachers whereas recruiters will visit annually no less than 6 education fairs and host the Phenix City Schools Showcase.


80



http://www.nea.org/tools/17054.htm





Sources of Funding

Staff Responsible

Participate in college/university recruitment fairs in the fall and spring of each year 8/1/2018 5/31/2023 $0 N/A

Director of Personnel Services

Attract a more diverse pool of applicants by recruiting at HBCUs 8/1/2018 5/31/2023 $0 N/ADirector of Personnel Services

Host the Showcase of Phenix City Schools each spring for prospective teachers 8/1/2018 5/31/2023 $3,000 General or

Local


Post open positions via the ALSDE Teach in AL website and the PCS website 8/1/2018 5/31/2023 $0 N/A


Post critical-need positions on various job sites (Indeed, Monster, etc.) 8/1/2018 5/31/2023 $3,000 General or Local


Offer early signing bonus for teachers employed prior to June 1. 8/1/2018 5/31/2023 $0 N/ADirector of Personnel Services

Produce publications and post items on media promoting accomplishments of PC Schools 8/1/2018 5/31/2023 $3,000 General or

Local


81


Network with teachers and administrators in PC Schools and other districts, as well as universities, to identify potential candidates. 8/1/2018 5/31/2023 $0 N/A


Strategy:

Related Research:


Sources of Funding

Staff Responsible

Develop an employee perfect attendance recognition program 8/1/2018 5/31/2023 TBD TBD Principals

Strategy:

Related Research:


Sources of Funding

Staff Responsible

Increase technology allocation to provide more devices 8/1/2018 5/31/2023 $150,000 General,

Local, Technology

Technology Director,

Technology Specialist

Transition of used devices to elementary schools from 6-12 schools 8/1/2018 5/31/2023 $0 N/A



Research best available devices for students grades 3-12 8/1/2018 5/31/2023 $0 N/A



Implement a 1:1 device ratio to all 5th grade students in PCS schools 8/1/2018 5/31/2023 $50,000 General,

Local, Technology



http://www.elearning.tki.org.nz/Technologies/Learning-with-1-1-digital-devices

Utilize data from the AESOP/VeriTime management software https://www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html

Continue implementation of electronic device initiative

Objective 6: PCS will incrementally decrease its average daily employee absence rate by 2% annually from a baseline average of 50.6 as of 4/3/2018 to 45.7 at the end of the 2022-23 school year. Annual leave and detached duty are not included in the number of absences. (Numbers are tentative until the end of May 2018.)

Objective 7: PCS will implement 1:1 ratio of devices to students in all classrooms in grades 3-5 with a target of 95% student participation by 2022-23.

82



https://www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html

https://www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html


Implement a 1:1 device ratio to all 4th grade students in PCS schools 8/1/2018 5/31/2023 $50,000 General,

Local, Technology



Implement a 1:1 device ratio to all 3rd grade students in PCS schools 8/1/2018 5/31/2023 $50,000 General,

Local, Technology



83


Strategy:

Related Research:



Offer day/evening classes (tutorials) for parents to learn strategies to support skill development in areas pertinent to the needs of the school. Skills may include:Reading skills Math skills Science skills Computer skills FAFSA CompletionCompletion of college applications

9/1/2018 5/1/2023 $25,000 General and Local

Parent Engagement

Specialist, teachers

Offer training sessions on accessing the iNow Parent Portal 9/1/2018 5/1/2023 $0 N/A Counselors

Establish a Parent Resource Room to share information with parents pertinent to the needs of the school. Information may include:Engaging families in schoolSeeking assistance to pay billsSecuring housingFinancial literacy

8/1/2018 5/1/2023 Varies by school

Varies by school

Teachers, Counselors

Strategy:Provide diversified opportunities for enrichment of educational experiences for all students

EFFICACY OF ENGAGEMENT

Objective 1: Each school will annually provide at least 10 parental involvement/engagement activities per school year as evidenced by event sign-in sheets.

Objective 2: To support career plans, scholarship opportunities, and student interests, student engagement in co- and extra-curricular activities in grades 9-12, all students will participate in at least one co- or extra-curricular activity as evidenced by activity rosters.

Host events and activities that bring parents and families into the school

http://www.doe.virginia.gov/support/virginia_tiered_system_supports/training/cohort/2012/apr/tips_and_strategies.pdf

84




Related Research:



Strategy: 8/1/2018 5/31/2023 $0 N/A Counselors, Teachers

Each school in the Phenix City School System serving students in grades 8 – 12 will assist students in selecting extra-curricular activities that will help them develop their special interests and talents.

