Hereford & U. S. v.

Huntsville City Bd. Of E

PUB LIC STATUS CO NFER ENCE
A UGUST 28, 2019
 Outline for the Day
▪Introductory remarks from Christie Finley, Superintendent
▪Financial Update from Tina Hancock, Chief School Financial Officer
▪Consent Order implementation update given by counsel for the Parties
▪ Discussion of November 2018 Court Report
▪ Discussion of current issues pertaining to HCS
▪Opportunity for Private Plaintiffs and Desegregation Advisory Committee
members to address the Court
▪Opportunity for members of the public in attendance to address the Cou
HCS
HCSVision
Vision HCS Mission
High Expectations
Become a model school system, demonstrating commitment to equity and Inspire, engage, and empower all students in becoming creat
excellence by ensuring all students graduate with the capacity to compete problem solvers, active citizens, and life- long learners throug
Character Driven
successfully and contribute responsibly as citizens in a global society rigorous curriculum and relevant instruction within a support
Student centered environment

Professional Community
Learning Outcomes Whole Student Operations and
Growth Resources
Connections

Focus on Reading and Ensure a positive Ensure all HCS Solicit feedback fr
Ensure all teachers
math for all students school climate facilities are safe and community memb
with intention and have a positive and
promote a conducive and stakeholders
integrity supportive work
learning environment
environment
Ensure students are on- Partner with
track for on-time Increase attendance Maintain an community
Increase teacher
graduation by the end rates for all students appropriate reserves organizations to
of 9th grade retention
to cover operating provide enrichme
expenses opportunities for
Continue to expand Provide purposeful students
career technical professional
programs to align Implementation of a development that
with workforce comprehensive directly supports
demands guidance curriculum classroom instruction
 Huntsville City Schools
SCHOOL
INDICATORS MEASURES *
ABSENTEEISM K-12 non-chronically absent students (18 or more absences) ✓ For All Schools
ACCOUNTABILITY

Grade 3-8 students proficient on state test ✓ For P5, P6 Middle only
READING ACHIEVEMENT
Grade 11 students proficient on state test ✓+ For HS only
Grade 3-8 students proficient on state test - For P5, P6 Middle only
MATH ACHIEVEMENT
Grade 11 students proficient on state test - For HS only
Grade 3-8 students attaining growth target in Reading ✓ For P5, P6 Middle only
ACADEMIC GROWTH Grade 3-8 students attaining growth target in Math ✓ For P5, P6 Middle only
1
Grade K-12 EL students attaining growth target in English Proficiency ✓ For All Schools
4-Year graduates2 - For HS only
COLLEGE & CAREER
Student attaining a college & career readiness indicator 2 ✓ For HS only
ATTENDANCE K-12 Average daily attendance rate ✓ For All Schools
CONTINUOUS IMPROVEMENT

Returning teachers 3 NA For All Schools

TEACHER SUPPORT
Nationally Board Certified Teachers NA For All Schools
Students enrolled in the HCS Pre-K Program (Grade 98 & 99) 4 NA For P5, P6 Middle only
Pre-K students meeting developmental and learning
NA For P5, P6 Middle only
EARLY LEARNING progressions 5
Grade K DIBELS nonsense word fluency proficiency 6 - For P5, P6 Middle only
Grade 1-2 oral reading fluency proficiency7 - For P5, P6 Middle only
Grade 6-8 enrollment in an Honors course4 NA For P6, Middle only
HIGH SCHOOL READY
Grade 8 Math proficiency 8 NA For Middle only
Grade 9 students passing all core courses NA For HS only
Grade 10 students passing all core courses NA For HS only
ON TRACK Transcript audits completed for all Grade 11 & 12 students in
NA For HS only
Fall
Grade 9-12 extracurricular participation NA For HS only
 2018-2019 Highlights
• Develop District Strategic Plan
• Create plan that would encompass current state accountability measur
and Consent Order Green Factors
• Identify and organize pillars that support District Strategic Plan
• Identify benchmark measures to determine effectiveness of goals
• Development of school level and District level tools for tracking
implementation of Strategic Plan

