Talladega County Schools implements Alabama's College and Career Standards in grades K-12. The LEA acknowledges the need to monitor students and assess the outcomes of student learning. Assessment data is used to identify, place, remediate and advance students in the instructional program and to identify students at risk of failing. Assessment data is used to determine success in meeting academic standards and the effectiveness of the academic program. 

The following assessments are utilized in Talladega County Schools for this purpose: 
Accelerated Reader
ACCESS for ELs
ACT with Writing
ACT WorkKeys
Alabama Alternate Assessment
PreACT 
PSAT
Renaissance Math
Renaissance Reading
Scantron Performance Series
Teacher-made assessments

The Talladega County Schools assess all students in the required grades on all state-mandated tests and participate in all state pilots as requested by SDE.   In addition, elementary and middle schools use a variety of assessments to determine reading progress.  Some of the assessments include STAR 360, Accelerated Reader, Fluency Checks, and Dyslexia Screening Assessments.    STAR Reading is used to assess students in grades K-12, a minimum of five times per year. The STAR program is correlated with Accelerated Reader (AR) in an effort to improve reading skills.  Students are assigned books based on their reading level determined by the STAR program.  Students read their books and take tests on the books.  Students must score 80 percent or higher on the tests to receive points for their books. 

Similar to the STAR program, the AR program is designed to improve the students’ reading level.  Reading comprehension, vocabulary, and other reading skills are encompassed in the AR program.  Elementary and middle schools in Talladega County use the results from the Scantron Performance Series assessment to identify students in need of remedial help in math and reading.

Students that have participated in the reading programs at the elementary and middle school have had an opportunity to improve their skills. Students struggling at the high school level are placed in remedial programs at the high school.  These students are tested in the English courses on a continuous basis throughout the year.  Students failing to make steady progress are placed in a remedial program that encompasses reading comprehension, vocabulary and other reading strategies. Parents are involved in receiving vital information regarding their child’s progress in school.  Parents are notified formally throughout the school year.  Parents receive a mid-term report for each nine weeks.  This report contains the child’s grades, reading level, conduct information and any comments teachers need to make at that time.  Teachers are encouraged to provide comments to identify specific areas of strengths and weaknesses.  Student report cards are distributed every nine weeks with reading levels provided.  The report card provides parents notice of the grades their child has earned for the nine weeks.  Students receiving interventions through the RTI process are formatively assessed biweekly and those results are provided to the parents to keep them abreast of their child’s progress.

Conferences are held at the request of the teachers and/or parents.  Parents are encouraged to visit the school to inquire about their child’s grades or report.  Conferences may be encouraged at report time and teachers will be asked to make comments regarding the student’s performance. 

Talladega County teachers are provided data on student achievement.  The data comes from the SDE standardized testing results, STAR 360 testing results, and the various programs in each school.  Disaggregated assessment data is analyzed at the school level through grade-level data meetings.

Teachers receive data regarding student performance on SDE tests from administrators.  Central office personnel visit schools to review data with administrators and teachers and to discuss means for improvement.

Talladega County Schools will use several other indicators in identifying students that need help and are considered at-risk, including discipline problems, free or reduced lunch status, English language learner status, and home environment.  When using these factors, school officials will use the proper investigation procedures and monitoring to fully proceed in helping those students.  Listed below is a description of each factor and how it relates to helping identify those students.

• Discipline problems - School officials will review records and data for individual students that repeatedly have discipline problems.  The degree and the type of discipline problems will play a role in identifying those students.  Students that commit repeatedly violent types of discipline behaviors will be identified as needing help.  This type of student typically shows a lack of academic interest.  It will be in the best interest of the school to provide these students help to correct these problems. 
• Free/reduced lunch status - Although not a true indicator of a student’s inability to achieve at a high level, students receiving free or reduced lunch have been found to score lower on standardized tests.  These students will be identified by a case-by-case method to make certain that individual students are not placed in a group erroneously.

Home environment - The home environment will be used as appropriate as a factor to identify students in need of help. School officials will communicate with other agencies that may be able to provide these students the needed help.  Any indication of child abuse, neglect, or substance abuse will be reported by the proper school officials to the proper government agency

Talladega County Schools will provide additional educational assistance to students identified using these categories.  The additional assistance will focus on the various and specific needs of each student.  Academic deficiencies will be the emphasis for students that need help improving their level of performance.  No student will be denied Title I Services based upon their participation in the Special Education program. Title I and Title II funds are utilized to reduce class size, therefore, allowing teachers more individual time with students. 