8/1/2018 5/31/2023 $0 N/A Counselors, Teachers

Beginning with 8th grade, students within the Phenix City School System will have a portfolio with documentation reflecting their college/career choices.Securing housingFinancial literacy

8/1/2018 5/31/2023 $0 N/A Counselors, Teachers

Strategy:

Related Research:



Institute learning contracts between students and teachers 8/1/2018 5/1/2023 $0 N/ATeachers,

Counselors, Students

Engage students in assessment of learning to increase ownership of learning. Ex: self-assessments, student-led report card or portfolio conferences, & progress monitoring

10/1/2018 5/1/2023 $0 N/A Teachers, Students

http://www.ascd.org/publications/educational-leadership/dec99/vol57/num04/-Extracurricular-Activities@-The-Path-to-Academic-Success%C2%A2.aspx

Utilize active student engagement activities during classroom instruction


Objective 3: Participation of students in active learning opportunities during instruction will increase by 0.05 points each year in the area of Section D-Active Learning-Item #3 on the eleot® observation tool from a baseline of 3.02% in 2017-18 to 3.26% in 2022-23, "Learners are actively engaged in the learning activities."

85





Offer student club and organization meetings during the school day 10/1/2018 5/1/2023 $0 N/A Principals, Advisors

Facilitate hands-on/Minds on learning experiences 9/1/2018 5/1/2023 $0 N/A Teachers

Provide project-based learning activities 9/1/2018 5/1/2023 $0 N/A Teachers

Strategy:

Related Research:



Establish the Phenix City PALS Organization (Partnerships Assisting with Learning in Schools) or provide more expert volunteers to assist in classrooms to support standards specifically linked to student contracts for learning

8/1/2018 5/31/2023 $0 N/A Action Team 7

Invite businesses to provide services to parents/students (i.e. banks, bakeries, Home Depot, etc.) 10/1/2018 5/31/2023 $0 N/A

Principals, Teachers,

Counselors

https://partnerstoledo.org/

Utilize an outreach strategy to inform families, businesses, and the community about school and family involvement opportunities, policies, and programs

Objective 4: PCS will actively seek new Partners in Education to support district and school efforts resulting in community member/business engagement within PCS. Each school will maintain a minimum of two partners each year.

86

https://partnerstoledo.org/

Strategic Plan Evaluation

Section IV


87


2017-2018 2018-2019 2019-2020 2020-2021 2021-20226 activities 6 activities 6 activities 6 activities 6 activities

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

8 activities

8 activities - Strategic Plan PD 3.5 hours;

Institute (Tom Murray - $5,000); PCBOE, PDC ($1,800), Creekside Signages; Van Wrap

($2,400); CELC Plaque/Pedestal;

Multiple Civic, Faith, and Retired Teach

Meetings

8 activities 8 activities 8 activities

2017-2018 2018-2019 2019-2020 2020-2021 2021-202261%/70% 63% 65% 67% 69%

2017-2018 2018-2019 2019-2020 2020-2021 2021-202222%/37% 24% 26% 28% 30%

2017-2018 2018-2019 2019-2020 2020-2021 2021-202258%/60% 60% 62% 64% 66%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022100% 5 Yr. Plan 100% 5 Yr. Plan 100% 5 Yr. Plan 100% 5 Yr. Plan 100% 5 Yr. Plan

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

5b. Each student in grades 8 – 12 in the Phenix City School System will develop a transition plan to meet their career or post-secondary educational goals after graduation.

Objective 2: Phenix City Schools (PCS) will communicate the system's clear direction to all stakeholders per 8 pre-described activity categories.

5a. Beginning with 8th grade, every student in the Phenix City School System will have a five-year college or career plan that identifies a specific pathway and realistic post-secondary goals.

CLEAR DIRECTION

Objective 3: Teacher participation on decision-making teams related to student achievement and overall functioning of the school/district will increase by 10% from a baseline of 59% in 2017-18 to 69% in 2022-23 as measured by their response to survey question #33, "I am involved in decisions and actions that impact student achievement and the overall functioning of our school."

Objective 4: Administrators and instructional staff will annually increase the monitoring and adjustment of curriculum, instruction, and assessment from a baseline of 20% in 2017-18 to 30% in 2022-23 as measured by an increase in the "strongly agree" category on the administrator and staff surveys item 14, "All teachers in our school monitor and adjust curriculum, instruction, and assessment based on data from student assessments and examination of professional practice."