• Student Achievement Focus

• Developed Indicators of Future Success, which were identified by the
State as a model (see previous slide)
• Created Reading and Math goals consistent with the Consent Order
• Identified ACT goals
• Supported school leaders in implementing College and Career Readines
Indicator
 2018-2019 Highlights
• Professional Growth Focus
• Renewed the use of Teacher Improvement Plans, which focus on growing
our new teachers
• Worked with community leaders to develop a plan for expansion of National
Board-Certified Teacher opportunities
• Developed an evaluation measurement for principals, assistant principals,
and District certified staff
• Created New Mentor/ Mentee professional learning community for new
principals
•
• Operations and Resources Focus
• Made strategic financial decisions that progressed the District towards one-
month General Fund reserve while preserving the teacher pay-raise
• Where possible, protected the classroom by reducing “stuff” and not staff
• Realigned District staff to support schools
• Conducted high school facilities assessment to determine capital
improvements
 2019-2020 FOCI
• Continued focus on increasing student
achievement
• Continued focus on teacher retention
• Continued focus on transparency and
community connectedness
• “Year of the Whole Student”
 GENERAL FUND ANALYSIS
1
9/12=75%

2
3

5
6

8
 CASH BALANCES TO DATE
Cash Balance
40,000,000
35,000,000
30,000,000
25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
0
Oct, Nov, Dec, Jan, Feb, Mar, Apr, May, June, July, Aug, Sept, Oct, Nov, Dec, Jan, Feb, Mar, Apr, May, Ju
2017 2017 2017 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2019 2019 2019 2019 2019 20

Fiscal Year 2018 Fiscal Year 2019

Month Cash Balance Month Cash Balance
Oct, 2017 7,057,619.44 Oct, 2018 4,295,795.16
Nov, 2017 10,419,044.22 Nov, 2018 8,508,527.38
Dec, 2017 17,783,421.97 Dec, 2018 24,393,756.50
Jan, 2018 33,078,032.20 Jan, 2019 35,970,671.74
Feb, 2018 28,401,668.72 Feb, 2019 34,521,918.72
March, 2018 25,124,444.88 March, 2019 31,495,315.59
Apr, 2018 21,991,166.37 Apr, 2019 28,586,016.46
May, 2018 16,967,201.20 May, 2019 22,917,278.38
June, 2018 13,783,691.37 June, 2019 21,667,354.22
July, 2018 12,998,982.78
Aug, 2018 10,498,168.17

9 Sept, 2018 7,389,763.65

 GENERAL FUND
45,000,000
40,000,000
35,000,000
30,000,000
25,000,000
20,000,000
15,000,000
10,000,000
5,000,000
0
Oct, Nov, Dec, Jan, Feb, Mar, Apr, May, June, July, Aug, Sept, Oct, Nov, Dec, Jan, Feb, Mar, Apr, May, June,
2017 2017 2017 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2018 2019 2019 2019 2019 2019 2019

Fiscal Year 2018 Fiscal Year 2019

Month Revenues Expenditures
Month Revenues Expenditures
Oct, 2017 14,715,011.03 15,797,073.03
Oct, 2018 23,181,696.23 17,215,750.64
Nov, 2017 15,653,406.79 18,468,563.87
Nov, 2018 28,5779,658.99 18,874,930.74
Dec, 2017 25,488,830.40 18,931,263.31
Dec, 2018 34,435,163.13 19,895,422.67
Jan, 2018 42,090,977.36 24,228,186.29
Jan, 2019 16,252,537.78 18,019,614.67
Feb, 2018 14,942,010.75 20,961,198.47
Feb, 2019 16,015,609.80 15,853,377.11
Mar, 2018 14,114,122.63 19,066,624.95
Mar, 2019 13,793,479.89 17,828,101.90
Apr, 2018 14,412,686.97 18,109,996.71
Apr, 2019 14,405,609.05 17,338,031.63
May, 2018 19,853,255.10 16,466,047.89
May, 2019 14,131,396.61 19,794,924.00
June, 2018 14,538,291.36 18,331,993.25

1
June, 2019 14,870,024.60 16,022,122.73
July, 2018 18,920,849.42 18,572,354.66
Aug, 2018 9,192,979.60 11,553,576.41

0 Sept, 2018 18,222,266.76 24,199,890.46

 General Topics
▪General monitoring, reporting, and oversight updates

▪Notable Changes in the District

▪School Climate Issues

▪ Rolling Hills Elementary School - Update
▪ Huntsville High School
▪ Jemison High School
▪ McNair Junior High School
▪ Blossomwood and Jones Valley Elementary Schools – Update
▪Budget Cuts
 General Monitoring, Reporting, &
Oversight
▪Requests for information from the United States
▪ Approximately 66 from July 2018 to August 2019

