The reminders are everywhere. There are charts posted throughout the office and meeting spaces and a permanent agenda item at weekly meetings.
Eight months ago, the ACPSD Leadership Team set out to enhance efficiencies, standardize practices, inform instruction and streamline communications with 28 recommendations. The recommendations followed a 60-stop tour from one end of the large district to the other in which Dr. Alford and other school system leaders met to listen, learn and receive feedback and insight from stakeholders. The team has made great traction with the recommendations; moreover, many action items on the Path to Premier Project Task List are complete.
A progress report on the leadership team’s work on the Path Forward to Premier Recommendations in collaboration with schools, school leaders, teachers and the community is below.
1. To restructure and align the position categories and responsibilities of district leadership.
Some District leaders’ roles, responsibilities and titles changed November 30, 2015, including the District’s Deputy Superintendent (now Chief Officer of Operations and Student Services), Associate Superintendent of Administration and Human Resources (now Chief Officer of Administration), Academic Officers (now Executive Directors of Elementary, Middle, High schools), and Executive Director of Technology (now Director of Technology).
On June 7, 2016, the BOE ratified the hiring of a new Chief Officer of Instruction which replaces the former assignment of Associate Superintendent of Instruction and Accountability. On July 1, 2016, two final assignments will be converted, Comptroller (Chief Financial Officer) and Public Information Officer (Director of Communications). Through attrition and a shift in title/responsibilities, the District has recently hired a dedicated Director of Accountability. This highly-qualified specialist will monitor and communicate data trends to evaluate and improve instructional outcomes.
While many duties among these employees will continue, additional roles, oversight and programmatic alterations are reflected in the completion of additional recommendations.
2. To restructure and align the assignments and responsibilities of district classified staff to purposefully shift additional support to schools.
Some administrative assistants currently assigned at the District’s administrative offices on Brookhaven Drive in Aiken have been reassigned to support schools. Five are being trained as Clerical Registrars in an effort to support school processes while managing student information systems in the District’s high schools. This shift in responsibilities will provide School Counselors more time to address the varied needs and concerns of students and families.
Other District Office clerical positions have been relocated to schools to provide secretarial support, allowing our schools to discontinue the practice of using unused teacher allocations for clerical support.
3. To establish an Accountability and Assessment Office to create and execute monitoring protocols for all instructional programs.
On June 7, 2016, the Board of Education ratified the hiring of a Director of Accountability & Assessment. The Administration received permission to utilize an existing position and repurpose the allocation and the budget of the Director of Administration’s Office to establish a formal office for continuous improvement, assessment and evaluating instructional programs.
4. To establish a Communications Office to foster volunteerism, external and internal communications, development of strategic partnerships and community awareness and engagement.
The District established a Communications Office in January 2016. A Communications Coordinator has assisted with internal and external communications. The District held a Community Update for the One Cent Sales Tax in November, began a quarterly newsletter in February, and redesigned Recruitment Materials in March. The Communications Office also led an Action Team for Community Engagement and Strategic Partnerships.
5. To establish and utilize teacher, student and parent liaison groups to enhance two-way communication between district leaders and community stakeholders.
The Communications Department has established Student, Parent and Teacher Advisory Councils. Each Council met in January and March/April with the Superintendent and other District leaders to provide input.
6. To ensure student access to technology while promoting digital literacy.
The Entry Plan Recommendations cited a deficiency of computer labs at many of our schools. With a goal of having two viable computer labs for schools with 300-plus students and three viable computer labs for schools with 900-plus students, the board supported the use of one-time funds to support the addition of 25 labs across the district.
7. To procure an online applicant tracking system to aid in onboarding processes.
One-time funds mentioned above (number 6) were utilized to purchase an applicant tracking system to aid in the onboarding process and improve efficiency in hiring and other HR processes. This system was activated on June 1 and hosted over 150 applications in the first 24 hours of activity.
8. To procure an online system to monitor Affordable Healthcare and employee time/attendance.
Bids were reviewed for online systems in January. After careful consideration, it was determined that the preferred system for time and attendance software that would aid in tracking of Affordable Care Act (ACA) requirements exceeded allocated funding at this time. The recommendation has been temporarily suspended and will be addressed in a future budget cycle.
9. To enhance our focus on being a student-focused, family-friendly school district.
District and school leaders have received training specific to improved customer service in a deliberate effort to enhance the focus on being a student-focused, family-friendly school district.
Also contributing to this effort is the Strategic Planning exercise that has engaged parents, community members and school personnel in charting the vision of our school system.
