Governance+and+Leadership

1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operations of the school? (2.1, 2.2, 2.3, 2.8, 2.10)  The process for establishing, communicating, and implementing policies and procedures for the effective operations of the school has many facets. The state department of education establishes state and system wide policies and procedures. The school administration, with input from the faculty and staff, develops school based policies and procedures. Input is encouraged by our local school’s administration and is implemented when applicable. The faculty and staff receive information regarding policies and procedures through in-services, faculty meetings, bulletins, teacher/staff handbooks, the Curriculum and Instruction Procedures and Guidelines Manual and Policy Manuals. State and district websites have policy manuals available. Policies and procedures are disseminated to parents and students through the student handbook and code of conduct, the locally developed student handbook, parents/teacher/student compacts, internet usage policies, title one policies, direct mailings, registration packets, parent bulletins, classroom newsletters, and automated phone system. The school’s website is used to provide online access to STI home, which allows parents to review student progress, discipline, and attendance. The school insights website provides teachers a method for communicating important information and classroom activities. Through communication to all stakeholders, the implementation of policies and procedures is effective. The administration, faculty, and staff establish expectations and implements procedures to fulfill these expectations. The implementation of all policies and procedures is monitored by the school administration to ensure that the school operates accordingly. The Alabama Professional Education Personnel Evaluation Program (PEPE) is implemented by the administration with aid from the faculty and staff. Improvement of teaching and learning through changing instruction methods is the primary goal of this program. A full evaluation system of employee performance on a three year rotation and a professional development plan comprise the program. Question 2: What process does the school’s leadership use to evaluate school effectiveness and student performance? (2.4) Various processes are employed to evaluate school effectiveness and student performance. Student data, such as STAR reports, AR reports, DIBBELS scores, and standardized test scores, is analyzed by each grade level during data meetings. Intervention strategies that appropriately meet the academic needs of identified students are developed from the analysis. The analysis of this data allows for immediate action and evaluation of the intervention strategies as arranged by the School Action for Excellence Plan (SAE). Through formal and informal classroom observations (PEPE), walk-throughs, and site visits, the administration and district office personnel monitor and evaluate school effectiveness and student performance. Local and state assessments provide student performance data, which is evaluated by the administration, central office personnel, and teachers. The administration gives everyone the opportunity to participate in the evaluation of the school’s effectiveness. Surveys are completed by the faculty, staff, students, parents, and the community to examine the school’s effectiveness. The parents and students are encouraged to share their opinions and suggestions during monthly Parent Teacher Association (PTA) meetings. Student performance and the school’s effectiveness are evaluated yearly by the following committees: v  The Building Based Student Support Team (BBSST) reviews the data of students that are referred for services by the classroom teacher. The general education teacher implements intervention strategies to improve student success. In subsequent meetings the previously developed intervention strategies are evaluated for effectiveness and augmented when necessary. v  The School Leadership Team (SLT) develops the School Action for Excellence Plan (SAE) for the following school year based upon the compilation of a comprehensive needs assessment and school profile. This plan is based upon the examination of student performance data and other relevant information. v  Individual Education Plans (IEP) are developed to target areas of need based upon students strengths and weaknesses. This is a compliance with federal and state guidelines. v  The Parent Teacher Association (PTA) chair members meet throughout the year to evaluate and review the parenting program, collect and update needed contact information, and prepare methods and materials to assist teachers and parents.

Opportunities are provided for stake holders to provide leadership and decision-making contributions through participation as part of the school leadership team (SLT), Parent Teacher Association (PTA), and Student Council. Throughout the year they are invited to participate in faculty meetings and in various committees. The decision-making process is encouraged to be done by all stake holders through the Principal’s open door policy. The PTA and volunteers are important parts of the daily functions of the school. The Fall Festival, Spring Fling, Santa Shop, and other fundraisers are activities that are strongly supported by parents, students, and the community. The annual budget of the PTA supports school needs, activities, and functions. Through the support of the PTA, the community members are encouraged to provide leadership and contribute to the decision making process. The supportive atmosphere created by the small faculty size allows teachers the opportunities to feel comfortable and speak-out on topics of interest. The staff is able to meet and make significant changes when needed. Information is shared through cooperative planning, common planning time, data meetings, and in faculty meetings.
 * Question 3- In what ways are stake holders, including staff, given opportunities to provide leadership and to contribute to the decision-making process? (2.5, 2.6, and 2.7) **

All students in the general education classroom receive instruction on grade level standards by highly qualified teachers. The small size of the school encourages grade levels to work closely to ensure learning opportunities within and across grade levels. All students, kindergarten through fifth grade, have the opportunity to participate in many activities that enhance learning. Such as: Alabama Reading Initiative (ARI), Accelerated Reader Program, Library Resources and Media Center, Counseling, Music, Art, Student Council and Spelling Bees. Students identified as at-risk on the Dynamic Indicator of Basic Early Literacy Skills (DIBELS) receive daily reading intervention in the research-based Voyager Intervention program and the Scott Foresman My Sidewalks Intervention program. The P.A.C.E. (Pursuing Academics, Creativity and Excellence) program is available for identified gifted students. The P.A.C.E. curriculum is based on the framework of the processes needed by gifted students, which include creative thinking, critical thinking, discipline methodologies, and research skills. The processes are applied in all content areas. The content of this program is determined through a gifted education plan (GEP). Local, state, and federal guidelines are utilized to identify and serve students with special needs. Special education teachers and aides offer support and instruction to all special needs students. The students’ academic and/or behavioral strengths and weaknesses are evaluated by examining student performance data, grades, and progress. This information is used to develop their Individualized Education Plan (IEP). IEP’s are developed annually and monitored throughout the school year. Students are re-evaluated every three years to determine if the student continues to meet the state and federal guidelines for services.
 * 1) What policies and processes are in place to ensure equity of learning opportunities and support for innovation? (2.4, 2.5, 2.8, and 2.9)