Bessemer City Schools not meeting several leadership standards according to new accreditation report

SEVEN DAY FORECAST COMING UP. ALL RIGHT, JASON, NOW TO NEW FINDINGS TONIGHT REGARDING THE STATE TAKEOVER OF BESSEMER BOARD OF EDUCATION. THE REPORT RELEASED THIS EVENING DURING A MEETING �� JARVIS ROBERTSON LIVE IN LOCAL WITH MORE. NOT A GREAT REPORT CARD FOR THE DISTRICT JARVIS. NOT NECESSARILY GUY. BUT THERE IS HOPE. NOW THIS REPORT FROM COCKNEY ACCREDITATION. IT SHINES A LIGHT ON WHAT’S HAPPENING WITH INSIDE OF BESSEMER CITY SCHOOLS. AND AS YOU ALL MENTIONED, THIS DOES COME AFTER THE STATE VOTED TO INTERVENE WITHIN BESSEMER SCHOOLS THIS PAST AUGUST. NOW THE REPORT FOCUSES ON FOUR DIFFERENT KEY AREAS, THAT BEING CULTURE OF LEARNING, LEADERSHIP OF LEARNING, ENGAGEMENT OF LEARNING AND GROWTH IN LEARNING. OUT OF FOUR DIFFERENT LEVELS, BESSEMER SCHOOLS RECEIVED A LEVEL TWO RATING. THIS MEANS THEY ARE NOT MEETING THE STATE STANDARDS. HOWEVER, THE REPORT INDICATES THERE ARE SIGNS OF IMPROVEMENT THAT THE ACCREDITING AGENCY INTERVIEWED 72 PEOPLE FROM THERE FOR THEIR REPORT, RANGING FROM THE SUPERINTENDENT, BOARD MEMBERS, TEACHERS, STUDENTS AND MORE. THE DISTRICT RANKED AT A LEVEL TWO WHEN IT COMES TO LEADERSHIP OF LEARNING AND ENGAGEMENT OF LEARNING. FOCUS CENTERED AROUND COMMUNICATION, INFLUENCE AND IMPACT IN POSITIVE WAYS, MODEL AND ENGAGEMENT, AND ALSO EXPECTATIONS. TONIGHT, I SPOKE TO THE BOARD PRESIDENT AND THE APPOINTED CHIEF ADMINISTRATIVE OFFICER ABOUT WHAT THEY WERE PRESENTED TONIGHT AND HOW THEY FELT ABOUT IT. SO YES, WE DO HAVE SOME SOME GROWTH AND DEVELOPMENT TO DO AS A BOARD, SOME ADDITIONAL TRAINING THAT WE WANT TO DO TO MAKE SURE THAT WE’RE WORKING TOGETHER WELL FOR THE BEST, WITH THE BEST INTEREST OF OUR DISTRICT. AND WE WILL DO THAT. I FEEL THERE’S IMPROVEMENT THAT IS NEEDED, BUT WE’RE GOING TO WORK TO MAKE THOSE IMPROVEMENTS. WE WANT TO MAKE SURE THAT ALL ASPECTS OF TEACHING AND LEARNING IS BEST, AND BESSEMER IS AS BEST AS IT CAN BE. ALL RIGHT, SHOSHANNA IS A FIFTH GRADE TEACHER. NOW, DURING THE REPORT PRESENTATION, THE REPRESENTATIVE FROM COGNIA MENTIONED THAT THERE NEEDS TO BE A CLEAR DEFINITION OF LEADERSHIP AND EVERYONE’S ROLE WITHIN BESSEMER CITY SCHOOLS NEEDS TO BE DEFINED. HE SAID, QUOTE, EVERYWHERE NEEDS TO BE A POCKET OF EXCELLENCE IN THIS DISTRICT. COCKNEY IS NOT AN ORGANIZATION THAT WILL GIVE YOU A REPORT AND THEN DOES NOT FOLLOW UP AND STAY CONNECTED WITH YOU. SO AS THEY ARE UNPACKING THE REPORT WITH THE LEAD EVALUATOR, IF THERE ARE QUESTIONS, OF COURSE WE WILL ANSWER THEM, BUT THEY WILL HAVE AN ASSIGNED A LEAD EVALUATOR WORKING WITH THEM. AND LATER ON WE WILL FOLLOW UP. BUT I SHALL FOLLOW UP WITH THE SUPERINTENDENT AND THE CHIEF ADMINISTRATIVE OFFICER TIED TO THE STATE DEPARTMENT. NOW THERE ARE THREE TIERS FOR THE ACCREDITATION PROCESS. BESSEMER CITY SCHOOLS ACCREDITATION IS CURRENTLY SITTING AT THAT SECOND LEVEL, AS UNDER REVIEW. NOW THAT’S ONLY ONE STEP ABOVE SERIOUS CONCERNS. NOW THEY HAVE BEEN GIVEN MULTIPLE STEPS THAT THEY NEED TO TAKE TO CORRECT THIS PROCESS. AND THEY’VE BEEN GIVEN ABOUT NINE MONTHS A DEADLINE TO GET IT DONE. SO BY THE TIME OCTOBER ROLLS AROUND, THEY SHOULD HAVE SOME TYPE OF DIFFERENT MONITORING REVIEW IN PLAY REPORTING LIVE HERE IN BESSEMER TONIGHT

