Tuscaloosa City Schools Strategic Plan

Superintendents Recommendation
Integrated Curriculum Facilities Demographic Strategic Plan
Approved December 15, 2015
Acknowledgements
Tuscaloosa City Schools staff would like to thank the Tuscaloosa City Schools students, staff, the Board of Education, the studys Steering Committee, and the Tuscaloosa community for their commitment and
dedication to the Integrated Curriculum, Facilities, and Demographic Planning study.
Tuscaloosa City Schools

Dr. Paul McKendrick, Superintendent
Steering Committee
Byron Abston, Ph.D.
Godfrey Jones
Katie Andoe
Rev. Frank Kennedy, Sr.
Board of Education
Dan Blakley
Joan King
Lee Garrison, Board Chair
Mark Byars
Andrew Maxey
Jerry Carter
John McConnell
Earnestine Tucker, District 2
Michele Crouse
Dan Meissner
Norman Crow, District 3
Ingrid Edwards
Gary Nichols
Cason Kirby, District 4
Rep. Chris England
Leah Ozment
Harry C. Lee, District 5
Hon. John England
Dr. Heather Pleasants
Marvin Lucas, District 6
Bryan Fair
Glen Randall
Dr. S. Craig Fairburn, D.M.D., MD
Rebecca Rothman
Rev. Roy L. Ferguson
Rebecca Sanchez
Janice Filer
Diana Brown Shaw
Dr. Mary Elizabeth Harper
Dr. Joyce Stallworth
Denise Hills
Chad Tindol
Dr. Wes Hollowell
Eric Turner
Kelly Horwitz
David Wilson
Laurie Johns
Lauren Wilson, J.D.
Rev. Clarence Sutton Sr., District 1*
Erskine Simmons, District 7

and
* James Minyard served as the School Board member for
District 1 until his death in 2015.
DeJONG-RICHTER
Tracy Richter, REFP, C.E.O.
Ann Hoffsis, REFP, Director of Enrollment Projection Services
Matt Sachs, GIS Analyst
Shelley Jones
TCU
Ken Upchurch
Percy Thomas
Superintendents Recommendation | 2
December 15, 2015

Dear Members of the Tuscaloosa Community,
The pages that follow are the superintendents recommendations to the Tuscaloosa City School Board regarding the Integrated Curriculum Facilities Demographic Strategic Plan. This plan, often referred to as the
demographic study, began as an effort to solve overcrowding at several schools. The school administration then recommended and the school board approved posting of the Request for Proposals (RFP) for a
company that would assist us in resolving that concern. In June 2014 the school board approved the hiring of DeJong-Richter, an Ohio-based, nationally known and respected demographer. Since its inception,
this has been an iterative process, with the consultant engaging staff and community stakeholders and then using their input and feedback as possible options.
21st
The RFP asked for a comprehensive facility analysis [that would result] in recommended classroom modifications where the room design enables collaborative, project-based student learning based on
century curriculum. Moreover, the RFPs scope of services, included, but were not limited, to the following:
To study, prepare demographics with student population projections for the next ten (10) years.
To study, prepare demographics by campus, by grade levels for next ten years.
To provide K-12 attendance boundary scenarios for current and future campuses.
To identify needs of additional, renovated, and/or different facilities for instructional needs.
To make recommendations for renovations necessary to support project-based teaching and learning at all sites.
We demonstrated very early during this process the importance of engaging our community. We scheduled and had very successful community meetings. These were public meetings, open to all residents
in the city. In fact, at one community meeting we had more than 600 participants. These meetings allowed community stakeholders to share their concerns and their perspectives of what should be TCS focus
and/or how schools should change.
We further demonstrated the importance of community engagement by inviting more than 100 local citizens to serve on our advisory committee. We also enjoyed the participation of approximately 32
stakeholders on the steering committee. School board members were instrumental in the composition of that committee, for each member nominated 4 representatives from each of their districts. This group was
invaluable, for over time they furthered and were instrumental in discussions relative to their visions for the school system. And from there, our discussions expanded from the RFPs scope of foci to the three
strategies that we believe will change our school system. Those foci include investment in staff, renovating and building schools as part of the capital plan, and continued improvement in curriculum and teaching
and learning.
By investing in staff, Tuscaloosa City Schools (TCS) will improve its recruitment and retention of staff. The plan not only includes improving compensation, but also creating even more positive work and
learning environments for both students and staff. Thus, this plan includes support systems for new teachers, assistance for staff in improving their skills, content knowledge, and teaching performances through
The University of Alabama cohorts, and improvements in the hiring process. The plan also includes supplemental compensation for department chairs, and athletic coaches. It also includes relocation costs for
newly hired principals and executive staff.
The most discussed part of the plan, the capital plan involves several actions that right size our schools. This was also the part of the plan where the iterative process was most evident, partly due to the
desire for transparency and because of the manner in which the consultant requested and then used stakeholder input. Recommendations here include the building of three schools. Further, the recommendation
includes projects that will improve the efficient use of energy in our schools, and the improvement of athletic fields and playgrounds. High schools will receive science lab renovations and the addition of language
labs as well as auxiliary gymnasiums.
To briefly discuss a few of the significant parts of the capital plan, this plan recommends that the school system consolidate schools, close schools and dispose of properties. Four schools would consolidate:
two elementary and two middle schools. Two school would close. Moreover, the plan recommends adding pre-kindergarten classrooms at every elementary school rather than building pre-kindergarten centers.
The recommendation also includes selling several TCS properties. The revenue from those properties would support this capital plan.
During discussion about attendance zone changes, we realized the benefits of having created such large advisory and steering committees garnered in buy-in from stakeholders. We also realized the
importance having the expertise of the consultant. The plan recommends numerous changes, and for this part of the plan there is probably less consensus. However, because of the work of the committees and
the stakeholder buy-in, the vast majority of the community has been supportive. This plan includes zoning maps and descriptions of the recommended changes.
2016.
Further, we will implement choice across the school system beginning with the 2018-2019 school year. Policy and procedures will be developed for this initiative and brought back for board approval in April
On several occasions, stakeholders commented that curriculum and teaching and learning were not primary concerns. As the aforementioned scope of services noted in the RFP, teaching and learning was
always primary. What changed was the scope, depth, and breath of what those offerings should be. Those discussions were held but were greatly expanded because we could not discuss teaching and learning
without discussing equity (emphasis mine). And we could not discuss equity without discussing or pointing to artifacts, in essence, history that demonstrated inequity in the system.
What has not been stated as often is the source of and the longevity of the revenue for investing in staff and for curriculum support. As the chart in Attachment A illustrates, the new permanent 3 cents sales
tax that begins July 1, 2016 will provide the school system new revenue. In 2017, for example, TCS will realize more than $5.4 million in new revenue. This new revenue will not have use restrictions, and thus TCS
will use it for curriculum support and for investment in staff.
2045.
That new revenue does not end after 2017. In 2018, for example, the sales tax provides the school system with $6,462,320 in new revenue. That new revenue, based on the sales tax, will continue through
Discussions about expanding the full-time offerings of art and music; adding curriculum coaches; adding pre-kindergarten classes; and adding world languages in middle schools later evolved to discussions
about the pursuit of excellence. From that point on, simply adding pre-kindergarten and music and art did not suffice. Staff and the steering committee, led in conversation facilitated by Tracy Richter, no longer
talked about adding programs but about a vision that will make our system better. And at that point, equity led the charge because by the end all of our children, in this recommendation, gain access to opportunities.
Thus the recommendations here will impact student achievement and teachers classroom performances. The plan calls for summer bridge programs in math and reading as well as for high school math
and Advanced Placement and International Baccalaureate courses. Paul W. Bryant High School will offer a performing art curriculum and will receive renovations of its facilities to support that curriculum. It also
recommends offering incentives for our best teachers to work at some of our most needy schools. To ensure that we continue to monitor and pursue excellent teaching, the plan includes an effective instruction
component.
A significant recommendation in this area, relates to improving teaching and learning and the opportunities for middle school students, for the recommendation here is that we fully implement the middle
school concept. Schools that follow this approach usually demonstrate it, at a minimum through their daily schedules, elective options, extracurricular activities, teaching and grade level teams, and small learning
communities.
The initiative includes proposed curriculum for some elective classes that focuses on a science-related theme. Therefore, possible courses could include introduction to pre-engineering, introduction to
computer science, robotics, and coding. The schools will also have makers spaces.
Of equal importance, still, will be the priority of improving students skills in reading and in mathematics.
Developing this plan has not been an easy endeavor. To be very clear, it has been quite difficult at times. However, it is work that needed to be done. If stakeholders did not come with the belief that there
is value in improving a citys school system, they left with that understanding. And it could not have come at a better time.
Thomas L. Freedman, in That Used to be Us, clearly articulates that the merger of globalization and IT is changing every job, every service, every institution. It will continue to influence our future years.
He also notes that our prosperity is due, in part, because our success is based on extraordinary research, innovation, strong education systems, strong markets, and real growth. But he also says that the playing
field for a long time was tilted to our advantage because we have had the best schools, the best industry, the best thinkers, and the most creative people in the world. While we are still a great country, the most
powerful nation in the world, maintaining that preeminence will not be as easy, simply because school systems in other countries are improving, many great thinkers are remaining in their native lands, and
technology makes it possible for resources to reach the farthest corners of the world. In his words, the world is tilting.
This plan, then, is timely because the continued success of our country and, more particularly, the future successes of our community and our children will be due, in large part, on how well we educate and
prepare our children to respond to that merger and to our rapidly changing and demanding world.
Paul McKendrick, Ed. D.