Objective 5: The Phenix City School System will increase opportunities for all students in grades 8-12 to make academic learning and college and career pathway connections beyond the classroom from 56% in 2017-18 to 66% in 2022-23 as measured by the percentage of respondents on the Middle and High School Student Surveys who state that they "agree/strongly agree" to item 12 "my school prepares me to deal with issues I may face in the future."

Objective 1: Via six activities, Phenix City Board of Education (PCBOE) will review and revise as necessary the system's current vision, mission and goals.

88


100% Trans. Plan 100% Trans. Plan 100% Trans. Plan 100% Trans. Plan 100% Trans. Plan

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022100% Com. Serv. 100% Com. Serv. 100% Com. Serv. 100% Com. Serv. 100% Com. Serv.

5c. Each student in grades 9 – 12 in the Phenix City School System will participate in community service activities related to their career or educational goals.

89

*Benchmark Established**Yellow Cells - Added after Board Apporval***Extreme increase in spring exams' rigor Schools of Inquiry, Innovation, and Impact

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-202381%/85% 82% 83% 84% 85% 86%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-202347%/41% 48% 49% 50% 51% 52%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-202348%/43% 51% 54% 57% 60% 61%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-202378%/84% 79% 80% 8% 82% 83%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022Central High 100% 98%+ 98%+ 98%+ 98%+Freshman Academy 100% 98%+ 98%+ 98%+ 98%+PCIS 100% 98%+ 98%+ 98%+ 98%+Lakewood 100% 98%+ 98%+ 98%+ 98%+Lakewood 100% 98%+ 98%+ 98%+ 98%+Meadowlane 100% 98%+ 98%+ 98%+ 98%+PCES 100% 98%+ 98%+ 98%+ 98%+Ridgecrest 100% 98%+ 98%+ 98%+ 98%+South Girard 99% 98%+ 98%+ 98%+ 98%+Sherwood 100% 98%+ 98%+ 98%+ 98%+Westview 100% 98%+ 98%+ 98%+ 98%+

Breakfast - State Avg. 33%

2016-17/ 2017-18 2018-2019 2019-2020 2020-2021 2021-2022

Central High 35%/36%Freshman Academy 26%/17%

HEALTHY CULTURE

**Objective 3b: The Phenix City School System's Child Nutrition Program will increase its meals participation.

**Objective 3a: The Phenix City School System's Child Nutrition Program will mainatin minimum health rating of 98.

Objective 3: The Phenix City School System will annually review and revise existing system and school safety plans and procedures and will implement additional security measures as warranted. This will be measured by an incremental increase in the number of middle and high students responding to survey item 19 with “strongly agree” and “agree” to the survey question “In my school, the building and grounds are safe, clean, and provide a healthy place for learning.” from 45% in 2016-17 to 60% in 2022-23.

Objective 2: Daily school and classroom practices will be monitored and evaluated at each school with the goal of ensuring a culture of caring as evidenced by an increase in positive responses for item #8 ("In my school, all students are treated with respect.") on the Middle and High School Survey from a baseline of 46% in 2016-17 to 51% in 2022-23.

Objective 1: Each school will implement a system whereby each student is assigned an adult advocate in the school increasing such advocacy from a baseline of 80% in 2017-18 to 85% in 2022-23. (Parent survey item #15, "My child had at least one adult advocate in the school." - agree 43% & strongly agree 37%).

Objective 4: Phenix City Schools will address the needs of at-risk learners by providing multiple avenues and resources for academic and behavior support. This will be measured by an increase in number of parents responding positively to survey item #16, "My child had access to support services based on his/her identified needs" from a baseline of 77% in 2016-17 to 82% in 2022-23.

90


PCIS 25%/23%Lakewood 30%/33%Lakewood 45%/32%Meadowlane 100%/87%PCES 52%/89%Ridgecrest 49%/48%South Girard 35%/33%Sherwood 36%/33%Westview 78%/76%

Lunch - State Avg. - 62%

2016-17/ 2017-18 2018-2019 2019-2020 2020-2021 2021-2022

Central High 58%/55%Freshman Academy 71%/52%PCIS 70%/64%Lakewood 47%/47%Lakewood 47%/44%Meadowlane 100%/98%PCES 90%/81%Ridgecrest 83%/80%South Girard 72%/64%Sherwood 65%/64%Westview 94%/88%