Students will receive counseling in the area of improving behavior.  Discipline will be monitored on a weekly and monthly basis.  Students assigned to Alternative school will receive services designed to help students remain on track with classmates academically.  Counseling may come from outside sources.
School system will provide students with a nourishing meal for breakfast and lunch.  Students not performing well in class will receive extra help through tutoring and remedial help when appropriate.  Teachers will review data from test results to develop strategies to help these students improve on standardized tests. School system may provide tutoring services by a person that can work independently with identified students.  If practical, tutor will be fluent in the language of the student.
The school system will provide assistance to students that may live in an environment detrimental to their learning.  The district will also help the student and parent communicate with proper government agencies when intervention is needed to address needs that fall under the agencies’ responsibilities.

The school system will notify SDE when possible migrant students enroll as well as provide assistance to students in acquiring services and materials as needed.  The LEA will also communicate with proper government agencies when intervention is needed to address needs that fall under the agencies’ responsibilities and provide appropriate interventions and support, including Title I services.
School system will provide appropriate services based upon their exceptionalities and IEPs.  The district will also continue to provide interventions and support, including Title I services as indicated by ongoing assessments.

Local school ASSIST Continuous Improvement Plan (ACIP) teams annually review and revise components of the ACIP to ensure the goals, strategies, and action steps for student achievement are being implemented school-wide.  Formative and summative test data are reviewed in these meetings.  The ACIP Teams are responsible for the creation, evaluation, and distribution of the ACIP to faculty members, parents, and the community.  Each school’s team consists of local school administrators, grade level and special education teachers, counselors, career technical educators, parents, and community representatives.

The LEA Federal Advisory Council annually reviews and revises the System Needs Assessment posted in eGAP.  The council also reviews each federal plan and budget to ensure all students’ needs (academic and personal) are being appropriately addressed.  The LEA Federal Advisory Council consists of the Federal Programs Director, the ESL Coordinator, the LEA Homeless Liaison, the LEA Foster Care Liaison, the Special Education Coordinator, other coordinators for the district, school principals, teachers, federally-funded paraprofessionals, parents, and community representatives. 

The Talladega County School System ensures services are provided to all students with increased emphasis on helping at-risk students (limited English proficient, students with disabilities, homeless, in foster care, and economically disadvantaged) achieve state and local achievement goals.  Criteria for selecting students for intervention are determined at the local school using assessments to screen, diagnose, and determine strategies for teaching and learning both in the classroom and in intervention planning.  Students scoring non-proficient on STAR 360 and other formative assessments, and state mandated assessment subtests are identified as at-risk and targeted for intervention.

In order to address any disparities in teacher effectiveness, a strong focus is given to recruitment and retention of qualified teachers.   System personnel recruit qualified applicants in person and through the SearchSoft system supported by ALSDE.  Experienced, in-field, certified mentors are assigned to novice teachers to consistently meet and plan lessons.  Teachers who do not hold certification must meet ALSDE requirements to obtain alternate certification.  Title II funds support an ongoing, rigorous, professional development plan that will provide rigorous training for all teachers in curriculum development and instructional strategies.  Teachers are evaluated with Educator Effectiveness, a professional growth model designed to meet Quality Teaching Standards. 

In addition, services are provided as needed for Limited English Proficient (LEP) students who have been identified through the Home Language Survey and the WIDA – ACCESS placement test.  Plans are created that are specific to the students’ needs and are implemented within the general education program.  Admission policies are in place for LEP students as well as for other subgroups. Students of other subgroups (i.e., disabilities, migratory, immigrant, neglected, delinquent youth, homeless, and foster care) are also served with integrated programs that are coordinated with general education.  Eligibility is determined using the same criteria applied to all other students. 

With training provided to novice and experienced teachers along with specialty services provided to various subgroups of students, low-income and minority students will not be taught at higher rates than other students by ineffective, inexperienced, or out-of-field teachers.

The Talladega County School System will make every effort to assist schools that do not make Adequate Yearly Progress (AYP) as determined by the Alabama State Department of Education (ALSDE).  Schools falling under this category, labeled as Comprehensive or Targeted Support status, will require immediate and consistent assistance to make the necessary gains for school improvement.  Students attending these schools will be individually identified by administrators and teachers as needing extra help to meet standards.  Improving the academic achievement of the identified students will help the school reach the necessary level of achievement.  Assistance to the identified schools will require a process designed to improve the instructional level and performance of both teachers and students.

The first step in the process is analyzing each phase of the school’s results from state-mandated tests.  District level administrators will assist principals and teachers in analyzing data from the appropriate tests to ascertain which areas are strengths and weaknesses.  The various subgroups in the school will also be identified as having met standards or not meeting standards.  Once the data has been analyzed, the entire faculty of the school will be informed of the findings.