Superintendent
Comprehensive Facility Plan ProcessSeptember 2014 to September 2015
Data Collection &

Analysis
Project Start-Up
Plan for Planning
Goals
Schedule
Decision Points
Futures Conference
September 2, 2014
Assemble Steering
Committee
Guides Process
Review Documents
Background Data
Facility Data
Enrollment
Programs
Geographic Information
System [GIS]
Includes Parents,
Staff & Community
Members
Student Data
Attendance
Boundaries
Housing &
Demographics
Geographic Base
Layers
Capacity, Educational
Adequacy & Facility
Assessments
Master Schedules
Floor Plans
Steering
Committee
Steering Committee Mtg.

#1
Oct. 20, 2014

#2
Nov. 6, 2014

#3
Jan. 15, 2015

#4
Apr. 9, 2015

#5
Apr. 29 2015
Community
Engagement
Board Updates &

Work Sessions
Final Report
Community Dialogue #1
Options Development
Work Session
Background Report
Dec. 11, 2014
Community Dialogue #2
Apr. 16, 2015
Mar. 12-13, 2015
Recommendations Work
Session
Apr. 30-May 1, 2015

Board Work Session
May 26-27, 2015
Final Board Presentation
Sept. 1, 2015
Enrollment Projection
Report
Capacity Report
Educational Adequacy
Report
Building Condition Report
Options Packet
Recommendations
Packet
Final Report
October 2015

#6
May 26, 2015
Comprehensive Facility Plan ProcessSeptember 2014 to September 2015

August 4-7, 2014: District Leadership Strategic Planning
District Leadership Team
September 2, 2014: Futures Conference
Community Members
Our team learned the importance of contextualizing this dialogue within the broad
demographic, programmatic and technological shifts affecting K-12 education. We began this
community meeting with our Futures Conference Presentation, to ensure baseline awareness
among the participants of global, national, and local factors affecting education and, most
importantly, their students. Topics included the adoption nationwide of the Common Core
Standards, the incredibly rapid development of technology that can affect learning, content and
curriculum delivery, and the changing realities of college and career readiness and others.
This meeting also allowed the community insight to the facility planning process and created
an opportunity to volunteer and to be part of the process. Volunteers served on the studys
steering committee, assisted in publicity for future meetings, or participated in future community
meetings.
October 20, 2014: Steering Committee [SC] Meeting #1
SC Members
After DeJONG-RICHTER completed the background report, we invited the steering committee
members to meet for the first time. At this initial meeting, the committee reviewed the draft
background report and provided the DeJONG-RICHTER team with their initial questions,
comments and feedback. Steering committee members took that report for further analysis and
feedback in preparation for their second meeting. The steering committee then selected their
internal leadership to help publicize community events and present their findings to the
community.
November 6, 2014: SC Meeting #2
SC Members
The steering committee reconvened shortly after their initial meeting to make final edits to the
background report which provided a central reference in the planning process. The committee
and the DeJONG-RICHTER team then prepared to present the background report to the
community and to develop a questionnaire to receive feedback. The questionnaire provided
our team with important knowledge of local history and sentiment relative to facilities, along with
specific strengths and challenges facing the school system and the community. These valuable
insights helped the DeJONG-RICHTER team personalize the upcoming community dialogue.
December 11, 2014: Community Dialogue #1
SC& Community Members
the district in terms of data relevant to the facility master planning process. The primary goal of
this meeting was to receive community feedback regarding the educational framework that would
set the planning parameters.
By utilizing questionnaires and small group dynamics, community members received an
opportunity to provide their views on a variety of educational topics such as school size, grade
configurations, future use of portables, program delivery, etc. It is important to note that the
community did not vote through the process, though community feedback was vital to
determine the communitys current support for a variety of initiatives and facility options.
We realized that not all community members would be able to attend the community meetings;
therefore, we provided an online presentation and questionnaire so that all who wanted to could
participate.
January 15, 2015: SC Meeting #3
SC Members
When the steering committee met for the third time, the outcome was a set of documents that
started to synthesize the work to-date into the draft facility options packet. The facility options
packet included our GIS analyses and reports, results of the community questionnaires, and a list of
action items recommended by DeJONG-RICHTER and approved by the executive steering
committee. With the guidance of the DeJONG-RICHTER team, the steering committee pulled from
previous meeting documents, the approved background report, executive steering committee
input, and community feedback to organize the relevant documents on data needed to create
the first draft of the facility options packet.
March 12-13, 2015: Options Development
Executive Team
The DeJONG-RICHTER and the TCU Team met with the executive steering committee. In this
meeting, the team presented its analysis of the communitys feedback in advance of the third
steering committee meeting. It was vital for our staff to understand the executive steering
committees response to the initial educational framework questionnaire and to incorporate that
feedback into the future meetings that draft the educational framework.
Options development integrates all of the data sources to date including:
a. Facility condition and adequacy analysis
b. Demographic/GIS analysis and enrollment projections
c. Educational program vision
d. Financial data
e. Community input
The community dialogue was the first time for the steering committee and the DeJONG-RICHTER
team to present the committees background report to the public, giving a state of
Comprehensive Facility Plan ProcessSeptember 2014 to October 2015

