Accreditation Report
Accreditation
Report
Carter-Parramore Academy
Gadsden County School District
Ms. Pauline West, Principal 631 S
Stewart St Quincy, FL 32351-3843
TABLE OF
CONTENTS
Executive Summary
Introduction 2 Description of the School 3 School's Purpose 5
Notable Achievements and Areas of Improvement 6 Additional
Information 8
Self Assessment
Introduction 10 Standard 1: Purpose and Direction 11 Standard 2:
Governance and Leadership 13 Standard 3: Teaching and Assessing for
Learning 16 Standard 4: Resources and Support Systems 21 Standard
5: Using Results for Continuous Improvement 25 Report Summary
28
Assurances Report
AdvancED Assurances 30
Student Performance Diagnostic
Introduction 32 Assessment Scores 33 Areas of Notable
Achievement 34 Areas in Need of Improvement 35
Stakeholder Feedback Diagnostic
Introduction 37 Criteria for Assessing Stakeholder Feedback 38
Areas of Notable Achievement 39 Areas in Need of Improvement 40
Carter-Parramore Academy
Executive
Summary
Carter-Parramore Academy
Introduction
Every school has its own story to tell. The context in which
teaching and learning takes place influences the processes and
procedures by which the school makes decisions around curriculum,
instruction, and assessment. The context also impacts the way a
school stays faithful to its vision. Many factors contribute to the
overall narrative such as an identification of stakeholders, a
description of stakeholder engagement, the trends and issues
affecting the school, and the kinds of programs and services that a
school implements to support student learning.
The purpose of the Executive Summary (ES) is to provide a school
with an opportunity to describe in narrative form the strengths and
challenges it encounters. By doing so, the public and members of
the school community will have a more complete picture of how the
school perceives itself and the process of self-reflection for
continuous improvement. This summary is structured for the school
to reflect on how it provides teaching and learning on a day to day
basis.
Carter-Parramore Academy
Description of the
School
Describe the school's size, community/communities,
location, and changes it has experienced in the last three years.
Include demographic information about the students, staff, and
community at large. What unique features and challenges are
associated with the community/communities the school
serves?
Carter-Parramore Academy is located in the southernmost part of
the City of Quincy in one of Gadsden County's oldest historical
African-American neighborhoods that was once comprised of
well-known and established business people, educators, and leaders.
Further south of its campus lies Stewart Street Elementary - voted
in 2011 the 25th Best School in the State -, Gadsden Technical
Institute, and the School Board of Gadsden County including its
transportation, maintenance, and warehouse facilities. Also within
close proximity to its northern border is the newly renovated
Gadsden Arms Apartment - the city's largest minority housing
complex for low-income families. The Carter-Parramore Academy
complex serves as the Gadsden School System's official alternative
education site. Locally, the site serves students from the
townships and communities of Quincy, Havana, Gretna, Midway,
Greensboro, and Chattahoochee. They are offered the opportunity to
withdraw from neighboring home schools and remain at
Carter-Parramore until they are eligible to graduate. However,
whenever students fulfill their obligations, whether academic or
behavioral, they may leave any of the services provided. Currently,
the Academy provides academic, dropout prevention, teenage parent,
childcare, and expulsion school services for a diverse population
of students ranging from fourth to twelfth grades. Limited health,
legal, and counseling services are also provided through the
Gadsden County Health Department, Capital City Youth Services, and
the Department of Juvenile Justice. There are three (3) different
educational programs for students who have special needs in the
areas of discipline, learning alternatives, teenage parenting, and
emotional and/or mental well-being. These programs operate
autonomously as Schools within Schools and fall directly under the
supervision of the Principal of Carter-Parramore Academy. Two
programs that support students' needs are the Teenage Parent
Program and Boldstep Infant Care Centre for children of teenage
parents enrolled in the school district, with priority given to
students enrolled at Carter-Parramore Academy for alternative
education. HOPE ACADEMY, at the southernmost end of campus, houses
students who have been expelled and alternatively placed by the
school board or court system for committing zero tolerance
infractions or who need very close supervision for behavioral
reasons. Currently, the complex has an enrollment of 215 students
which fluctuates weekly due to withdrawals or enrollments of new
and returning students from various local sites and/or juvenile
facilities. The student population is approximately 92%
African-American, 8% Hispanic, 1% Caucasian, and 1% Multiracial.