▪Requests for information from the DAC:

▪ Approximately 35 from August 2018 to August 2019

▪Approximately 33 teleconferences between the Parties from August 2018 to August 20

▪DOJ visits to Huntsville City Schools facilities

▪ 2, 4-day site visits since the last status conference (October 2018; February 2019)
_______________________________________________________________
▪DOJ Comments
 Notable Changes in the District
▪Board Member
▪ May 2019: Pam Hill Resigned as District 5 Board Member
▪ June 2019: Carlos Mathews named as new District 5 Board Member by City C

▪New CSFO

▪Retirement of Dr. Tammy Summerville

▪Splitting the P-8s

 School-Specific Issues & Updates
▪Rolling Hills Elementary School
▪ Improved Climate
▪McNair Junior High
▪ New Principal
▪ Projected Improved State Report Card Performance
▪Blossomwood Elementary School
▪ Firearm Incident
▪Jemison High School
▪ Principal Turnover
▪ Projected Improved State Report Card Performance
▪Huntsville High and Jones Valley Elementary Schools – Update
 Budget Cuts
▪Reduced local units by 57.5 for a cost savings of $4,300,000
▪Reduced support staff by 16 units for a cost savings of $1,200,000
▪Reduced outsourced staff for a cost savings of $150,000
▪Combined after school care sites for savings of $75,000
▪Implemented fee for Pre-K classes based upon sliding scale for OSR Pre-K classes to ge
approximately $200,000 of income
▪Rebid contract labor to reduce costs by $700,000
▪Eliminated 6 bus routes for savings of $380,000
▪Eliminated daily stipends/supplements associated with early morning and evening bus
savings of $200,000
▪Split P-8 schools for increase in state allocations of $600,000
▪Reduce curriculum software contracts for savings of $500,000
DOJ Comments
 Student Assignment
▪ M-to-M Program

▪Magnet School Updates

▪Enrollment and Capacity Updates

▪Closure of Sparkman Homes Public Housing

▪State Magnet School

 Notable Data from November 2018
M-to-M Transfer Report
▪Number of Students Offered & Accepted M-to-M Tra
▪District-Wide: 307
▪Blossomwood Elementary School: 17
▪Jones Valley Elementary School: 15
▪Hampton Cove Elementary School: 16
▪Goldsmith-Schiffman Elementary School: 9
▪Grissom High School: 6
▪Huntsville High School: 78
 Magnet Successes
▪Lee Performing Arts – 1st Place in statewide “How We Achieve Excellence in Our School” vid
contest - https://www.youtube.com/watch?v=DQKqHAPxFOg&
▪New Century - #3 High School in Alabama per NICHE and US News and World Reports
▪ASFL
▪ State Report Card Grade – Increase from 79 to 86
▪ Future City Competition – 1st Place Statewide; 3rd Place Nationally!
▪ https://futurecity.org/showcase/asfl-future-city-team-places-3rd-future-city-national-fin
▪College Academy - houses grades 9th-12th for first time
▪AAA – Music department expanding to offer students the opportunity to learn instruments
strings (recorders, keyboards, percussion, etc.)
▪Magnet Fair – Over 300 Attendees
 Diversity in Enrollment
Report X.A
Black White O
School 2014-15 2018-19 2014-15 2018-19 2014-15
Blossomwood 20% 38% 73% 48% 7%
Elementary

Jones Valley Elementary 6% 26% 86% 51% 8%

Whitesburg P-8 27% 28% 56% 38% 17%

Huntsville Junior High 22% 44% 72% 43% 6%
District Average 39% 38%
 Capacity Issues
▪No changes to the school attendance zones

▪Growth in Huntsville has led to increased enrollment in certain areas

▪ Hampton Cove Elementary and Middle Schools
▪ Goldsmith-Schiffman Elementary School
▪Other schools at or near capacity:
▪ Monte Sano Elementary
▪ Morris Elementary and Middle Schools
▪ Columbia High School
▪ Grissom High School
▪ Whitesburg Elementary and Middle Schools
 Closure of Sparkman Homes
▪All 166 units to be relocated by Huntsville Housing Authority.
▪ Option to move to other Public Housing
▪ Option to move via Tenant Protection Vouchers

▪Approximately 100 families with school-aged children

▪Sparkman Homes is zoned for Morris Elementary, Morris Middle, a

Columbia High Schools.
▪ The District does not know where the students in these families will en

▪Estimate that closure of Sparkman Homes will be this fall.