By breaking down the silos of information and combining them into one discussion, our team,
along with the school systems executive steering committee, began to compile facility options
that best meet the needs of the school system. Options could include:
TCU team. Steering Committee members used community dialogue data as well as the approved
background report to develop the preferred options that were presented to the superintendent.
April 29, 2015: SC #5
a. New construction
SC Members
b. Renovations/modernization
e. Consolidations
The DeJONG-RICHTER team analyzed the results of the second community dialogue. Once the
analysis was completed, the team produced draft recommendations based on feedback from
the second community dialogue. The DeJONG-RICHTER team returned to meet with the
steering committee to present the draft recommendations and to guide the steering committee
through a process to thoroughly analyze and edit the recommendations.
f.
May 26-27, 2015: Board Work Session
c. Additions
d. Boundary changes
Program realignment
The DeJong-RICHTER and TCU team understood that all school systems are unique in that the
above options may include some of those listed or may include all listed. The options developed
in this work session were presented to the steering committee to finalize before presenting at
the second community dialogue.
DeJONG-RICHTER & TCU Team
April 9, 2015: SC #4
This was a work session with the school board to talk through tentative preferred options prior
to recommendations. The school board will have an opportunity to review the work of the steering
committee and t h e consultants to provide input before final recommendations were
presented in March.
SC Members
May 26, 2015: SC #6
The DeJONG-RICHTER team continued to work with the steering committee to develop the
facility options packet. The team led the steering committee through a process to assemble draft
options that were presented to the community. These options addressed specific building actions
and were based on the established educational framework. That team a l s o provided the
committee a draft questionnaire for their review and edits in advance of our second community
dialogue. At this point, the steering committee began to see the results of its work and how the
final deliverable was organized.
SC Members
April 16, 2015: Community Dialogue #2

SC & Community Members
In the second community dialogue, the DeJONG-RICHTER team, in collaboration with the steering
committee, solicited the communitys input on the draft facility options packet. The community
had its chance to provide valuable feedback concerning the specific actions suggested in the
facility options packet, using both paper and online questionnaires.
In our sixth meeting with the steering committee, the facility recommendations received their final
review and edits. The DeJONG-RICHTER team took care to ensure each detail of the
recommendations packet was exhaustively reviewed and approved by the steering committee
before presenting the committee-approved facility recommendations packet to the
superintendent, who presents the findings to the board of education. By now, the steering
committee had become intimately acquainted with the data, the rationale, and the process
that had gone into creating the final preferred recommendations packet. These committee
members became highly valued resources for the school system as the recommendations become
public, and especially so that if the school system decided to take action in response to the reports
findings.
August 24, 2015: SC #7
SC Members
The team realized that not all members of the community were able to attend the community
meetings; therefore, the team provided an online presentation and questionnaire in order to
reach all people who wanted to participate.
The DeJONG-RICHTER team and steering committee members reviewed the facility
recommendations one final time before they presented recommendations to the school board.
April 30 May1, 2015: Recommendations Work Session

Review results from the second community dialogue and work with the DeJong-Richter and the
DeJONG-RICHTER and TCU team
September 1, 2015: Final Board Presentation:
Superintendents Recommendations
The pages that follow describe the superintendents recommendations. The recommendations focus on three areas that emerged as ones to address so as to impact and improve the school system. The strategies and
concepts presented here represent only a sampling of any one approach and thus should not be viewed as the totality of the staffs thinking on these topics, strategies, and/or concepts. In almost every case, then, staff
recognize that each strategy will require further discussion and planning. The staff will engage in that planning.
The three areas of focus are an investment in staff, curriculum and teaching and learning, and capital projects and facilities planning.
Investment in Staff
The superintendent recommends investing in staff so as to improve the recruitment and the retention of valued personnel. Strategies include, but are not limited to, the following:
Increasing compensation for all staff
Adjusting salaries as to reduce the turnover rates for certain staff, such as, custodians, bus drivers, licensed practical nurses, and child nutrition staff
Assisting with relocation costs for principals and executive staff
Providing signing bonuses for difficult to fill positions, i.e., mathematics, science, and special education
Extending contracts for certain subjects, duties, i.e. career tech instructional staff, site-based support personnel
Providing supplemental compensation for positions like those of department chairs, athletic and academic coaches
Assisting staff with certification in cohorts through collaboration with the University of Alabama
Completing the Lean Frog study, including adopting strategies for district-wide hiring of staff and analyzing and correcting turnover rates
Providing bonuses to exemplary teachers, e.g., National Board Certified Teachers, to work at low-performing schools; Teachers would pledge to a minimum three-year commitment
Developing support systems for new teachers, including mentoring, peer observations, and formative and summative observations
Increasing the number of National Board Certified teachers, by creating supportive environments and opportunities
Curriculum, Teaching and Learning

The superintendent recommends implementing the following strategies in curriculum and teaching and learning so as to improve student learning.
Other than discussions about the instructional framework college-and-career readiness, literacy, culturally-responsive teaching, standards-based instruction, formative assessments the remainder of that discussion
focused on program expansion and the full-time offerings of art and music and adding curriculum coaches, pre-kindergarten classes, and world languages in elementary and middle schools.
Other curriculum recommendations, along with a rationale(s), include, but are not limited to the following:
System-wide focus on literacy, to include proficiency in writing
Grade-level proficiency metrics in reading and mathematics in grades K-5
Excellence in teachers classroom performances and high expectations for student learning by defining the art and science of teaching as measured by a formative and/or summative teacher evaluation
instrument
Professional development for standards-based instruction so that classroom instruction places an emphasis on higher level thinking skills (analytical, synthesis, evaluative) more so than at the recall and
comprehension levels
Professional development for project-based learning
Summer bridge programs: elementary and middle school math and reading; Emphasis on priority schools first
Summer bridge programs: Advanced Placement; International Baccalaureate Programme (IB); Algebra I; Geometry; Trigonometry
Tuscaloosa Career & Technology Academy: Audit of courses/programs; re-establishment of advisory committee; and the development of a strategic plan
Calendar and daily schedule changes to allow time for professional development days, parent conferences; extended/extra time for reading and math instruction at priority and/or focus schools
Funded supplemental programs for schools for material costs and program fees
Continuing and completing digital transformation across the school system
Instructional support for second language learners and families
Meals, through the Child Nutrition Program (CNP), for participants in academic after-school programs
Middle School Concept

Tuscaloosa City Schools (TCS) will implement the middle school concept in all of its middle schools. The concept emerged from the hundreds of studies, practices and principles that have proven to support adolescents
in their academic and social skills development. Moreover, from the outset, the middle school concept and the resulting schools were created to improve achievement for all students, to understand adolescents, to
provide challenging and integrative curriculum, to create supportive and safe environments through such structures as small teaching teams, and to improve relationships with families and communities (Beane & Lipka,
2006; Jackson & Davis, 2000).
Schools that follow the middle school concept usually demonstrate it, at a minimum, through their daily schedules, elective options, extracurricular activities, teaching and grade level teams, and elective wheels.
Of equal importance, still, will be the priority of improving students skills in reading and in mathematics.
Further, this recommendation includes the following:
Staffing per school will support the middle school concepts principles and practices as related to smaller communities, grade level teams, and advisory periods
Students will participate in an elective wheel, starting at sixth grade, which will expose students to a variety of interests and skills
All middle schools will offer electives and a curriculum that support pre-engineering, robotics, coding and computer science
Project Lead the Way will serve as the curriculum for the aforementioned electives
Middle schools will implement project-based learning across the curriculum
Middle schools will offer world languages
Schools will have makers spaces
Along with its regular sports program, middle schools will offer intramural teams and opportunities
The schools will offer meals, through the Child Nutrition Program (CNP), to participants of academic after-school programs
TCS will implement digital transformation at these schools as a priority
In order to improve childrens academic skills, TCS will offer summer bridge programs, based on the students academic needs, in mathematics and reading. Schools will offer these courses for both virtual and/or
blended learning/instruction
During the summer of 2016, TCS will provide professional development in literacy and numeracy to middle school teachers
Budget for Investment in Curriculum and Instruction and Staff