Principals will establish a school improvement team to address the strengths and weaknesses of the school.  The team will complete a Continuous Improvement Plan (CIP) designed to address the needs of the school with input from the faculty as a whole.  The template provided by the ALSDE will be used in order to address all required components.  The CIP will consist of objectives, methods, responsible persons, and timelines for completion.  The CIP will be approved at both the district and state level according to requirements of the ALSDE.

After the CIP has been approved, the school personnel will begin to implement the strategies and methods described.  District level administrators and school level improvement teams will be responsible for monitoring the progress of the plan to make certain implementation is taking place.  Meetings will be held throughout the year as required by the ALSDE to discuss the progress of the CIP implementation and revise as necessary.  Data meetings will also be held to discuss the progress of the identified students. 

The district staff assists schools in analyzing student data to identify student needs, in developing their CIPs, and in implementing their CIPs.  Meetings are held with the schools’ leadership teams periodically to evaluate their plans and to help them assess their educational needs and plan for next steps.  Walkthroughs are conducted on a regular basis to reinforce and recognize the success of the school’s CIP.  The monitoring walkthroughs also help to ensure that teachers are using effective best practices for teaching all students.  On-going coaching and support is provided to classroom teachers and schools by demonstration lessons, brainstorming best strategies for that school to utilize, providing resource materials to teachers, and conducting workshops.

Providing necessary personnel, consultants, equipment, and other needed items will be the responsibility of Talladega County Schools.  Allocated federal funds will be used to provide these services to the school in need of improvement.  Personnel will be provided to address the areas where improvement is needed.  Personnel decisions will be decided upon by principals, teachers, and district level administrators.   These decisions will be based on the need of the schools and the funds available to the school district.

Poverty Criteria eligible attendance areas will be the number of students eligible for free and reduced price meals under the National School Lunch Act.  Schools will be determined eligible based on the highest percentage of need and with at least 35% (targeted assistance) and 40% (schoolwide) from low-income families.  Schools will be rank ordered from poorest to richest.

Talladega County Schools will conduct a Schoolwide program that will ensure that the students in this district receive standards based instruction from Highly Qualified teachers in all schools. District funds will be set aside for focus/priority schools, professional development, homeless, homebound and other district initiatives related to student instructions. As a school wide program funds will be used to support assessment and professional development. Assessments will be used to determine levels and instructional needs for each student; while Professional Development will be offered to teachers to strengthen areas where students need assistance and offer teachers the opportunity for continued growth. As a school wide program, our goal will be to bring all students to grade level in reading. School funds will be used to provide support in reading and mathematics based on the district mission. Funds will be used to provide instructional staff, reading and mathematics programs on line and training in College and Career Ready Standards for all staff. There are currently no centers for Neglected or Delinquent children in the Talladega County Schools District.  There are currently no Targeted Assistance Schools in the Talladega County Schools District.  

Talladega County Schools will follow all guidelines pursuant to the McKinney-Vento Homeless Assistance Act regarding homeless children.  (See the Talladega County Schools Plan for Homeless Children and Youth).  The school system will provide homeless students an opportunity to meet same challenging state and state student performance standards to which all students are held without being stigmatized or isolated.  The enrollment of homeless students will not be denied or delayed due to any of the following barriers:

• Lack of birth certificate
• Lack of school records or transcripts
• Lack of immunization or health records
• Lack of proof of residency
• Lack of transportation
• Guardianship or custody requirements

Available funds will be used to help homeless students that may have fallen behind in their academics.  The funds may be used for tutoring, supplies, or counseling.  School officials will contact the necessary government agencies when appropriate to help students find food, shelter, and medical attention.

The Talladega County School System has a partnership with Head Start, inclusion preschool classrooms, and PreK classrooms funded by federal, state and local funds.  To assist students and parents in the transition process from preschool to kindergarten, students will be invited to attend Kindergarten Academy, during the summer preceding the kindergarten year.  A written list of suggestions, academic standards and curriculum, and the registration process will be distributed.  Students and parents from area preschools and Head Start will be invited to the school for an on-site orientation and tour during the school year prior to the kindergarten year.  An orientation is held at the beginning of the kindergarten year to inform students and parents of school rules, expectations, consequences, policies, and proficiency levels of academic standards and curriculum.  Additionally, all elementary grade students enrolled in Talladega County Schools have the opportunity to meet the teacher and become acclimated to new classrooms at the beginning of each school year.

Presently, there are no Targeted Assistance Schools within the Talladega County School district. 