 Alabama School of Cyber Technology
Engineering
▪Announcements:
▪President: Mr. Matt Massey
▪Estimated Opening Date: August 2020
▪Location: Research Park

▪Other Information:
▪ The District is working to obtain additional information about student enrollm
▪ It is the District’s goal to work collaboratively with the ASCTE so that both th
and ASCTE can meet their goals.
 DOJ Comments:
Student Assignment
▪M-to-M Program

▪Enrollment and Capacity Updates

▪Magnet School Updates

 Extracurricular Activities
▪Improved Plans and Goals

▪Remedying low participation

 Extracurricular Activities
▪The District has continued to push schools to set aspirational goals for
extracurricular activities.

▪Each school considers its previous year’s data when determining how to
goal for the upcoming year.

▪The District continues to expand opportunities for club offerings:

▪ Power Hour – in high schools
▪ Club Days – in elementary and middle schools
 Low Participation Issues
▪In the November 2018 Court Report, the District Reported the following
Team Name Black White Other
Academic Team 0 0 0
Math Team 0 0 0

▪In the November 2019 Court Report, we expect to show:

Team Name Black White Other
Academic Team 10 2 7
Math Team 4 1 1
 DOJ Comments:
Extracurricular Activiti
 Equitable Access to Course Offering
▪Gifted Education

▪Honors/AP Enrollment

▪Proficiency Data

▪Continued State Testing Challenges

 Percent of HCS Students in Grades 3-5
Identified as Gifted
Black White Other
100%

90%

80%

70%

60%

50%

40%

30% 27% 26% 28% 28%

20% 17% 17%

14%
9% 9% 8% 9%
10%

0%
2015-16 2016-17 2017-18 2018-1
 Gifted Education Update
▪As a reminder, the District had difficulties obtaining a waive
the Alabama State Department of Education

▪Recently, the District has been made aware of the fact that
ALSDE would reconsider its waiver.

▪As of August 21, 2019, the District has resubmitted its waive
the ALSDE.
 Percent of HCS Students in Grades 6-8
Enrolled in an Honors Course Honors/AP
100%
Black White Other
Enrollment
90%
▪The District is seeing a generally positive
80% 74% 77% 76% enrollment at the middle school level.
71%
70% 66%
59%
60% 55% 55%
53%
51% ▪The District is not seeing that same upwa
49% 49%
50% 47% Honors and AP enrollment at the high sc
42%
40%

30% 28%
▪This was a major topic of discussion durin
20% Superintendent’s summer leadership tea
the District leaders are working with the
10%
develop plans for increasing enrollment.
0%
2014-15 2015-16 2016-17 2017-18 2018-19
 Percent of HCS Students in Grades 9-12
Enrolled in an Honors Course Honors/AP
100%
Black White Other
Enrollment
90%
▪The District is seeing a generally positive
80% enrollment at the middle school level.
70%

60%
51% ▪The District is not seeing that same upwa
48% 49%
50% 46% 46% Honors and AP enrollment at the high sc
38% 38% 37% 38%
40% 35%
28% 29% 28% 28%
30% 24% ▪This was a major topic of discussion durin
20% Superintendent’s summer leadership tea
the District leaders are working with the
10%
develop plans for increasing enrollment.
0%
2014-15 2015-16 2016-17 2017-18 2018-19
 Percent of HCS Students Enrolled in an AP
Course Honors/AP
100%
Black White Other
Enrollment
90%
▪The District is seeing a generally positive
80% enrollment at the middle school level.
70%

60%
▪The District is not seeing that same upwa
50% Honors and AP enrollment at the high sc
42% 41% 41%
40%
40%
32%
26% 27% 28% 27%
30%
20%
▪This was a major topic of discussion durin
18% 19% 18% 18%
20% 15% Superintendent’s summer leadership tea
the District leaders are working with the
10%
develop plans for increasing enrollment.
0%
2014-15 2015-16 2016-17 2017-18 2018-19
 Percent of HCS Grade 3-8 Students Proficient in Reading

Black White Other Academic Profic

100%
Strategies and Action Steps
Reading
90%
Use a tiered approach in the delivery of literacy instruct
80% • Collaborative Literacy curricula and Huntsville Ci
70%
Pathway will be used to provide differentiated, sm
69%
70% based on students’ needs
63%
• “What I Need” (W.I.N.) time (intervention) and “
60% 57% (enrichment) time are built into each school’s mast
54%
students’ needs
50%