Descriptions of Innovation Modifications
Teacher evaluation instrument that defines excellence in teachers classroom
performances, defining the art and science of teaching as measured by a
formative and/or summative evaluation.
Professional development for standards-based instruction, culturally-responsive
teaching and project-based instruction
Summer bridge programs: elementary reading and mathematics; middle school
literacy and numeracy and high school Advanced Placement, International
Baccalaureate Programme, Algebra I, Geometry, and Trigonometry.
Supplemental programs for schools
Materials and costs for after-school and enrichment programs such as Leader In
Me and garden projects.
Annual On-going
Budget Estimates
Parameters/Estimations
District-wide initiatives, using both general funds as well as federal funds.
More than $420,000 will be available for these initiatives.
$420,000
70 teachers for 5 weeks @ four days per week @ five hours per day;
$25 per hour
$150,000
Allocation based on school needs

$ 75,000
Develop a protocol to identify National Board Certified and other exemplary

teachers to serve at priority schools.
The protocol will ensure that TCS identifies exemplary staff for working in priority
schools and so that we develop duties, tasks, responsibilities and exceptions of staff
for this program.
Professional development for Project Lead the Way
Training of nine staff members at a cost of $5,000 per person
Nine additional local staff at a minimum the middle schools reform initiative for
electives in: pre-engineering, computer science, coding and world languages.
Estimate based on current average teacher salaries
Two additional staff for Paul W. Bryant High School Performing Arts: Piano, Guitar
Support for English Language Learners and their families
2016 One additional elementary specialist; one interpreter hired on contract
basis
2017 One additional secondary specialist
Staff needed because of this new program.
TBD
$ 45,000
$650,000
Estimate based on current average teacher salaries
Increasing compensation for all staff whose salaries are not at market, i.e., Based on current average market salaries
custodians, and Child Nutrition Program (CNP) staff, and nurses for example
Assisting with relocation costs for principals and executive staff
These funds will be used to attract and to retain exemplary staff
Providing signing bonuses for difficult to fill positions, i.e., mathematics, science, and
special education
Based on use for 20 positions each year
$130,000
$200,000
$182,000
$75,000
$ 35,000
Extending contracts for certain subjects, duties, i.e., career tech instructional staff, Beginning in 2016-2017
site-based support personnel
$150,000
Providing supplemental compensation, i.e., high school department chairs and An annual cost per person at $7,500; four per school based on current economy,
athletic coaches
Academic Supplement Compensation
$270,000
Increase the number of National Board Certified Teachers by creating supportive

environments, opportunities, and resources.
Athletic Supplement Compensation
$135,000
$50,000
Provide support and resources at TCS-defined priority schools. Schools with the Estimates of 15 teachers per year; estimate of $2,000 per person during the first year;
systems designation would qualify because they would have met multiple metrics, $3,000 the second year; and $5,000 the third year (at a minimum, 15 teachers across
including the following:
the system).
$1,000,000
Attendance. Monthly student attendance has been below 95 percent on Total cost per year could be at a minimum
consecutive monthly reports. Plus, schools have not referred students to student
support services and/or have not made student referrals to Early Warning program.
Universal screeners, formative assessments such as DIBELS, ACT Aspire interim
assessments and other student achievement measures.
Effective instructional practices, based on instructional rounds and walk-throughs
by central office staff in collaboration with the principal.
At-risk factors, poverty being the most critical, that dictate the need for additional
student services support, such as, but not limited to, a social worker at the school.
High turnover rate for employees, based on data over a three-year period.
Priority schools would then be the recipients of exemplary teachers, e.g., National
Board Certified Teachers. Through this incentive program, exemplary teachers
would pledge to a minimum three-year commitment. They would receive $10,000
bonuses over the three-year period. Bonuses can be renewed after the three-year
period.
The schools would also receive targeted professional development.
Research and develop a staffing matrix based on academic needs primarily at
Central High School zone elementary and middle schools.
TBD
Fully implement the digital transformation.
Professional development
Projectors and Chromebooks
Technology Instructional Staff
$1,078,000
Assess need for instructional materials including and not limited to textbooks,
science materials, art supplies, level readers, supplemental materials, such as
novels, plays, etc.
Up to $500,000
$4,000,000
Summary of all the items listed in this budget:

New salary schedules
The adjustments in salary schedules will cost an additional $4 million over three years
Total of Curriculum improvements, investments in staff will total approximately $8 million by year three of this plan
(Amounts are rounded to the nearest dollar.)
$4,000,000
$8,000,000
Preferred Concept
The tables below show the potential live-in enrollments and feeder patterns of the preferred concept. This includes boundary changes to allow for better utilization of facilities across the school system.
Students who attend a magnet program or transfer to another facility, for whatever reason, are included in the count for the boundary in which they reside. Tuscaloosa City Schools plans to increase enrollment in its preK program by approximately 500 students. These students are not included in the live-in numbers.
Proposed
pre-K
Live-In
Updated
Capacity
256
28
498
47
580
339
283
25
24
225
20
440
380
451
49
412
41
575
347
263
498
312
560
349
565
382
-
43
33
3
23
53
22
5
29
-
263
498
361
511
398
565
433
441
33
3
25
51
41
5
35
36
500
300
700
400
574
500
600
580
575
200
250
400
6,979
4,605
581
514
417
145
481
2,138
337
4,605
774
612
752
337
-
Preferred Concept Feeder Patterns

Paul W. Bryant High
Central High
Eastwood Middle
Westlawn Middle
The Alberta School of Performing Arts Middle
IB Middle Years Programme (MYP)
Woodland Forrest Elementary
180
200
2,987
2,138
662
1,288
822
2,772
819
923
1,030
2,772
1,007
1,170
1,170
3,347
9,515
337
9,515
337
12,793
Woodland
Forrest
Total
51
119
68
Central
58
58
Martin Luther
King, Jr.
39
39
Northington
221
126
347
49
49
174
174
242
221
49
223
51
786
University Place
Total
New Middle Boundary

New North Westlawn
6-8 Students Changing

Boundary
Eastwood
Eastwood
167
57
224
Southview
417
417
71
60
131
417
238
117
772
University Place
Total
Verner Elementary
Arcadia
Southview
Rock Quarry Elementary
University Place Elementary
New Elementary Boundary

University
Skyland
New East
Place
TASPA
TASPA Zone
Martin Luther King Jr. Elementary
Southview Elementary
K-5 Students Changing

Boundary
New Middle
Oakdale Elementary
Skyland Elementary
960
747
900
Northridge High
Central Elementary
New East Elementary

(Arcadia/Northington)
Total
9-12 Students Changing

Boundary
Current High
Boundary
Grand Totals
Proposed
Live-In
(No pre-K)
Current Elementary Boundary
Elementary Schools
The Alberta School Performing
Arts (TASPA) K-5
Arcadia Elementary
Central Elementary
Martin Luther King, Jr.
Elementary
Northington Elementary
Oakdale Elementary
Rock Quarry Elementary
Skyland Elementary
Southview Elementary
University Place Elementary
Verner Elementary
Woodland Forrest Elementary
New East Elementary
Southview pre-K
University Place pre-K
Tuscaloosa Magnet Elementary
Elementary Totals
Middle Schools
Eastwood Middle
Rock Quarry Middle
Southview Middle
University Place Middle
Westlawn Middle
New North Middle
The Alberta School of
Performing Arts (TASPA) 6-8
Tuscaloosa Magnet Middle
Middle Totals
High Schools
Central High
Northridge High
Paul W. Bryant High
High Totals
Current
pre-K
Live-In
Current Middle
Boundary
School
Current
Live-In
(No pre-K)
Paul W. Bryant
Paul W.
Bryant
New High Boundary