2017-2018* 2018-2019 2019-2020 2020-2021 2021-2022Curl Ups Lakewood (3-5) 86% Meadowlane 100% Phenix City Elementary School 85% Ridgecrest 59% Sherwood Inc. Data Westview 78%

PCIS 93%SGS 67%CFA 86%CHS 65%

One Mile Walk/Run Lakewood 78% Meadowlane 99% Phenix City Elementary School Inc. Data Ridgecrest 34% Sherwood Inc. Data Westview 33%

PCIS 74%

**Objective 3d: The Phenix City School System's physical education department will increase the percentage of students that achieve healthy and health fit status on the State's Physcial Education Report (Spring Results Only, 2017-2018 is the benchmark year).

**Objective 3c: The Phenix City School System's Child Nutrition Program will increase its meals participation.

91


SGS 45%CFA 42%CHS Invalid Data

Push Ups Lakewood 78% Meadowlane 99% Phenix City Elementary School 88% Ridgecrest 59% Sherwood Inc. Data Westview 75%

PCIS Invalid DataSGS 62%CFA 82%CHS 74%

V-Sit Lakewood 61% Meadowlane 70% Phenix City Elementary School 53% Ridgecrest 40% Sherwood Inc. Data Westview 47%

PCIS Invalid DataSGS 22%CFA 71%CHS 66%

92

*Benchmark Established**Yellow Cells - Added after Board Approval***Extreme increase in spring exams' rigor Schools of Inquiry, Innovation, and Impact

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023696 710 724 738 752

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Grade 2 1.2 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.

Grade 3 1.1 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 4 1 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 5 1.2 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.

Grade 2 1.4 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 3 1.2 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 4 1.2 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 5 1.3 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.


Grade 2 0.9 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 3 0.6 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 4 0.7 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 5 1 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.

Grade 2 1 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 3 1.3 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 4 1.3 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 5 1.5 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.


Grade 6 0.9 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 7 0.6 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.

Reading - Lakewood Primary

Reading - Lakewood Elementary

Reading - Meadowlane Elementary

Reading - Phenix City Elementary

Reading - Ridgecrest Elementary

Reading -Sherwood Elementary

Reading -Westview Elementary

Reading - Phenix City Intermediate

Reading - South Girard

HIGH EXPECTATIONS

Objective 2: In grades K-8, all students will demonstrate reading and mathematics growth as measured by achievement on the STAR assessment from fall administration to spring administration.

Objective 1: PCS will increase the number of eleot™ observations and follow-up conferences at a rate of 2% per year through 2023 from a baseline of 682 completed observations as of 6/6/18 to 752 completed observations at the end of the 2022-23 school year. Observations must meet the minimum time requirement.

93






Grade 2 1.2 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 3 1 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 4 1 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 5 1.7 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.


Grade 2 0.7 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 3 1 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 4 1 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.Grade 5 0.9 1+ Yrs. 1+ Yrs. 1+ Yrs. 1+ Yrs.





2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Math - Lakewood Primary

Math - Lakewood Elementary

Math - Meadowlane Elementary

Objective 3: Students in grades 3-8 will annually demonstrate academic proficiency in reading and mathematics as measured by achievement on the annual state achievement test. Please see PCS’s performance proficiency goal (PPG) chart [as developed by the Alabama State Department of Education (ALSDE)] recommendations of 2014.a. Reading and mathematics proficiency in grades 3-8 will increase annually at a rate prescribed by each school’s annual measurable objectives (AMO) per PCS’s PPG chart (baseline – spring 2017). b. The number of non-proficient students in grades 3-8 will decrease annually at a rate prescribed by each school's annual measurable objective (AMO) per PCS's PPG chart (baseline - spring 2017).

Reading Proficiency Percentages - Grade 3 (Goal/Actual)

Math - South Girard

Math - Phenix City Elementary

Math - Ridgecrest Elementary

Math - Sherwood Elementary

Math - Westview Elementary

Math - Phenix City Intermediate

94


Lakewood 79/68 80 81 82 83 Meadowlane 26.9/32 30.8 34.7 38.6 42.5 Phenix City Elementary School 24.2/22 28.4 32.6 36.8 41 Ridgecrest 38.6/29 41.2 43.8 46.4 49 Sherwood 58/58 59 60 61 62 Westview 26/27 30 34 38 42 Phenix City Schools 46.7/43 48.4 50.1 51.8 53.5