39% 39% 38% Develop assessment literacy

40%
33% • STAR 360 training for administrators and ARI Rea
30% the available standards-aligned resources to suppo
30% 26% 26%
23% and student growth
20%
20% 18%
Design content-deepening professional learning opport
10% learning
• Face-to-face, virtual, and embedded professional le
0% offered for administrators, ARI Reading Specialists
2014-15 2015-16 2016-17 2017-18 2018-19 the effective implementation of the core curricula
• Embedded literacy coaching support is provided in
 Percent of HCS Grade 3-8 Students Proficient in Math

100%
Black White Other Academic Profici Strategies and Action Steps
Math
90%
Use a tiered approach in the delivery of literacy instruct
80%
• enVision Math and Huntsville City Schools’ Math
71% 72%
support differentiated, small-group instruction dail
70% 67% 66%
64% • “What I Need” (W.I.N.) time (intervention) and “
60% (enrichment) time are built into each school’s mast
students’ needs
48% 49%
50%
42% Develop assessment literacy
41% 40%
40% • STAR 360 training for administrators and Title I C
31% regarding the available standards-aligned resource
29%
30% 25%
planning and student growth
23% 24%

20% Design content-deepening professional learning opport

learning
10% • Face-to-face professional learning opportunities ar
Title I Curriculum Specialists in the effective imple
0% curricula
2014-15 2015-16 2016-17 2017-18 2018-19
• Embedded math coaching support is provided in a
 Percent of HCS Grade 11 Students Proficient in English

Black White Other High Schoo

Academic Profic
100%

90%
84%
80%
80% 78%
76% Example Secondary Action Ste
73%

70% ▪Teachers will develop small group differentiate

based on students who need remediation, clar
60% 57%
enrichment.
55%

49% ▪Teachers will develop student engagement act

50% student participation during lessons. During th
45%
42% October, principals and teachers will participat
40% development to increase student engagement
30%
30%
29%
▪English, math, and science teachers will use be
25%
23% 24% in grades 10-12 focusing on ACT and ACT Work
20%
▪Students will participate in online ACT prepara
the Alabama State Department of Education.
10%
▪Students in grades 11 and 12 will have the opp
0% in an ACT prep course as a regularly scheduled
2014-15 2015-16 2016-17 2017-18 2018-19
 Percent of HCS Grade 11 Students Proficient in Math

Black White Other High Schoo

Academic Profic
100%

90%

80% Example Secondary Action Ste

70% ▪School administration will observe classroo
ensure consistent and effective instructiona
60%
54% 54%
52% ▪Teachers will provide reinforcement of instr
50% standards not mastered by students during
44%
41%
least once per week.
40%
34% ▪Teachers will participate in professional lear
31% communities with the purpose of enhancin
30%
23% 24% effectiveness: effective delivery of instructio
19% tiered instruction, development of rigorous
20% and consistent progress monitoring of stude
9%
10% 6% 7% 5% ▪District wide instructional conversations wil
4%
a year to measure the level of implementat
0% and procedures for closing the achievemen
2014-15 2015-16 2016-17 2017-18 2018-19
 Percent of HCS Grade 3-8 Students Attaining Growth Target in R

Black White Other

100%

90%

80%

70%

Growth Data: 60% 56%

Positive Trends 50%

44% 43%
41%
40% 36%

30%

20%

10%

0%
2017-18 2018-1
 Percent of HCS Grade 3-8 Students Attaining Growth Target in

Black White Other

100%

90%

80%

70%

Growth Data: 60%

Positive Trends 50% 46%

40%
34% 34%
32%
30% 28%

20%

10%

0%
2017-18 2018-1
 Collaborative Classroom Model
▪As mentioned in last year’s status conference, the District implemented a new model f
teaching literacy in the 2018-19 school year called Collaborative Classroom.
▪Student Success:
▪ There was a 15% and 10% increase in the number of Kindergarten and First Grade stude
(respectively) attaining benchmark status from beginning of year to end of year during th
2019 administration of DIBELS.
▪Teacher Buy In:
▪ 89% noticed increases in their students’ writing as a result of engaging with Being a Writ
▪ 95% noticed improvements in their students’ reading as a result of engaging with Being
Making Meaning, or SIPPS.
▪ 80% indicated opportunities to collaborate (lesson studies and planning sessions) and em
instructional coaching had the most impact on their teaching of Collaborative Literacy.
▪ All schools were and are expected to develop master schedules that allow time for teachers to regularly colla
week.
 State Testing Challenges
▪Alabama State Department of Education found that ACT Aspire wasn’t aligned
Curriculum.