Central
Northridge
Total
66
237
303
Northridge
511
73
584
Total
511
139
237
887
Recommendation: 3 High Schools, 4 Middle Schools, 12 Elementary Schools

Programmatic Summary:
Art/Music:
Art and music spaces at each elementary school
Athletics:
Athletic field improvements at all high schools, Eastwood Middle and Westlawn Middle schools
IB Programme:
Tuscaloosa Magnet SchoolsGrades 1-8
Central High School - Grades 9-12

o
IB Middle Years Programme (MYP), grades 9 & 10. Grade 9 will be offered Fall 2016; grade 10 will be offered Fall 2017. The program will be housed at Central High School.
Performing Arts:
The Alberta School of Performing Arts - Grades 4-8
Paul W. Bryant High School - Grades 9-12 (Fall 2017)
Pre-K:
Elementary Schools minimum of 2 pre-K classrooms at each elementary school
Additional pre-K education space to be provided, as needed at, Southview Elementary and at University Place Elementary schools
Special Education:
Devoted resource spaces at each elementary school
Project-Based Learning (STEM/STEAM):
All schools will receive renovated spaces to accommodate project-based instruction; some of the instruction will be facilitated through STEM- and STEAM-based programs.
Lottery enrollment for University Place Elementary will remain.
Capital Projects, Curriculum Implementation and Attendance Boundaries

Recommendation: 3 High Schools, 4 Middle Schools, 12 Elementary Schools
Summary:
The following is a summary of programmatic and physical condition recommendations by school
High School Summary:
Paul W. Bryant High:
Performing arts program for grades 9-12 (Fall 2017)
Stage and lighting, storage, black box theatre, dance studio, set design room, additional music room, music composition room, practice rooms, piano studio, and equipment, renovations in auditorium and
choral room
Athletic improvements
Science lab improvements
Language labs
Other additional improvements
Central High:
Addition of International Baccalaureate Middle Years Programme (MYP) (Fall 2016)
Sixteen-classroom addition
Language labs
Northridge High:
Language labs
Middle School Summary:

The Alberta School of Performing Arts:
Performing arts middle school magnet to feed Paul W. Bryant High School performing arts program (programmatic feeder)
Eastwood Middle:
Systems and maintenance upgrades
Other improvements
Rock Quarry Middle:
Relocate to newly constructed north middle school (2018)
Repurpose middle school for Rock Quarry Elementary School and/or school system use (TBD)
Southview Middle:
Students move to Eastwood Middle School (Fall 2016)
Convert to Southview Elementary
Southview Middle School closes in 2016
Tuscaloosa Magnet Schools Middle:
Renovation
University Place Middle:
University Middle School closes May 2018
Relocate to new north middle school (north of 15th) and Westlawn Middle School (south of 15th)
Portion of facility to be repurposed for expanded pre-K education in school and system
Westlawn Middle:
Cosmetic upgrades and site improvements
New Construction Middle School:
Construction on school system-owned property of a 900-seat north middle school to serve Rock Quarry Middle School students and portions of University Place Middle and Eastwood Middle students
Elementary School Summary:

The Alberta School of Performing Arts:
Completion of existing space in 2018 to increase elementary capacity to 580, based on boundary changes that expand west to McFarland and north to Jack Warner Parkway.
Athletic fields
Playground upgrades
Other improvements
Arcadia Elementary:
Renovation to include updated space for pre-K education
Consolidate with Northington Elementary School at new East elementary school built on current site (2018)
Playground upgrades
Other improvements
Central Elementary:
Playground upgrades
Other improvements
Martin Luther King Jr. Elementary:
Playground upgrades
Other improvements
Northington Elementary:
New school at Arcadia site
Oakdale Elementary:
Playground updates
Other improvements
Rock Quarry Elementary:
Renovation
Playground upgrades
Systems upgrades
Other improvements
Skyland Elementary:
Raze and replace older portion of facility (2016); Capacity upon completion: 400
Retain newer portion of building with a renovation
Use property in front to build a school playground as well as for a community park
Southview Elementary:
Systems upgrades
Playground upgrades
Repurpose space for community partnership
Other improvements
Tuscaloosa Magnet Schools Elementary:
Renovation
Playground upgrades
Other improvements
University Place Elementary:
Portion of facility converted for expanded pre-K education
Autism units remain in place
Playground upgrades
Verner Elementary:
Renovation
Playground upgrades
Other improvements
Woodland Forrest Elementary:
Renovation
Playground upgrades
Other improvements
New East Elementary School
Construction of new 575-seat East elementary school on the current Arcadia site to serve the Arcadia/Northington area (2018).
Oak Hill
Renovation
Therapeutic pool
System upgrades
Other improvements
Transportation and Facilities
Move to new site Old Oak Hill/Hargrove Road. The site will hold buses, garages, administrative offices for both transportation and facilities departments, and employee rooms for both transportation and for
facilities staffs. There will be discussions with a community partner regarding its use of the site and a possible new location.
Disposed Properties
The recommendation includes selling several TCS properties. The sales are needed revenue for the capital plan. Properties recommended for sale include Northington Elementary (revenue $5 - $10 million),
the former TCT and transportation properties (revenue $5 - $7.5 million), and the Old Jail (revenue $500,000 - $1,000,000).
Total revenue estimates: $10.5 million to $18.5 million.
New Construction
New
Construction
Scope of
Scope
of Work
Work Breakdown
Breakdown
School Name
Building (sf)
CAP.
Scope of Work Breakdown
Action
New Construction
Cost
November 30, 2015

The Alberta School of Performing Arts
Arcadia Elementary School
Central Elementary School
Martin Luther King, Jr Elementary
Northington Elementary School (66,750)
Oakdale Elementary School
Rock Quarry Elementary School
Skyland Elementary
Southview Elementary School
Tuscaloosa Magnet School
134,107
580
Build Out Addition
Pk-5 Subtotal
The Alberta School of Performing Arts

Middle (Grades 6-8)
Eastwood Middle School
Westlawn Middle School
New Northern Middle School
6-8 Subtotal
TCTA
Central High School
Northridge High School
Paul W. Bryant High School
9-12 Subtotal
Oak Hill School (Hargrove Road)

Old TCT & Bus Shop
New Oak Hill/Stillman Heights
Rock Quarry Remaining
MLK Remaining
District Office (Existing)
Old Jail
LED Conversion (Balance of Facilities)
Miscellaneous Subtotal
Total
Renovations
Systems
Other Improvements
1,542,503
Athletics
82,500
Playgrounds
Demolish / Replace
49,406
Major Renovation **
3,000,000
1,494,532
2,581,464
165,000
71,250
575
Major Renovation **
2,500,000
2,155,313
3,722,813
165,000
Surplus/Sell
39,144
Science Labs
Improvements
Pool
Aux Gyms
Demolition Cost
165,000
47,906
$
$
Major Renovation **
203,601
$
$
3,000,000
8,750,500
1,184,106
2,045,274
165,000
1,169,240
2,078,648
165,000
178,750
679,250
283,688
1,790,003
203,601
7,240,995
8,543,125
283,688
6,394,380
3,412,888
9,799,750
94,484
700
Full ES & district use
58,085
400
Major Renovation **
136,960
740
941,600
941,600
2,860,000
2,557,500
2,299,894
766,631
165,000
3,231,525
1,505,985
2,796,830
165,000
4,467,815
1,470,392
2,730,728
165,000
4,366,120
165,000
17,163,438
74,873,762
111,510
760
Boundary ES & PK Center