Lakewood 70/64 71 72 73 74 Meadowlane 23.3/30 27.6 31.9 36.2 40.5 Phenix City Elementary School 27.8/19 31.6 35.4 39.2 43

Ridgecrest 33.2/24 36.4 39.6 42.8 46 Sherwood 63/52 64 65 66 67 Westview 38.6/37 41.2 43.8 46.4 49 Phenix City Schools 48.5/42 50 51.5 53 54.5

Lakewood 65/55 66 67 68 69 Meadowlane 19.7/16 24.4 29.1 33.8 38.5 Phenix City Elementary School 26/17 30 34 38 42 Ridgecrest 24.2/20 28.4 32.6 36.8 41 Sherwood 40.4/43 42.8 45.2 47.6 50 Westview 24.2/12 28.4 32.6 36.8 41 Phenix City Schools 38.6/32 41.2 43.8 46.4 49

Phenix City Intermediate 40.4/32 42.8 45.2 47.6 50

Phenix City Intermediate 40.4/18 42.8 45.2 47.6 50

South Girard 38.6/15 41.2 43.8 46.4 49

Mathematics Proficiency Percentages - Grade 3 (Goal/Actual) Lakewood 77/83 78 79 80 81 Meadowlane 59/56 60.4 61.6 62.8 64

Phenix City Elementary School 54/49 55.6 57.4 59.2 61 Ridgecrest 54/63 55.6 57.4 59.2 61

Sherwood 73/84 74 75 76 77

Westview 49/68 51.6 53.9 56.2 58.5

Mathematics Proficiency Percentages - Grade 4 (Goal/Actual) Lakewood 76/82 77/80 78 79 80

Meadowlane 48/41 50.8 53.2 55.6 58

Phenix City Elementary School 39/39 42.8 46.2 49.6 53

Ridgecrest 42/63 45.2 48.3 51.4 54.5

Sherwood 63/76 64 65 66 67






95


Westview 65/67 66 67 68 69 Mathematics Proficiency Percentages - Grade 5 (Goal/Actual)

Lakewood 79/80 80 81 82 83 Meadowlane 41/41 44.4 47.6 50.8 54 Phenix City Elementary School 48/40 50 52.5 55 57.5 Ridgecrest 48/50 50.8 53.2 55.6 58 Sherwood 57/60 58 59.5 61 62.5 Westview 57/52 58.8 60.2 61.6 63 Mathematics Proficiency Percentages - Grade 6 (Goal/Actual) Phenix City Intermediate 57/49 58 59.5 61 62.5 Mathematics Proficiency Percentages - Grade 7 (Goal/Actual)

Phenix City Intermediate 34/28 38 42 46 50 Mathematics Proficiency Percentages - Grade 8 (Goal/Actual)

South Girard 39/37 42.8 46.2 49.6 53

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 Lakewood Primary - Goal 12,903,521 13,032,556 13,162,881 13,294,510 13,427,455

Actual 61,287,706

Lakewood Elementary School 171,189,434 172,901,328 174,630,342 176,376,645 178,140,411

Actual 307,503,927

Meadowlane 4,360,895 4,404,504 4,448,549 4,493,035 4,537,965

Actual 11,406,984

Phenix City Elementary School 36,089,623 36,450,519 36,815,024 37,183,175 37,555,006

Actual 52,591,901

Ridgecrest 41,268,825 41,681,513 42,098,329 42,519,312 42,944,505

Actual 50,316,317

Sherwood 46,853,322 47,321,856 47,795,074 48,273,025 48,755,755

Actual 96,268,102

Westview 31,008,734 31,318,822 31,632,010 31,948,330 32,267,813

Actual 62,352,110

Phenix City Intermediate 80,639,651 81,446,047 82,260,047 83,083,112 83,913,943

Actual 121,734,509

South Girard (used EOY 2017-18 benchmark data) 121,442,902 122,657,331 123,883,904 125,122,743

Actual 120,240,497

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Lakewood Elementary School - 96% 96%

**Objective 4a: Students in grade 3 will annually maintain 90% proficiency in cursive writing [benchmark - end of year (EOY) 2017].

Objective 4: Students in grades K-8 will annually demonstrate a 1% increase in reading volume as measured by Accelerated Reader words read [benchmark - end of year (EOY) 2017].