▪ALSDE has repeatedly changed the assessment for determining grade 3-8 profi
▪ 2016-2017: ACT Aspire is summative (given 1 time)
▪ 2017-2018/2018-2019: Scantron is formative and summative (given 3 times)
▪ 2019-2020: Alabama Comprehensive Assessment Program is summative (given 1 tim

▪This will affect the ability to compare reports year to year

▪ As mentioned in the past, this makes comparing proficiency year over year more dif
 DOJ Comments:
Equitable Access to Course Offering
▪Gifted Education

▪Honors/AP Enrollment

▪Proficiency Data
 Faculty
▪Compliance with Singleton Ratios

▪Committee Demographics

▪Assignment of Principals and Assistant Principals

▪Update on Teacher Raises

 Compliance with Singleton Ratios
▪Reports shows small number of schools outside Singleton Ratio. McNair
Jemison were the out by the largest margin:

▪ District Wide 28% Black | 69% White |

▪ McNair Junior High School 58% Black | 42% White |

▪ Mae Jemison High School 56% Black | 41% White |

▪Throughout the year, these numbers fluctuate as teachers transfer, resign, retir
▪This leads to the District needing to take steps to ensure that the ratios stay in
compliance with the Singleton Ratios.
 Diversity on Selection Committees
Number of Committees That Did Not Approximate Racial Ma
Interviews that didn’t Approximate 9
Total Interviews 647
Percentage that didn’t Approximate 1.4%
Selection of School Level Administrat
30

Assistant Principals Principals

25

20

15

10

0
18-19 19-20 18-19 19-20
Black White Other
 Plan to Retain Teachers
▪National Board Certified Teachers
▪ Annual bonus from the state (as high as $10,000 per year)
▪ Commitment and partnership with industry

▪Teacher Raises
▪ The District maintained the teacher raise despite the need to correct finances.

▪Improving climate for teachers

▪ Implementation of the Consent Order is challenging.
▪ Counsel is working with HEA to find ways to better communicate the goals of the Co
Order with teachers.
 Teacher Raise – Update
Degree 2018-19 (includes 2.5% State Increase) 2019-20 (Includes 4% State
Bachelor Starting $39,533.70 $41,357.52
Bachelor Ending $57,183.60 $59,675.58
Master Starting $45,459.18 $47,554.09
Master Ending $64,688.32 $67,481.22
AA/EdS Starting $49,017.44 $51,275.44
AA/EdS Ending $68,964.07 $71,927.64
Doctor Starting $52,574.68 $54,996.80
Doctor Ending $72,463.52 $75,567.43
DOJ Comments:
Faculty
 Facilities Overview
▪The District completed all of the enumerated projects of the Consent Or
▪ Whitesburg P-8
▪ Academy for Academics and Arts
▪ Huntsville High School Freshman Academy
▪ Sonnie Hereford Elementary School
▪ McNair Junior High School
▪ Jemison High School
▪ Grissom High School
▪ SMALL Lab Plan
 Facilities Overview
▪Completed ahead of schedule:
▪ Morris P-8
▪ Martin Luther King, Jr. Elementary School

▪Corrections to new facilities:

▪ JHS Tennis Courts completed

▪Two Title IX Matters

▪ HHS Softball – Settled; work on facilities nearly complete
▪ LHS Softball – Settled; work on facilities is underway
 Facilities Way Forward
▪The District will work to determine whether they can move fo
unitary status following the completion of the Transportation
▪Counsel for the District will provide relevant evidence to the Unit
States to determine a way forward.

▪Counsel for the District will work with District maintenance empl
to build the relevant evidentiary materials.

▪The District will begin working on a motion and brief to share wit
United States.
Jemison Tennis
Courts
DOJ Comments:
Facilities
 Transportation
▪The Parties are close to filing a Joint Motion for Partial Unitary Status
▪ The Parties have been working so that they can file the Motion as soon as possible.

▪ Prior to filing, counsel for the Board will present the Motion and supporting brief/ev
the Board at a public meeting.