Renovation(temporary
housing of Arcadia)
Boundary ES, PK Center
78,233
600
Major Renovation **
76,384
580
Major Renovation **
71,875
575
New Construction
987,469
4,935
90,000
University Place School

Verner Elementary School
Woodland Forrest Elementary School
New Eastern Elementary School
Addition
Work Total
$
$
$
191,250
165,000
330,000
16,998,438
180,736
2,048,200
5,928,236
180
Build out Included Above
125,000
960
Renovation
1,289,063
3,996,094
165,000
111,000
747
Renovation
763,125
763,125
165,000
1,691,250
130,500
900
New Construction
30,863,250
366,500
2,787
38,004,656
13,475,000
125,545
30,863,250
5,450,156
No action
164,000
1,007
Classroom Addition (9-12)
346,500
4,603,500
660,000
2,103,750
2,681,250
166,000
1,170
Renovation
399,438
5,306,813
660,000
2,953,750
2,681,250
12,001,250
166,000
1,170
Renovation
1,399,438
5,306,813
660,000
2,953,750
2,681,250
13,001,250
621,545
3,347
38,477,500
46,820
Potential Bus Shop
56,400
Surplus/Sell
3,080,000
1,500,000
42,520
District Use
31,250
District Use
74,200
No action
2,100
Surplus/Sell
1,240,122
253,290
2,228,804
2,184,106
Major Renovation ** Includes exterior enhancements
2,045,274
137,500
4,366,880
TBD
TBD
PK-12 Facilities Listed Above
11,069
1,500,000
TBD
54,861,688
34.3%
16,373,003
10.2%
21,641,479
13.5%
2,790,275
45,712,629
28.6%
330,000
0.2%
2,392,500
1.5%
1,650,000
137,500
8,011,250
8,043,750
1.0%
0.1%
5.0%
5.0%
859,275
0.5%
2,790,275
$
$
8,657,155
160,013,073
160,013,073
100.0%
Scope of Work BOE Approved 12_15_2015
Proposed Boundary Change Descriptions

This plan includes recommendations for proposed changes in school attendance boundaries. The proposed changes are described below. Please note that the year noted in the parenthesis is the school year (SY) during
which the boundary change takes effect. As is customary in boundary changes, students who are in grades 5, 8 and 12 during the implementation year, will be afforded a grace period and thus may remain at their
current school during that year. (The only exception here is for those students who will be at University Place Middle School. That school closes in May, 2018 and thus will be no options to remain at University Place Middle
School for eighth grade students.)
Boundary changes will be in effect at each high school in 2016. As an example, if in 2016-2017 a Paul W. Bryant High School senior lives on a street that in 2016 is no longer in the Paul W. Bryant High School attendance
zone but in the Northridge High School attendance zone, then that senior may use the grace period option and thus may remain at Paul W. Bryant High School in the 2016 school year. This option is allowed only one time,
during the year of implementation. Further, TCS will implement choice across the school system beginning with the 2018-2019 school year. Policy and procedures will be developed for this initiative and brought back for
board approval in April 2016.
The proposed boundary change descriptions below involve changes in attendance zones for several schools. The years noted in the parenthesis represent the year during which the boundary changes take effect.
The Alberta School of Performing Arts (SY 2018-2019)
Accept students from current University Place Elementary boundary north of Veterans Memorial Parkway and east of McFarland Boulevard
Accept students from current Arcadia Elementary boundary east of Crescent Ridge Road and University Boulevard, and north of Brockhill Road and Parkhill Road
Arcadia Elementary School (SY 2018-2019)
Current attendance zone
Students east of Crescent Ridge Road and University Boulevard, and north of Brockhill Road and Parkhill Road rezoned to The Alberta School of Performing Arts
El Dorado East, Eastover, Staffords and Willow Ridge subdivisions rezoned to Woodland Forrest Elementary (SY 2016-2017)
Arcadia, Banks Villa East, Berkley Hills, Deepwood, Druid Hills, Hillsdale (south of Brockhill Road and Parkhill Road), Hillswood, Hood Street, Legacy Park, Lewis Lane, Lynn Haven, M R Bettis Resurvey, Mayfair,
Owenwood, Summerfield and Windsor Drive subdivisions remain in current zone for new facility on Arcadia site.
Central Elementary School (SY 2018-2019)
Current boundary remains in place
Students west of 10th Avenue and east of I-359 rezoned to University Place Elementary School
Martin Luther King, Jr. Elementary School (SY 2018-2019)
Students west of 10th Avenue and east of I-359 rezoned to University Place Elementary School
Northington Elementary School (SY 2018-2019)
Students west of McFarland Boulevard rezoned to University Place Elementary
Remainder of boundary remains in place
New East Elementary School (SY 2018-2019)
New facility built on Arcadia site, housing newly revised Arcadia and Northington elementary schools attendance zones.
Oakdale Elementary School (SY 2018-2019)

Rock Quarry Elementary School (SY 2018-2019)
Skyland Elementary School (SY 2018-2019)
Accept students from current Southview Elementary School boundary south of Skyland Boulevard, north of Southmont Drive, west of McFarland Boulevard, and east of Old Montgomery
Highway (Highway 215). Includes Dixon Manor, Dogwood Manor, and portion of Skyland Park subdivisions.
Southview Elementary School (SY 2018-2019)
Students south of Skyland Boulevard, north of Southmont Drive, west of McFarland Boulevard, and east of Old Montgomery Highway (Highway 215) rezoned to Skyland Elementary. Includes Dixon Manor,
Dogwood Manor, and portion of Skyland Park subdivisions.
University Place Elementary School
Students north of Veterans Memorial Parkway and east of McFarland Boulevard rezoned to The Alberta School of Performing Arts (SY 2018-2019)
Students north of 15th Street, east of Queen City Avenue and west of McFarland Boulevard who exercise choice option to Rock Quarry Elementary
Accept students from current Northington boundary west of McFarland Boulevard (SY 2018-2019)
Accept students from Martin Luther King, Jr. Elementary west of 10th Avenue and east of I-359 (SY 2018-2019)
Accept students from Central Elementary west of 10th Avenue and east of I-359 (SY 2018-2019)
Verner Elementary School
Woodland Forrest Elementary School (SY 2016-2017)
Accept students from El Dorado East, Eastover, Staffords and Willow Ridge subdivisions from current Arcadia Elementary
Eastwood Middle School (SY 2016-2017)
Accept rezoned students from Southview Middle School
Rock Quarry Middle School new north middle school (SY 2018-2019)
Southview Middle School (SY 2016-2017)
Students rezoned to Eastwood Middle School
Southview Middle School closes May 2016
University Place Middle School
University Place Middle School closes May 2018
Students south of 15th Street rezoned to Westlawn Middle School; students north of 15th Street rezoned to Rock Quarry Middle School
Westlawn Middle School (SY 2018-2019)
Accept current University Place Middle School students south of 15th Street and current Eastwood Middle School students west of McFarland Boulevard in 2018