A new report is providing insight into the Bessemer City School District's efforts to turn things around following a takeover by the State Board of Education last year.During a Thursday night meeting, the findings of a recent report from Cognia Accreditation laid out the areas in which the district is lacking.Cognia's accreditation process is based on four "key characteristics": culture of learning, leadership for learning, engagement of learning and growth in learning.Those characteristics are made up of a series of performance standards for which schools receive a rating based on the following rubric:Level 4Noteworthy systemic progressClear resultsLevel 3Expected effectivenessMeets the standardLevel 2Improving practicesApproaching the standardLevel 1Insufficient evidenceLimited activityBessemer City Schools received a rating of 2 on the following standards:Leadership for learningThe governing authority demonstrates a commitment to learners by collaborating with leaders to uphold the institution's priorities and to drive continuous improvement.Leaders cultivate effective individual and collective leadership among stakeholders.Leaders demonstrate expertise in recruiting, supervising and evaluating professional staff members to optimize learning.Qualified personnel instruct and assist learners and each other in support of the institution's mission, purpose and beliefsLearners' needs drive the equitable allocation and management of human, material, digital and fiscal resources.Engagement of learningInstruction is characterized by high expectations and learner-centered practices.Although the report outlines a clear need to define the board’s role and staff's roles, a level 2 rating does show that the district is ‘approaching the standard.�� "We're going to get together; work as a team, collectively and collaboratively; to move the district forward," board president Terry Dawson said.Cognia interviewed 72 people for the findings of the report:SuperintendentAlabama State Department of Education CAOSchool Board Members - 7District Administrators - 12School Administrators - 11Teachers/Counselors - 10Community Representatives - 9Support Staff - 11Students - 10“Everywhere needs to be a pocket of excellence in this district," said Dr. Andre Harrison from Cognia Accreditation during the meeting.Based on the findings from the report, the Bessemer School district We have requested a copy of the accreditation report but were told the board would have to release it to the public. They received a copy Monday evening.The next steps in this process is for Superintendent Dr. Dana Arreola to conduct a follow up meeting with the lead evaluator.The board was given six priorities.Improvement Priority 1Participate in ongoing whole-board training to support the Board in ensuring meetings are managed more effectively. This training may include scenario training, board accountability, collaborative planning with district leadership regarding district priorities and other improvement initiatives, conflict resolution, and the development of effective school board norms.Ensure that each board member updates, reviews, and signs the code of conduct annually.Improvement Priority 2Participate in whole-board training related to the school board's roles and responsibilities regarding hiring personnel to ensure the board fully understands its role in the hiring process.Revisit, update, and determine board member's roles and responsibilities related to personnel policies and practices, as recommended through training earlier referenced.Improvement Priority 3Develop a comprehensive plan to routinely monitor the work being done to upgrade facilities to determine whether appropriate actions are being implemented to best use funds and satisfy each school's needs.Ensure that a process is developed, and methods are implemented to support and sustain the district's endeavors regarding the use of SMART goals to allocate resources effectively to support the new five-year capital improvement plan.Improvement Priority 4Once the new Chief School Financial Officer is hired, the district's leadership team and board should collaboratively develop a needs assessment document to effectively guide their long and short term planning regarding the district's priorities and effective use of sources.Use information from the district's newly created needs assessment to develop and/or revise the district's strategic plan to guide long and short term planning of effective allocation and use of resources to support the district in accomplishing its priorities for continuous improvement.Improvement Priority 5District-level staff and principals should devise a working plan to periodically and collectively monitor the actions of the educational contractors to determine the effectiveness of implementation and progress toward the stated intent regarding their work to support the district.Design and implement a formal training plan for incoming district office leaders regarding essential policies, procedures, and processes related to their roles and responsibilities to support their success.Establish a data-informed professional development calendar (plan) whereby all teachers participate in training related to analyzing and using data, integrating rigor, and implementing active learning practices. This calendar (plan) should reflect the comprehensive needs based on classroom observations, teacher input, and principal determinations.Improvement Priority 6Establish effective measurable methods of communication with the public, such as newsletters, town hall meetings, and district reports to strengthen the community at large understanding of the district's commitment to continuous improvement and the overall organizational effectiveness.Devise a systematic process to receive stakeholder input through venues such as student and/or teacher and/or community advisory teams or focus groups.Develop and implement strategies to sue board meetings and other district venues to showcase the success of student, staff, and other achievements of the district. As of right now, Bessemer City Schools' status is listed as Accredited Under Review. They are expected to conduct a follow-up meeting with the lead evaluator and schedule/host a follow-up monitoring review by October.