▪ The Board will vote on whether to proceed with the Motion at a later meeting in ord
community members a chance to reach out to the District or the Board to comment
Motion.

▪ To facilitate any fairness hearing the Court may wish to hold, the Parties will develop
executive summary to help the Huntsville community understand what Partial Unita
is and is not.
DOJ Comments:
Transportation
 Student Discipline
▪Behavioral Learning Guide

▪Major Initiatives Update

▪Discipline Data – Updates

▪Year of the “Whole Student” – Pillar 2

 Behavioral Learning Guide
▪BLG started in 2016-17
▪ Too dense
▪ Not user friendly

▪BLG in 2017-18, 2018-19

▪ Continued refinement
▪ It is the District’s goal to limit any future revisions to help the District with tracking s
discipline data.
 PBIS & Restorative Practices
▪Positive Behavior Interventions and Supports
▪ All school-level training is complete
▪ Each school has a “PBIS Coach” who is responsible for helping the faculty and staff a
her school implement PBIS with fidelity.

▪Restorative Practices
▪ Restorative Panel Meetings (RPMs)
▪ These have expanded each year they have been used.
▪ The District is working with school administrators to implement a similar approach at the school level.

▪ The District created documents to help schools implement intervention plans that li
Restorative Panel Meetings
 RPM At A Glance
60

50
Repeat Offenders

Only 7 out of 117 were

40
later recommended
for expulsion. (6%)
30

20

10

0
Percentage of 117 Total RPMs
Black White Other
 Percent of HCS Students Receiving an ODR
Black White Other
100%

90%

80% Discip
Data
70%

60%

Trend
50%

40%

30% 24%
23%
21% 21%
20%
8% 8% 6%
10% 8% 10% 6% 8%
10%

0%
2015-16 2016-17 2017-18 2018-19
 Discipline
Percent of HCS Students Receiving In-School Suspension

Black White Other

Data Tren
100%

90%

80% Strategic Plan Pillar 2 Goa

Reduce Incidents of Nega
70%
▪Conduct classroom guid
60% that focus on communic
solving, conflict resolutio
50% and decision-making skil
40%

30% ▪Develop and implement

22% 12 nine-week themes an
20% 18% topics at each level (elem
12%
14%
10%
and high) that teach and
10% 5% 5%
7% 7%
8% 7% positive behaviors, socia
4%
skills.
0%
2015-16 2016-17 2017-18 2018-19
 Discipline
Percent of HCS Students Receiving Out-of-School Suspension

Black White Other

Data Tren
100%

90%

80% Strategic Plan Pillar 2

70%
Implement PBIS with In

60% ▪Equip a certified teache

school with PBIS coach
50% focuses on tiered interv
provide on-going suppo
40%

30%

20% 17%
▪Utilize the TFI (Tiered F
12% 11%
14% Inventory) district-wide
10%
4% 5%
implementation.
3% 2% 3% 3% 4%
2%
0%
2015-16 2016-17 2017-18 2018-19
 Number of HCS Students
Placed at an Alternative School Discipline
250
Black

231
White Other
Data Tren
Strategic Plan Pillar 2
200
183 Enhance Implementatio
Restorative Practices
152
150 ▪Secure professional dev
training for restorative
IV funds)
100 92
▪Implement school level
practice teams
50 39 38 36
29 ▪Create and Implement
17 12 Forms
10 11
0
2015-16 2016-17 2017-18 2018-19
 Number of HCS Students Arrested at School
Black White Other Discipline
160

140
143 Data Tren
129 130
Strategic Plan Pillar 2
120
Enhance Implementatio
103 Restorative Practices
100
▪Secure professional dev
80 training for restorative
IV funds)
60
▪Implement school level
40 practice teams