Central High School (SY 2016-2017)
Accept Northridge and Paul W. Bryant high schools as determined by the new feeder school boundaries
Paul W. Bryant High School (SY 2016-2017)
Accept current students from Northridge High School boundary as determined by the new feeder school boundaries
Northridge High School (SY 2016-2017)
Accept current students from Paul W. Bryant High School boundary as determined by the new feeder school boundaries
Next Steps
Upon the school boards approval of the plan, the superintendent and his staff will have a number of tasks to initiate and to complete. Those include, but are not limited to, the following:
Not in any priority:
Develop communication plan to inform families, staff, and stakeholders of the plans recommendations and related activities
Develop transition plans for Skyland Elementary School and for Arcadia Elementary School until construction is completed at those sites. Skyland will be housed at Southview Elementary School; Arcadia will be
housed at the Tuscaloosa Magnet Schools.
Extend DeJONG-RICHTERs contract to include programming of new schools with selected architects and facilities team
Continue professional development for project-based teaching and learning and culturally-responsive teaching
Complete district-wide literacy plan and instructional framework, which will include identifying needed resources, and implementing the plan
Create Central High School zone leadership teams
Create district-wide professional development plan
Begin strategic planning, with a plan that includes academic and operational performance indicators similar to those below:
o
o
o
o
o
o
o
o
Focus on reducing the achievement gap

Attendance by students and faculty
Discipline
Turnover and retention of staff
Enrollment and participation in courses such as dual enrollment, Advanced Placement, International Baccalaureate
Enrollment in and success in Algebra I in ninth grade
Improved performances in literacy, including writing
Participation in extracurricular activities
Identify first phase of investment in staff
Plan the demolition of Arcadia, and Northington elementary schools
Begin HVAC design selection process vetting
Hire architect for project-based learning renovations at school sites
Meet with Building and Grounds Committee for overview and for feedback on the capital plan
Identify and prioritize projects to be completed in the 2016-2017 academic year
Schedule various community and school meetings regarding the recommendations
Write various and related policies
Calculate implementation costs
Create Facilities Team
Create Energy (Use) Team

Bonding
Develop RFP for prospective investment bankers by January 31, 2016
Interview respondents. Select/Recommend winning team.

(Finance committee, CSFO and superintendent.)
Make ratings visit to S&P/Moodys
Bond in fall/early winter of 2016-2017

o
Include plan so that Tuscaloosa City Schools has no more than one payment ($3.5 million) in 2017
Attachment A : Graphs
Local Tax Revenue Assumptions

Sales Tax Increases 2.5% Annually
AdValorem Increases 4% in FY 2017
AdValorem Increases 2% in FY 2018 - FY 2045
In FY 2027, New Additional Revenue Will Double
The Fixed Mortgage/Debt Service Payment
Debt / Mortgage / Bond Assumptions
Annual Mortgage/Debt Service Payment = $8.1 MM
$8.1 MM Annual Mortgage will support a $130 MM Bond
Debt Service Decreases $603,000 in FY2028
Construction Details
Because over 40% of Expenses will be renovations of
major systems (roofs, lighting and HVAC), almost all deferred
maintenance items will be fixed for the next 10 to 15 years
Attachment A : Explanation
Increase For
Curricular
Data Explanation
Curricular Proposals In Brief
1. Estimated annual increase in local ad valorem taxes is 2.0% beginning in FY 2018
Expand services to students with 30+ additional teachers:
FY 2017
5,493,453
8,103,000
2. The 3 cent sales tax becomes effective July 1, 2016
add elementary art, music and world language teachers
FY 2018
6,462,320
8,103,000
3. Estimated annual increase in 3 cent sales tax is 2.5% beginning in FY 2016
add pre K classrooms throughout the district
FY 2019
7,290,656
8,103,000
4. The 3 cent sales tax is unrestricted for General Fund use
expanding project-based learning to all district school sites
FY 2020
8,299,824
8,103,000
5. Beginning in FY 2017, an additional $5,493,453 will be available for the curricular

improvements
provide continued performing arts for grades 9 - 12th at PWBHS
FY 2021
9,331,436
8,103,000
6. The current debt service / mortgage is paid off in August of 2016
implement middle years for the IB Programme at CHS
FY 2022
10,385,996
8,103,000
implement middle school elective curricular offerings that includes world

languages, project-based learning, art, and pre-engineering
FY 2023
11,464,022
8,103,000
8. In FY 2020, increased curricular spending will exceed debt service
FY 2024
12,566,042
8,103,000
9. In FY 2027, TCTAs mortgage will be paid off, reducing annual debt service $603,000
FY 2025
13,692,597
8,103,000
10. In FY 2027, increased curricular spending will be nearly double the fixed debt service
FY 2026
14,844,240
8,103,000
7. The proposal is based on authorizing a new debt service of an additional $7.5 million dollars
11. Debt Service of $7.5 MM will raise approximately $131 MM in capital
Debt Service
FY 2027
16,021,538
8,103,000
12. Sale of District surplus property will yield approximately $10 MM to $20 MM
Expand after school offerings (such as tutorials intramurals, clubs, etc)
FY 2028
17,213,007
7,500,000
13. Interest from bond revenues may exceed $5 MM
Implement summer bridge programs for literacy & numeracy
FY 2029
18,431,060
7,500,000
14. Approximately $15 MM in cash remains in Capital Fund/Fund 14 at end of FY 2016
The elementary bridge program would be for students in grades 1-3 who
are not at grade level
FY 2030
19,676,296
7,500,000
15. Capital Proposal approximates $162 MM under current market conditions
The middle school bridge program would offer Algebra I readiness classes
FY 2031
20,949,330
7,500,000
The high school bridge program would focus on AP Class readiness
FY 2032
22,250,790
7,500,000
AP English, Calc AB, Calc BC, French, Spanish, Physics
FY 2033
23,581,319
7,500,000
FY 2034
24,941,574
7,500,000
Recruit, Reward, & Retain Staff
FY 2035
26,332,227
7,500,000
Provide competitive, targeted salary grids
FY 2036
27,753,967
7,500,000
Increase salaries for those staff not at market comparisons
FY 2037
29,207,497
7,500,000
Provide additional professional development to staff
FY 2038
30,693,536
7,500,000
Provide embedded professional development to staff
FY 2039
32,212,821
7,500,000
FY 2040
33,766,104
7,500,000
FY 2041
35,354,157
7,500,000
FY 2042
36,977,767
7,500,000
FY 2043
38,637,739
7,500,000
FY 2044
40,334,899
7,500,000
FY 2045
42,070,091
7,500,000
TCTA paid off
Attachment A : Supporting Documents
Ad Valorem
Total GF
Unrestricted
Debt Service
Annual Grand Total

Local Tax Revenue
Increase For
Curricular
FY 2015
17,400,000
7,500,000
10,500,000
1,575,000
8,925,000
29,475,000
7,500,000
8,925,000
45,900,000
FY 2016
18,096,000
7,800,000
7,175,000
1,076,250
6,861,094
4,197,375
30,544,625
7,800,000
6,861,094
45,205,719
1,069,625
Total GF
Unrestricted
(Sales Tax +
AdValorem)
Debt Service
Fixed Amount
for life of bond
Annual Grand Total