Human Resources and the Communications Department partnered with Public Education Partners to implement and establish an annual recognition program for classified staff. The inaugural Giving Even More Banquet (GEM) was held on May 26 to recognize our outstanding support staff members. Other appreciation ceremonies included the First Year Teacher of the Year event (April 20) and Teacher of the Year event (April
10. To reorganize curriculum support personnel to provide grade-specific coaching and intervention.
Content-Specific Interventionists (formerly Curriculum Specialists) will focus on providing grade-specific coaching and intervention. Seven curriculum specialists have served the curriculum needs of all 42 schools. Support to schools will be greatly enhanced by more than doubling the number of curriculum leaders to 17. Doing so will allow grade-specific, on-site support to classroom teachers, allowing Content-Specific Interventionists to work shoulder-to-shoulder with classroom teachers to enhance instruction. Existing positions were repurposed to provide funding for the additional 10 content and grade level coaches. Additionally, a Technology Interventionist (formerly titled Curriculum Technology Specialist) has been assigned to each level (elementary, middle, and high).
11. To review and reorganize the District’s Gifted & Talented (GT) service model to provide better service to identified students and greater access to students with strong academic potential.
The District is changing the delivery model for its Gifted and Talented students to a Special Class-model and developing criteria that will enable schools to locally identify students in an effort to extend the opportunity for more rigorous coursework to many more students. To serve greater numbers of high potential students, the district has increased the number of GT-endorsed teachers in Grades 3-5 from 13 to 82.
12. To reaffirm the District’s commitment to literacy and reading intervention. Special emphasis will be placed upon early reading initiatives (4K to Second Grade) and alignment of available resources to support the mission.
Last fall, all students, pre-kindergarten through tenth grade, were administered a reading assessment to determine the percentage meeting grade-level expectations. Read 180 and System 44 have been implemented as a reading support program to allow every student individualized intervention to correct reading deficiencies. The programs utilize small group instruction with qualified teachers as well as computer software to analyze and chart an individual student’s reading abilities.
A District-wide literacy-focused Professional Development event was held on January 15, 2016. All teachers in pre-kindergarten through twelfth grade worked together, learned from one another and shared best practices in an effort to enhance literacy across all content areas.
To battle summer skill regression and improve reading achievement gaps, the District is offering an online virtual summer school enrichment program for rising first through sixth grade students. Students have the opportunity to work on individual areas of need and are encouraged to work in the web-based program for at least one hour each day, five days a week. The District has partnered with local businesses to incentivize participation and excitement among students and their parents with weekly rewards.
Beginning in the 2016-17 school year, all students in grades 4K through first grade will receive individualized computer-assisted instruction daily through the Waterford program.
13. Establish a guaranteed and viable curriculum (4K-12), one that is teacher-driven and ensures global competitiveness and serves as the cornerstone of the district’s instructional program.
In March, more than 500 teachers began the curriculum development process for our district. Twenty-six elementary school teams with 168 teachers, 17 middle school teams with 129 teachers and 28 high school teams with 257 teachers began the process of curriculum writing this spring. Teachers applied in overwhelming numbers to participate in a June Curriculum Writing Team that will carry forward the initial work. Four hundred and sixty-three teachers are collaborating this month to build a common understanding of South Carolina College and Career Ready standards and develop a network of support.
The combined and complete work of Aiken County’s teachers to develop a guaranteed and viable curriculum will be available to all educators on July 5, 2016.
14. To establish and maintain a coherent and comprehensive curriculum repository.
With the implementation of Rubicon Atlas this year, all curriculum maps are in the same format and are easily accessible by educators. This system will increase access to curriculum assets, simplify the use of these assets and allow schools to adapt units of instruction to support STEM/STEAM, arts infusion and other magnet or thematic approaches to the District’s curriculum.
15. Provide increased opportunities for middle school students to participate in high school credit coursework.
The Executive Director of Middle Schools and the Executive Director of High Schools led principals in a collaborative effort to share teacher allocations and offer more high school courses for middle school students. Doing so will allow greater access to world language instruction and increase higher-level English and mathematics offerings to middle school students. Middle school students in every school now have access to Geometry and World Language offerings.
16. To research the feasibility and implementation of school-based thematic programs such as signature schools, schools of technology and world language immersion.
An extensive committee reviewed school-based thematic programs and made recommendations for consideration. High school thematic programs have been established in four schools with the remaining three scheduled for 2017-18. Middle and elementary school programs will be considered during the 2016-17 school year as well.
17. To expand CATE offerings and allow more students to access and obtain industry certifications.
Our high schools explored opportunities to expand (CATE) course offerings by sharing allocations between schools. Additionally, a summer internship program was established with rising seniors who were selected to learn and work alongside District leaders this summer (summer 2016). Minimum wage salaries are being funded by the Lower Savannah Council of Government (COGG).
18. To collaborate with 2 and 4 year colleges and universities to expand dual credit offerings for students.
These collaboration efforts are ongoing. In partnership with Aiken Technical College, Midland Valley High School established an Early College Program for accelerated students. The program will begin this summer and will provide college-level courses on Midland Valley’s campus as a cost-effective and challenging pathway to college. Midland Valley students will have the opportunity to graduate from high school with an Associate in Arts or Associate in Science degree.
19. Conduct a comprehensive community review of the District’s code of conduct, enrollment and registration procedures, and tracking systems for students.