Fourth, fifth, and sixth (depending on grade structure of school) grade students participate in a middle school orientation day, coordinated by the elementary and middle school counselors. The goal of the orientation day is to acquaint the elementary students will middle school procedures, the fourth, fifth, and sixth-grade curriculum, and courses, and the middle school or high school building. In addition, the parents of our eighth-grade students in our three middle schools are invited to a meeting at the feeder high school to review diploma options, explain freshman course options, discuss athletic opportunities, explain KUDER, and answer questions. The high school counselors, career coaches, career tech counselor, and career tech teachers work collaboratively with students to assist them with selecting post-secondary institutions and jobs in the workforce. Each eighth-grade student completes the KUDER assessment and the data from this assessment is used to guide their four-year plan. As students navigate their high school career, their four-year plan is tweaked as needed. An annual College & Career Fair is hosted by one of our high schools and all juniors and seniors attend. In addition, high school counselors arrange college visits for students.

Counselors and teachers work individually with eighth grade students to develop their Four Year Plan which is annually modified as reviewed throughout high school years.  Beyond individual school counselors and grade level advisors, system-wide career coaches meet and plan with like-interest groups of students or individuals throughout the high school years to help students align their skills and interests with coursework and career goals.  An annual College and Career Fair is provided for all juniors and seniors providing business, industry, military, specialty schools as well as traditional college and university representatives for students to have direct contact with for transition planning and advising.  All students are provided opportunities for technical and academic dual enrollment beginning in their tenth grade year at area community colleges as well as four-year universities as well as Advanced Placement courses to facilitate college and career readiness.

At-Risk Funds and Local Funds are used in the Talladega County Schools to provide in-school suspension (OSCAR). Local school administrators use OSCAR as an alternative to out-of-school suspensions when applicable. In addition, several of our schools offer Saturday School as an alternative to OSCAR or out-of-school suspensions. Classroom teachers collaborate with the OSCAR Instructor to ensure that students are afforded an opportunity to complete their classwork. Discipline data is reviewed throughout the school year to help plan professional development and provide the best opportunity for all students to be successful.

All students begin developing their Four Year Plans in the eighth grade and those plans are updated throughout their high school years as needed.  School counselors, career technical education teachers, career coaches and administrators work collaboratively with students to help them explore post-secondary education and careers that align with their Kuder career assessments. Students attend the annual College and Career Fair, enjoy a variety of guest speakers in their schools, have the opportunity to attend field trips that include manufacturing industries, technical schools, college visits, and can participate in community service activities through their CTSO’s.  These opportunities strengthen relationships and broaden students’ knowledge of their community and careers. Industry recognized credentials are offered to students, where one is available, and grants are written to cover the cost for each student to test. These credentials align with workforce development needs of Talladega County and those of neighboring regions and enable our students to go straight to work perfecting their skill or to support the cost to attend post-secondary education.

Career Technical Education teachers maintain active advisory committees and meet a minimum of two times each academic year. Advisory committee members are invited into the classroom to speak and share industry knowledge. These business and industry representatives assist in keeping classroom instruction relevant and up-to-date through their active involvement and input. Industry, parent, and student surveys are updated every three years to actively solicit recommendations and identify needed changes in classroom instruction to better prepare students for College and Career. All 8th-grade students have the opportunity to attend the World of Works expo to learn about the 16 Career Clusters and participate in hands-on activities. Technical Dual Enrollment is available at partnering junior colleges, transportation is provided, and WFD scholarships have been awarded to all students who have met requirements and applied to cover tuition, books, and supplies.  Academic credit for completion of Dual Tech coursework is recognized as a Career Readiness Indicator.

Cooperative Education (Co-Op) is offered at all 7 high schools to seniors.  Juniors may also Co-Op if space is available or there is a hardship. The Co-Op teacher monitors students monthly to ensure they are working, to collect pay stubs, and to answer any questions the students may have.  Students enrolled in Co-Op may leave campus early to report to work. They can obtain credit for documented paid or unpaid work experiences.

Four state earned units are used to employ gifted teachers.  The gifted program serves gifted and talented students and is offered in grades 3-6 as a pull-out program.  Consultative services may be offered in grades K-2.  Teachers, counselors, parents or guardians, peers, self, or any other individual(s) with knowledge of the student's abilities may refer a student for the gifted program.  Also, second-grade students will be observed as potential gifted referrals using a gifted screening process.  

A state earned unit is used to employ a library media specialist at each school.  Media specialists assist students in developing literacy skills and in strengthening their retention of content knowledge.  Media specialists assist students in selecting literature, conducting research, and using technical devices to acquire knowledge.  Students have the opportunity to visit the media center on a weekly basis.  In addition, classroom teachers schedule time in the media center for students to conduct research needed for classroom projects, and to visit makerspace areas to make and create.