20 16 17
13 13
▪Create and Implement
6 5 5 6 Forms
0
2015-16 2016-17 2017-18 2018-19
 Year of the Whole Student
Strategic Plan Pillar 2 Goal: Support and Enhance a Positive School Climate
▪Conduct a safe and inclusive schools forum for parents, students, and community stake
▪ This occurred on August 24, 2019
▪Provide monthly community outreach around topics such as:
▪ Vaping
▪ Suicide awareness
▪ Cyber safety
▪ Mental health awareness
▪ School attendance/truancy
▪ Supporting LGBTQ youth
▪Community presentations will be recorded and used as staff and principal PD.
▪Implement the Anti-Defamation League’s No Place for Hate program across the Distric
 DOJ Comments:
Student Discipline
 Teacher Survey
▪Focused on: (a) school climate; (b) discipline; (c) effectiveness of
BLG/Matrix/Bloom
▪ Opened – May 13, 2019
▪ Closed – June 11, 2019
▪Provided to all non-administrator certified employees
▪ Examples: classroom teachers, counselors, SPED teachers, intervention
certified specialists
▪ Distributed to 1,648 District employees
▪Survey was accessible online from any device with internet capability
 Teacher Survey
Response Rate
▪Generally speaking, survey results are reliable with a response rate of 65
greater.
▪Teacher Survey: 36% Response Rate (586 Responses)
▪Response Rate by Race
▪ Black Respondents: 25% Response Rate (117 Responses)
▪ White Respondents: 38% Response Rate (433 Responses)
▪ Other Respondents: 78% Response Rate (36 Responses)
▪School Response Rates – Fluctuated between 9% and 50% across the Dis
▪ Only 13 schools had a response rate of 40% or greater
 Teacher Survey
Are employees accurately reporting discipline data?
▪62% of Respondents agreed that “I consistently report student behaviors in BLO
▪85% of Respondents agreed that “my principal supports teachers reporting stu
behaviors in BLOOM.”
▪ 90% of Black Respondents Agreed; 84% of White Respondents Agreed
▪Example Free Response:
▪ “Bloom takes a lot of time, and since you can’t use it from home, we end up having
after school longer than expected some days to log all the behaviors.”
▪Themes of Free Responses: (1) BLOOM takes too long; (2) BLOOM is not access
home; and (3) properly reporting discipline can take away from necessary instr
time.
 Teacher Survey
Do teachers have the tools necessary to address stude
behavior problems?
▪80% of Respondents agreed that “the behavioral interventions that I use with s
are effective.”
▪57% of Respondents agreed that, for students with the most severe behaviors,
aware of schools and District resources that can help me support my students n
school.”
▪Example Free Response:
▪ “My experience is that it is the same 1-3 kids in every classroom that disrupt the learning of o
amount of PST, PBIS, in school or out of school suspension is going to solve that. This small gr
students in our school need more than we can provide them with. They need severe emotion
in a much smaller setting.”

▪Themes of Free Responses: (1) more mental health services are needed; and (2
five students in each class cause most of the discipline issues.
 Teacher Survey
Are consequences for bad behavior administered equita
▪93% of Respondents disagreed with the statement that “Black students are pu
more harshly than other students.”
▪ Black Respondents: 75% disagreed
▪ White Respondents: 98% disagreed
▪Statement: “Cultural differences in communication often result in minority stud
being penalized more frequently than White students.”
▪ Black Respondents: 40% either agreed or strongly agreed
▪ White Respondents: 9% either agreed or strongly agreed
▪The survey did not have a free response question that tied directly to this issue
 Teacher Survey
Closing Thoughts
▪“Data collection will play an important role in the implementation of the
proposed consent order: ‘It's the vehicle for change, if you don't know w
or not you are making progress . . . then you cannot monitor the changes
evolve.’” – (Doc. 449, pp. 23-24) (quoting (Doc. 446, p. 90)).
▪While the survey results have some value, the low response rate was
disappointing.
▪Feedback from on the ground personnel is critical for assessing impleme
of the Consent Order and determining where improvements need to be
▪For future surveys, the Parties are hopeful that participants will respond
much greater rate when feedback is requested.
▪ These surveys are the chance to have your voice heard.
DOJ Comments:
Teacher Survey
 Desegregation Advisory Committee
(DAC)
▪Update on Parties’ Role in Assisting DAC

▪DAC Report Timeline Summary

 Assisting the DAC
▪Communication Options for the DAC
▪ Lock boxes
▪ Email Address
▪ Mailing Address
▪ Website
▪ Public Meetings

▪The District responded to the DAC’s Information Requests

▪Parties assisted the DAC with training.

 DAC Report
▪The 2018-19 DAC completed its report by early June.

▪The Superintendent presented her response to the DAC’s report at the f

Board meeting in July.

▪2018-19 DAC Chair will address the Court this afternoon.

 DOJ Comments:
Desegregation Adviso
Committee
Closing Comments fro
the Parties
Comments from the
Proposed Plaintiffs
Comments from the
2018-19 DAC Chair
Comments from the
Community
PLEA SE FO LLO W C O UR T ’S INSTR UC TIO NS