96


Meadowlane Elementary School - 89% 78%

Phenix City Elementary School- 89% 66%

Ridgecrest Elementary School - 91% 87%

Sherwood Elementary School - 95% 84%

Westview Elementary School - 82% 78%

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Algebra 1 65

Biology 80

English 9 72

Career Preparedness 104

Total 321

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

Combined CTE and Academic Dual Enrollment Credits

Dual Enrollment - 232 courses taken = 1,207 hours. AP - 19 exams rec. credit = 57 hours. Total college hours = 1,264

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023Total percent licenses earned via drivers education courses (Does not include students who received license other than DE classes) 24%

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023Kindergarten

PCES 95%LPS 93%WES 91%MES 51%RES 75%SES 88%

Grade 1PCES 53%LPS 89%WES 79%MES 32%

**Objective 4c: Annually, college credit hours earned by students in grades 9-12 will increase by 2%.

**Objective 4b: Accelerated Academy students in grade 8 will annually increase the number of high school credits earned [benchmark - end of year (EOY) 2018].

**Objective 4d: Annually, the percent of students who receive their drivers' license via drivers education courses will increase.

**Objective 4e: Annually, the percent of students reach benchmark (core/proficient) on DIBELS assessment wil imporve (Composite scores only). For a detail description of results, click the link

Click here for a detailed description of PCS DIBELS results.

97

https://drive.google.com/file/d/1J09EsJ4xJjET0knIAjNj3TlEcXZTGn6A/view?usp=sharing


RES 55%SES 60%

Grade 2PCES 39%LPS 93%WES 52%MES 70%RES 50%SES 70%

Grade 3PCES 43%LPS 82%WES 55%MES 64%RES 49%SES 72%

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023Kindergarten

PCES 57%LPS 28%WES 26%MES 22%RES -24%SES 47%

Grade 1PCES -23%LPS 3%WES -6%MES 21%RES 19%SES 12%

Grade 2PCES 25%LPS -2%WES -26%MES -1%RES -7%SES -7%

Grade 3PCES -7%LPS -1%WES -5%MES 6%RES -9%

**Objective 4f: Annually, the percent of students who demonstrate growth on the DIBELS assessment from beginning of the year to end of the year wils imporve (composite scores only).

Click here for a detailed description of PCS DIBELS results.

98

https://drive.google.com/file/d/1J09EsJ4xJjET0knIAjNj3TlEcXZTGn6A/view?usp=sharing


SES -2%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022Grade 9 - Composite 80%/77% 80%+ 80%+ 80%+ 80%+

Grade 10 Composite80%/24%*** 80%+ 80%+ 80%+ 80%+

Grade 11 - Composite NA/19.87% 80%+ 80%+ 80%+ 80%+

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022Grade 9 - Math 8% 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 9 - English 21% 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 9 - Reading 3% 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 9 - Science Reasoning 25% 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 10 - Math 0.5%*** 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 10 - English 12%*** 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 10 - Reading -0.5%*** 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 10 - Science Reasoning -11%*** 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 11 - Math 1% 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 11 - English -0.64% 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 11 - Reading 7.38% 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 11 - Science Reasoning 0.44% 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.Grade 11 - Writing 5.35% 2%+/ Cat. 2%+/ Cat. 2%+/ Cat. 2%+/ Cat.

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 Grade 12 79%/77% 82% 85% 88% 91%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Grade 12 64%/71% 67% 70% 73% 76%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Objective 7: There will be a minimum of 3% annual growth in the number of students receiving at least one college or career readiness credential from a baseline of 76% in 2017-18 to 91% in 2022-23.

Objective 6: Students in grades 9, 10, and 11 will annually demonstrate college readiness proficiency as evidenced by an increased scaled score of 2% on their spring benchmark scores versus their fall benchmark scores in each ACT category.

Objective 8: There will be a minimum of 3% annual growth in the number of students receiving a bronze level status or higher on the WorkKeys exam from a baseline of 61% in the 2016-17 senior cohort to 76% in 2022-23. (Categories below are calculated in an arear hence the 2018-2019 school year will contain data of the 2018 graduating class.)

Objective 9: At least 93% of students will graduate high school within a 4-year period from a baseline of 92% in 2016-17 to 93% in 2022-23.

Objective 5: At least 80% of students in grades 9, 10, and 11 will annually demonstrate a minimum of 2-scaled points growth in the spring as compared to fall composite scores per the College Equipped Readiness Tool (CERT) or other aligned ACT preparatory programs.

99


Grade 1293%/96% 93% 93% 93% 93%

Objective 10: The federal graduation rate will improve 1% annually from a baseline of 87% in 2016-17 to 92% in 2022-23.