Local Tax Revenue
Increase For
Curricular
Debt Service Fixed

Amount for life of
bond
Total AdValorem
(Increases 2%
Annually)
Ad Valorem
Total 3 Cent
Sales Tax
(2.5% Annual
Increase)
FY 2017
FY 2017
26,931,840
18,828,840
8,103,000
17,209,238
36,038,078
8,103,000
44,141,078
5,493,453
8,103,000
FY 2017
FY 2018
FY 2018
27,470,477
19,367,477
8,103,000
17,639,468
37,006,945
8,103,000
45,109,945
6,462,320
8,103,000
FY 2018
FY 2019
FY 2019
27,857,826
19,754,826
8,103,000
18,080,455
37,835,281
8,103,000
45,938,281
7,290,656
8,103,000
FY 2019
FY 2020
FY 2020
28,414,983
20,311,983
8,103,000
18,532,467
38,844,449
8,103,000
46,947,449
8,299,824
8,103,000
FY 2020
FY 2021
FY 2021
28,983,283
20,880,283
8,103,000
18,995,778
39,876,061
8,103,000
47,979,061
9,331,436
8,103,000
FY 2021
FY 2022
FY 2022
29,562,948
21,459,948
8,103,000
19,470,673
40,930,621
8,103,000
49,033,621
10,385,996
8,103,000
FY 2022
FY 2023
FY 2023
30,154,207
22,051,207
8,103,000
19,957,439
42,008,647
8,103,000
50,111,647
11,464,022
8,103,000
FY 2023
FY 2024
FY 2024
30,757,291
22,654,291
8,103,000
20,456,375
43,110,667
8,103,000
51,213,667
12,566,042
8,103,000
FY 2024
FY 2025
FY 2025
31,372,437
23,269,437
8,103,000
20,967,785
44,237,222
8,103,000
52,340,222
13,692,597
8,103,000
FY 2025
FY 2026
FY 2026
31,999,886
23,896,886
8,103,000
21,491,979
45,388,865
8,103,000
53,491,865
14,844,240
8,103,000
FY 2026
FY 2027
FY 2027
32,639,884
24,536,884
8,103,000
22,029,279
46,566,163
8,103,000
54,669,163
16,021,538
8,103,000
FY 2027
FY 2028
FY 2028
32,677,621
25,177,621
7,500,000
22,580,011
47,757,632
7,500,000
55,257,632
17,213,007
7,500,000
FY 2028
FY 2029
FY 2029
33,331,174
25,831,174
7,500,000
23,144,511
48,975,685
7,500,000
56,475,685
18,431,060
7,500,000
FY 2029
FY 2030
FY 2030
33,997,797
26,497,797
7,500,000
23,723,124
50,220,921
7,500,000
57,720,921
19,676,296
7,500,000
FY 2030
FY 2031
FY 2031
34,677,753
27,177,753
7,500,000
24,316,202
51,493,955
7,500,000
58,993,955
20,949,330
7,500,000
FY 2031
FY 2032
FY 2032
35,371,308
27,871,308
7,500,000
24,924,107
52,795,415
7,500,000
60,295,415
22,250,790
7,500,000
FY 2032
FY 2033
FY 2033
36,078,734
28,578,734
7,500,000
25,547,210
54,125,944
7,500,000
61,625,944
23,581,319
7,500,000
FY 2033
FY 2034
FY 2034
36,800,309
29,300,309
7,500,000
26,185,890
55,486,199
7,500,000
62,986,199
24,941,574
7,500,000
FY 2034
FY 2035
FY 2035
37,536,315
30,036,315
7,500,000
26,840,537
56,876,852
7,500,000
64,376,852
26,332,227
7,500,000
FY 2035
FY 2036
FY 2036
38,287,041
30,787,041
7,500,000
27,511,551
58,298,592
7,500,000
65,798,592
27,753,967
7,500,000
FY 2036
FY 2037
FY 2037
39,052,782
31,552,782
7,500,000
28,199,339
59,752,122
7,500,000
67,252,122
29,207,497
7,500,000
FY 2037
FY 2038
FY 2038
39,833,838
32,333,838
7,500,000
28,904,323
61,238,161
7,500,000
68,738,161
30,693,536
7,500,000
FY 2038
FY 2039
FY 2039
40,630,515
33,130,515
7,500,000
29,626,931
62,757,446
7,500,000
70,257,446
32,212,821
7,500,000
FY 2039
FY 2040
FY 2040
41,443,125
33,943,125
7,500,000
30,367,604
64,310,729
7,500,000
71,810,729
33,766,104
7,500,000
FY 2040
FY 2041
FY 2041
42,271,987
34,771,987
7,500,000
31,126,794
65,898,782
7,500,000
73,398,782
35,354,157
7,500,000
FY 2041
FY 2042
FY 2042
43,117,427
35,617,427
7,500,000
31,904,964
67,522,392
7,500,000
75,022,392
36,977,767
7,500,000
FY 2042
FY 2043
FY 2043
43,979,776
36,479,776
7,500,000
32,702,588
69,182,364
7,500,000
76,682,364
38,637,739
7,500,000
FY 2043
FY 2044
FY 2044
44,859,371
37,359,371
7,500,000
33,520,153
70,879,524
7,500,000
78,379,524
40,334,899
7,500,000
FY 2044
FY 2045
FY 2045
45,756,559
38,256,559
7,500,000
34,358,157
72,614,716
7,500,000
80,114,716
42,070,091
7,500,000
FY 2045
1,025,848,495
801,715,495
224,133,000
720,314,935
1,522,030,430
224,133,000
1,746,163,430
636,236,305

Tuscaloosa City Schools Strategic Plan

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Tuscaloosa City Schools Strategic Plan

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Superintendents Recommendation

Integrated Curriculum Facilities Demographic Strategic Plan

Approved December 15, 2015

Tuscaloosa City Schools

Rev. Frank Kennedy, Sr.

Lee Garrison, Board Chair

Earnestine Tucker, District 2

Norman Crow, District 3

Cason Kirby, District 4

Rep. Chris England

Harry C. Lee, District 5

Hon. John England

Dr. Heather Pleasants

Marvin Lucas, District 6

Dr. S. Craig Fairburn, D.M.D., MD

Rev. Roy L. Ferguson

Diana Brown Shaw

Dr. Mary Elizabeth Harper

Dr. Joyce Stallworth

Dr. Wes Hollowell

Lauren Wilson, J.D.

Rev. Clarence Sutton Sr., District 1*

Erskine Simmons, District 7

December 15, 2015

Paul McKendrick, Ed. D.

Comprehensive Facility Plan ProcessSeptember 2014 to September 2015

Data Collection &

Plan for Planning

Steering Committee Mtg.

Oct. 20, 2014

Steering Committee Mtg.

Steering Committee Mtg.

Jan. 15, 2015

Steering Committee Mtg.

Steering Committee Mtg.

Board Updates &

Dec. 11, 2014

Apr. 16, 2015

Mar. 12-13, 2015

Apr. 30-May 1, 2015

May 26-27, 2015

Final Board Presentation

Steering Committee Mtg.

May 26, 2015

Comprehensive Facility Plan ProcessSeptember 2014 to September 2015

Comprehensive Facility Plan ProcessSeptember 2014 to October 2015

May 26-27, 2015: Board Work Session

DeJONG-RICHTER & TCU Team

May 26, 2015: SC #6

April 16, 2015: Community Dialogue #2

April 30 May1, 2015: Recommendations Work Session

DeJONG-RICHTER and TCU team

September 1, 2015: Final Board Presentation:

Increasing compensation for all staff

Assisting with relocation costs for principals and executive staff

Curriculum, Teaching and Learning

System-wide focus on literacy, to include proficiency in writing

Grade-level proficiency metrics in reading and mathematics in grades K-5

Professional development for project-based learning

Continuing and completing digital transformation across the school system

Instructional support for second language learners and families

Middle School Concept

Middle schools will implement project-based learning across the curriculum

Middle schools will offer world languages