A comprehensive community review of the District’s code of conduct was completed this year. The effort was led by an inclusive steering committee of community members, parents, educational leaders and teachers from elementary, middle and high schools, as well as District Office professionals. The committee met regularly to discuss the current code of conduct and make changes to develop a more comprehensive approach that is appropriate for grade levels and shares the values of the school district and community at large. The committee shared recommendations and sought feedback from the Teacher Forum, Principals and Assistant Principals, Tribunal, and Parent Advisory Council. In their purpose statement, the group states that the code of conduct should provide clear guidance for school administrators in addressing student incidents with the goal of increasing consistency throughout the district. The revised Student Code of Conduct was approved by the Board at the May 26, 2016 meeting and will be fully implemented in the 2016-17 school year.
20. Emphasize and make a deliberate effort to serve and engage local Advisory Councils in the mission of positive youth development.
The effort to emphasize and make an effort to engage local Advisory Councils is ongoing. As part of a newly created readmission process, Advisory Council members will council and support expelled students as they prepare to re-enroll in Aiken County schools.
21. Establish a Student Services Office to coordinate district activities while promoting positive youth development.
A central department will streamline support services for at-risk students to promote positive youth development.
22. Restructure and align the position categories, responsibilities, assignments and standardizing of procurement for custodial and maintenance staff to improve the execution of daily activities.
The District’s custodial program has been restructured. This effort will allow for the District Maintenance Department’s oversight of the custodial program, a shift in schedules for custodians and an efficient, safe program for cleaning at all schools. Additionally, grounds maintenance crews will ensure quality servicing and upkeep of the landscapes at all school facilities.
23. Restructure responsibilities for area bookkeepers to grade-level responsibilities.
The duties of the area bookkeepers have shifted away from geographical responsibilities to grade-level responsibilities. In the process, the District reduced the number of bookkeepers, currently five, down to two (These bookkeepers will be relocated from their current area offices to our central district administrative building and will have direct oversight of the Business Services Department.)
24. To establish consistent registration and school fees across the District.
A committee with three principals from each level obtained and reviewed 2015-16 registration fees from each school and recommended consistent fees for each level district-wide. Committee recommendations were shared with Principals and Advisory Councils and approved by the board February 23, 2016.
25. To review and revise the current school allocation formulas.
A committee comprised of District administrators and principals was formed in October 2015 to evaluate school staffing formulas. The Committee was charged with recommending revisions in staffing formulas that would be fair, equitable, reasonable, and easy to use while also meeting school needs. The Committee presented its recommendation to the Board on January 19, 2016. School staffing for 2016-17 will be based on these revised staffing formulas.
26. To revise and implement changes related to Board policies that will establish a uniform number of vacation days and define limits for the accumulation and payout of unused vacation pay in conjunction with changes in paid holiday leave for those employees.
In late November, the ACPSD Board of Education approved a revised Vacation and Leave Policy. The revised policy (Policy GCD for Professional Staff Vacations and Holidays) more closely aligns the District with industry standards, provides holidays during winter and spring breaks and limits the accrual of vacation leave, phasing out potentially high-cost payouts for unused vacation days for retiring employees.
This policy revision also necessitated a change in contracts for some employees. Utilizing employee feedback and taking into consideration particular employment demands and the economic impact of a change in regular take-home pay, critical adjustments were made for the small group of employees with 240-day contracts.
27. To promote the retention and recruitment of high-quality employees by reviewing current salary schedules and proposing a new methodology for assigning service credit.
Over a six-month period, a Board subcommittee of administrators and other district representatives, reviewed the results of the 2014-15 salary study that was performed by an independent, third party. The Committee presented its recommendations at the January 19, 2016, Board of Education meeting. These recommendations included the establishment of a simplified, 25-step pay scale, restoration of frozen teachers’ pay step from 2010-11 and a new method for assigning service credit. The Board adopted the use of the new scale for 2016-17. Some components of the service credit methodology will be utilized beginning in 2016-17, including applying retroactive service credit for employees in assistant principal positions and above. The Board and Administration anticipate phasing in other components of service credit in future years, as the budget allows. In addition, the 2016-17 budget provides for the restoration of the frozen teachers' pay step. This will ensure that a teacher's pay step is consistent with his/her years of experience.
28. To conduct a comprehensive strategic planning exercise incorporating stakeholders from across the county.
A comprehensive strategic planning exercise is underway. February 22, 23 and 24, school and community leaders, as well as parents, began an intensive strategic planning exercise to establish long-term goals and chart our school system’s vision for the next five to six years. Forty-two leaders (43% community and parents, 52% school and district personnel) collaboratively defined and crafted 10 beliefs, a new mission statement, four strategic objectives, and five strategies and parameters to guide the district in its efforts to become the premier district in South Carolina. The strategies have been divided among five Action Teams, each filled with community and school leaders. The Planning Team is meeting this week, June 13 & 14, to review the work completed by the Action Teams and present the plan for board approval in July.
Link to District Press Release: 2016June28Recommendations