BESSEMER, Ala. —

A new report is providing insight into the Bessemer City School District's efforts to turn things around following a takeover by the State Board of Education last year.

During a Thursday night meeting, the findings of a recent report from Cognia Accreditation laid out the areas in which the district is lacking.

Cognia's accreditation process is based on four "key characteristics": culture of learning, leadership for learning, engagement of learning and growth in learning.

Those characteristics are made up of a series of performance standards for which schools receive a rating based on the following rubric:

Level 4

Noteworthy systemic progress
Clear results

Level 3

Expected effectiveness
Meets the standard

Level 2

Improving practices
Approaching the standard

Level 1

Insufficient evidence
Limited activity

Bessemer City Schools received a rating of 2 on the following standards:

Leadership for learning

The governing authority demonstrates a commitment to learners by collaborating with leaders to uphold the institution's priorities and to drive continuous improvement.
Leaders cultivate effective individual and collective leadership among stakeholders.
Leaders demonstrate expertise in recruiting, supervising and evaluating professional staff members to optimize learning.
Qualified personnel instruct and assist learners and each other in support of the institution's mission, purpose and beliefs
Learners' needs drive the equitable allocation and management of human, material, digital and fiscal resources.

Engagement of learning

Instruction is characterized by high expectations and learner-centered practices.

Although the report outlines a clear need to define the board’s role and staff's roles, a level 2 rating does show that the district is ‘approaching the standard.��

"We're going to get together; work as a team, collectively and collaboratively; to move the district forward," board president Terry Dawson said.

Cognia interviewed 72 people for the findings of the report:

Superintendent
Alabama State Department of Education CAO
School Board Members - 7
District Administrators - 12
School Administrators - 11
Teachers/Counselors - 10
Community Representatives - 9
Support Staff - 11
Students - 10

“Everywhere needs to be a pocket of excellence in this district," said Dr. Andre Harrison from Cognia Accreditation during the meeting.

Based on the findings from the report, the Bessemer School district

We have requested a copy of the accreditation report but were told the board would have to release it to the public. They received a copy Monday evening.

The next steps in this process is for Superintendent Dr. Dana Arreola to conduct a follow up meeting with the lead evaluator.

The board was given six priorities.

Improvement Priority 1

Participate in ongoing whole-board training to support the Board in ensuring meetings are managed more effectively. This training may include scenario training, board accountability, collaborative planning with district leadership regarding district priorities and other improvement initiatives, conflict resolution, and the development of effective school board norms.
Ensure that each board member updates, reviews, and signs the code of conduct annually.

Improvement Priority 2

Participate in whole-board training related to the school board's roles and responsibilities regarding hiring personnel to ensure the board fully understands its role in the hiring process.
Revisit, update, and determine board member's roles and responsibilities related to personnel policies and practices, as recommended through training earlier referenced.

Improvement Priority 3

Develop a comprehensive plan to routinely monitor the work being done to upgrade facilities to determine whether appropriate actions are being implemented to best use funds and satisfy each school's needs.
Ensure that a process is developed, and methods are implemented to support and sustain the district's endeavors regarding the use of SMART goals to allocate resources effectively to support the new five-year capital improvement plan.

Improvement Priority 4

Once the new Chief School Financial Officer is hired, the district's leadership team and board should collaboratively develop a needs assessment document to effectively guide their long and short term planning regarding the district's priorities and effective use of sources.
Use information from the district's newly created needs assessment to develop and/or revise the district's strategic plan to guide long and short term planning of effective allocation and use of resources to support the district in accomplishing its priorities for continuous improvement.

Improvement Priority 5

District-level staff and principals should devise a working plan to periodically and collectively monitor the actions of the educational contractors to determine the effectiveness of implementation and progress toward the stated intent regarding their work to support the district.
Design and implement a formal training plan for incoming district office leaders regarding essential policies, procedures, and processes related to their roles and responsibilities to support their success.
Establish a data-informed professional development calendar (plan) whereby all teachers participate in training related to analyzing and using data, integrating rigor, and implementing active learning practices. This calendar (plan) should reflect the comprehensive needs based on classroom observations, teacher input, and principal determinations.

Improvement Priority 6

Establish effective measurable methods of communication with the public, such as newsletters, town hall meetings, and district reports to strengthen the community at large understanding of the district's commitment to continuous improvement and the overall organizational effectiveness.
Devise a systematic process to receive stakeholder input through venues such as student and/or teacher and/or community advisory teams or focus groups.
Develop and implement strategies to sue board meetings and other district venues to showcase the success of student, staff, and other achievements of the district.

As of right now, Bessemer City Schools' status is listed as Accredited Under Review. They are expected to conduct a follow-up meeting with the lead evaluator and schedule/host a follow-up monitoring review by October.

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