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

Grade 12 88%/93% 89% 90% 91% 92%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 Lakewood Primary 3.8/1.8 3.7 3.6 3.5 3.4 Lakewood Elementary Schools 5.5/2.2 5.25 5 4.75 4.5 Meadowlane 15/10 13 11 10 9

Phenix City Elementary School 19/14.69 17 15 13 12 Ridgecrest 3.4/4.81 3.3 3.2 3.1 3 Sherwood 21/7.72 19 17 15 13 Westview 13/12.11 11 9 8 7

Phenix City Intermediate 17.5/10.03 15.5 13.5 11.5 10 South Girard 16.5/12.68 15 13.5 12 10.5 Central Freshman Academy 14/13.66 13 12 11 10 Central High School 21.5/15.38 19.5 17.5 15.5 13.5 Phenix City Schools 14.86/9.56 13.86 12.86 11.86 10.86

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 Lakewood Primary 97.56% 95%+ 95%+ 95%+ 95%+ Lakewood Elementary Schools 97.50% 95%+ 95%+ 95%+ 95%+ Meadowlane 95.43% 95%+ 95%+ 95%+ 95%+ Phenix City Elementary School 94.58% 95%+ 95%+ 95%+ 95%+ Ridgecrest 96.91% 95%+ 95%+ 95%+ 95%+ Sherwood 96.20% 95%+ 95%+ 95%+ 95%+

Westview 95.32% 95%+ 95%+ 95%+ 95%+ Phenix City Intermediate 95.58% 95%+ 95%+ 95%+ 95%+ South Girard 95.40% 95%+ 95%+ 95%+ 95%+

Central Freshman Academy 95.18% 95%+ 95%+ 95%+ 95%+ Central High School 94.43% 95%+ 95%+ 95%+ 95%+ Phenix City Schools 95.72% 95%+ 95%+ 95%+ 95%+

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 Phenix City Schools 4%/2% 8% 12% 16% 20%

**Objective 11a: Each school will maintain an average daily attendance rate of 95%.

Objective 11: PCS’s student chronic absenteeism will decrease by 1% annually from a baseline of 15.9% in 2017-18 to 10.9% in 2022-23.


100


2017-2018 2018-2019 2019-2020 2020-2021 2021-2022Ridgecrest 47.5%/48.3% 55% 63% 70% 78%

Objective 12a: As established by the ALSDE, individual schools with 20 or more EL students, will demonstrate EL interim growth that exceeds the state's target.

101


2018-2019 2019-2020 2020-2021 2021-2022 2022-20232.76 2.86 2.96 3.06 3.16

2018-2019 2019-2020 2020-2021 2021-2022 2022-202330% 32% 34% 36% 38%

2018-2019 2019-2020 2020-2021 2021-2022 2022-20232.5 2.6 2.7 2.8 2.9

Objective 3: Learners will be engaged with instructional personnel in developing goals for their own learning and behavior. This will be evidenced by an increase in level 4 data in the area of Section E-Progress Monitoring-Item #1 on the eleot™ observation tool, "Learners monitor their own learning progress or have mechanisms whereby their learning progress is monitored." There will be an expected growth from a baseline of 2.47 (6/6/18) in 2017-2018 to 2.9 in 2022-23.

Objective 2: PCS will partner with postsecondary institutions and business/industry to create seamless STEM and other pathways ensuring all students are college and career ready as evidenced by increases in Career Technical credentialing data from a baseline of 30% in 2016-17 to 38% in 2022-23.

Objective 1: PCS will attain an average growth expectation of 0.1 points each year in the area of Section B-High Expectations (all items) on the eleot™ observation tool from a baseline of 2.73 (6/6/18) in 2017-18 to 3.16 in 2022-23, "Learners will be engaged in rigorous coursework, discussions, and/or tasks that require the use of higher order thinking (e. g. analyzing, applying, evaluating, synthesizing)."

IMPACT OF INSTRUCTION

102


2017-2018 2018-2019 2019-2020 2020-2021 2021-202284%/84% 85% 86% 87% 88%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022Capital Plan Capital Plan Capital Plan Capital Plan Capital Plan

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022Maintain Directors'

Budget/ TBD Sept. 30Maintain Directors'

BudgetMaintain Directors'



Budget

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

1 mo. Reserve/Sept. 30 1 month reserve 1 month reserve 1 month reserve 1 month reserve

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

7 colleges/11 colleges 7 activities 7 activities 7 activities 7 activities

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022

95% 95% 95% 95% 95%

2017-2018 2018-2019 2019-2020 2020-2021 2021-2022Grades 6 - 12 Grades 5 - 12 Grades 4 - 12 Grades 3 - 12 Grades 3 - 12

Objective 7: PCS will implement 1:1 ratio of devices to students in all classrooms in grades 3-5 with a target of 95% student participation by 2021-2022.