The percentage of economically disadvantaged students is 87%. This
rate could be higher if all students participated in the free and
reduced lunch program. Exceptional student education services are
provided for 17% of the population. While there are no LEP students
assigned to this site, 8.3% of the staff is ESOL endorsed and
provide assistance as needed for students. The instructional staff
consists of 21 dropout prevention teachers which include one ESE
teacher/support facilitator; one Reading coach; one Mathematics
coach; one Media Specialist; and two Behavioral Specialists. The
school, as an alternative site, has been in existence since
2003-2004. In 2010-2011, the school received its first school
improvement rating - maintaining - from the FLDOE. In 2011-2012
however the rating was lowered to "declining" due to a decrease in
the school's mathematics performance. The school was previously
rated as "declining" in 2008-2009 and 2009-2010. This year's goal
is to move the school to "improving". Note: Each year students must
reapply to enter the alternative program, which often results in a
new student body and less than 50% of the previous student
population returns. Commitments from students and parents will
assure that each year will not be a renewal, but a continuation of
what has already been started and accomplished.
Unique Features and Challenges Associated with the
Communities
Carter-Parramore Academy
Carter-Parramore Academy as an alternative education site is
designed to alleviate some of the problems students face when they
fall behind academically and are not the appropriate age for their
grade levels. The system and community realize that students become
disenchanted and often resort to inappropriate social behaviors,
including but not limited to, violence, defiance of authority,
involvement in illegal substances, high absenteeism from school,
truancy, defamation of school property, etc.. Consequently, they
are at risk of dropping out of school just as over-aged students.
It is the intent of the program to expand its provisions to
students who need a non-traditional learning environment in order
to experience success in learning and subsequently receive a high
school diploma. Additionally, the alternative program has a
particular emphasis on vocational awareness and preparation due
largely to the high illiteracy, economic status, unemployment and
underemployment in the county. Students attending this program may
enroll in a CTE program each semester and acquire skill mastery or
earn certification by at the end of the course at the neighboring
Gadsden Technical Institute. This requirement applies to all
students in grades 10th through 12th. Middle grades students may
enroll in a CTE course (Informational Technology or Business
Education) on site for credit beginning at the 8th grade level.
Carter-Parramore Academy
School's Purpose
Provide the school's purpose statement and ancillary
content such as mission, vision, values, and/or beliefs. Describe
how the school embodies its purpose through its program offerings
and expectations for students.
MISSION STATEMENT: To ensure every student makes a year's
learning gain. VISION STATEMENT: To create a safe and stimulating
learning environment across the curriculum, which maximizes
individual potential and ensures students of all ability levels are
well equipped to meet the challenges of education and life. MOTTO:
"A Place called HOPE" LET'S WORK TOGETHER TO MAKE OUR SCHOOL SAFE:
To assure that the Carter-Parramore/HOPE Academy complex is a safe
and orderly place to learn and teach, we must follow rules. The
Faculty and Staff will model behaviors we expect of students. We
agree to the following: (1) To be role models for students. (2)
Treat students and other members of the Gadsden community with
respect. (3) Avoid unnecessary confrontations. (4) Be fair and
consistent in the application of classroom and school policies.
BELIEFS: We believe that the physical, emotional, mental, and
social development of citizens in this district is our concern; the
responsibility of the district is to assist in the total
development of students by recognizing their strengths and
weaknesses and immersing them in experiences that will help them
progress and achieve. We believe that it is the responsibility of
educational alternative/dropout prevention program to teach
learning skills, encourage logical and critical thinking, and
encourage the development of a positive self-concept with an
emphasis on wholesome attitudes and skill development for careers.