Objective 1: PCS will increase retention rate of instructional personnel (with a focus on teachers in years 1-3) from a baseline of 83% in 2016-17 to 88% by 2021-2022.

RESOURCE MANAGEMENT

Objective 6: PCS teachers will maintain an average daily employee attendance rate of 95%

Objective 5: PCS will continue to attract/recruit highly effective teachers whereas recruiters will visit annually no less than 6 education fairs and host the Phenix City Schools Showcase.

Objective 4: PCS will maintain adequate reserves of not less than one month with a goal of increasing the reserve incrementally as practical.

Objective 3: PCS will prioritize the use of resources to efficiently and effectively achieve student success.

Objective 2: PCS will ensure that funds within the capital plan are allocated to maintain and enhance current facilities/programs to include, but not be limited to: landscaping, athletics, special education, arts expansion, and library enhancements.

103

**Yellow Cells - Added after Board ApporvalSchools of Inquiry, Innovation, and Impact

2018-2019 2019-2020 2020-2021 2021-2022 2022-202310 Activities 10 Activities 10 Activities 10 Activities 10 Activities

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023100% 100% 100% 100% 100%

2018-2019 2019-2020 2020-2021 2021-2022 2022-20233.1 3.12 3.17 3.21 3.26

2018-2019 2019-2020 2020-2021 2021-2022 2022-20232 partners 2 partners 2 partners 2 partners 2 partners

2018-2019 2019-2020 2020-2021 2021-2022 2022-20232.1 2.2 2.3 2.4 2.5

**Objective 5: PCS will attain an average growth expectation of 0.1 points each year in the area of Section G -Digital Learning (all items) on the eleot™ observation tool from a baseline of 1.97 (6/6/18) in 2017-18 to 2.5 in 2022-23.

EFFICACY OF ENGAGEMENT

Objective 4: PCS will actively seek new Partners in Education to support district and school efforts resulting in community member/business engagement within PCS. Each school will maintain a minimum of two partners each year.

Objective 3: Participation of students in active learning opportunities during instruction will increase by 0.05 points each year in the area of Section D-Active Learning-Item #3 on the eleot® observation tool from a baseline of 3.09% (6/6-18) in 2017-18 to 3.26% in 2022-23, "Learners are actively engaged in the learning activities."

Objective 2: To support career plans, scholarship opportunities, and student interests, student engagement in co- and extra-curricular activities in grades 9-12, all students will participate in at least one co- or extra-curricular activity as evidenced by activity rosters.

Objective 1: Each school will annually provide at least 10 parental involvement/engagement activities per school year as evidenced by event sign-in sheets.

104


2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

2.0 VPS/ School 2.5 VPS/ School 3.0 VPS/ School 3.5 VPS/ School 4.0 VPS/ School

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

3+ Coach. Opp. 3+ Coach. Opp. 3+ Coach. Opp. 3+ Coach. Opp. 3+ Coach. Opp.

2018-2019 2019-2020 2020-2021 2021-2022 2022-20232 activities 2 activities 2 activities 2 activities 2 activities

2018-2019 2019-2020 2020-2021 2021-2022 2022-2023data activity data activity data activity data activity data activity

Objective 4: Annually, PCS will provide district-wide professional development on data analysis at each school level for each school’s leadership team.

IMPLEMENTATION CAPACITY

Objective 1: PCS will maintain an average of two vertical planning sessions per individual school and at the district level in 2017-18 and will increase the number of annual vertical planning sessions to an average of four per school by 2023.

Objective 2: PCS will offer a minimum of three coaching opportunities annually to teachers identified as being in need of additional support.

Objective 3: PCS will provide at least two professional development opportunities for administrators to assist with addressing the needs of teachers and individual schools.

105

In compliance with federal law, Phenix City Schools administers all education programs, employment activities and admissions without discrimination against any person on the basis of sex, race, color, religion, national origin, age or disability.


ww

w.p

cboe

.net

1212

9th

Ave

nue

- P.O

. Box

460

Ph

enix

City

, AL

3686

8 33

4-29

8-05

34

phenix city schools strategic plan

Documents