We believe that the program should promote sound mental and
physical health, foster the development of responsible citizenship
and social values, and emphasize the development of wholesome
interpersonal and group relationships, moral and ethical values,
aesthetic appreciation, and cultural awareness as we prepare
students for employment and lifetime leisure enjoyment. We believe
that the program should create an environment that is safe,
healthy, and conducive to learning; and one that enables
professional educators to practice and exhibit their craft with
opportunities for further growth and development through
participation in on-going staff development activities. Finally, we
believe that the School Board should provide an appropriate
physical infrastructure that lends itself to the unique needs of
at-risk and special needs students and a supporting curriculum
infrastructure that permits students an opportunity to develop to
their fullest potential within the framework of their individual
needs and abilities. The school improvement plan embodies all of
the school's goals, efforts, strategies, and activities to help
students meet the expectations of this system, which is preparation
for college and or careers. While students and their families
enrolled at the Carter-Parramore Academy complex have chosen an
alternative route to reach the same goals as those throughout the
State of Florida, they must be assured that this is the "best fit"
for meeting their needs; possess self-discipline and motivation to
work diligently; be goal-driven and respectful. While this
generally is not always the case, we have high expectations for all
of our students and we strive daily to provide the necessary
supports to get them through most situations. We provide
curriculum, physical, mental, emotional, legal (minor), and
material assistance as needed and within the confines of our
resources. Our major focus is on students at all ages to excel to
the best of their abilities and be able to become gainfully
employed or self-employed, attend a post-secondary education
institute, join the military and be a contributor to the community
or any other chosen place of residence.
Carter-Parramore Academy
Notable Achievements and
Areas of Improvement
Describe the school's notable achievements and areas of
improvement in the last three years. Additionally, describe areas
for improvement that the school is striving to achieve in the next
three years.
2009-2010
* 14 high school graduates with standard diplomas or GED
compared to 5 the previous year
* 35.7% of graduates took the ACT and 64.2% took the CPT
* 57.1% of graduates enrolled in a Florida post-secondary
institution during Fall 2010
* District hires Dropout Prevention Coordinator
* 25% of graduates (African-Americans) passed the FCAT Retake
Test for graduation
* 60% of all students grades 3-10 made learning gains in
mathematics
* 21 high school graduates with standard diplomas or GED
* 42% of all students grades 3-10 made learning gains in
reading
* 41% of students scored 3.0 or above on FCAT Grade 10 Writing
To Date 2012-2013
* Brotherhood of Respect, an all male organization, has been in
existence for over 8 years and shares an established partnership
with FAMU's Black Male Explorers Program
* Initiated the Student Council in response to students' request
to have a voice in the decision-making process
* Initiated the School Newspaper to help publish campus news and
voice concerns and issues from students
* Assistant Principal added to the Administrative Staff
* ISS Program implemented to deter and decrease out of school
suspensions
* Supplementary materials provided through SIG for academic
program (i.e. classroom libraries with CCSS literary titles)
* 21st CCLC after-school program
* Disc Village counseling program for students
* Full-time media specialist
* Availability of on-site virtual and online school program for
credit recovery
* Full-time reading and mathematics coaches
* Two full-time behavioral specialists Areas for improvement
that the school is striving to achieve in the next three years
* Reading Proficiency
* Mathematics Proficiency
* Increased Graduation Rate
* Decreased Dropout Rate
* Reduce High Absenteeism (student absent 21+ days)
* Reduce Number of Suspensions and Expulsions SY 2012-2013 Page
6 © 2012 AdvancED www.advanc-ed.org
2010-2011
2011-2012
Carter-Parramore Academy
Carter-Parramore Academy
Additional
Information
Provide any additional information you would like to
share with the public and community that were not prompted in the
previous sections.
Stakeholders rated Standard 1: Purpose and Direction in the
school satisfactorily contrary to the fact that the school has
experienced new leadership for the past six years. The general
focus of the school remains the same - assuring that the neediest
and most at-risk students receive quality assistance for maximum
success.
Carter-Parramore Academy
Self Assessment
Carter-Parramore Academy
Introduction
AdvancED's Self Assessment (SA) diagnostic is based on the
AdvancED Standards of Quality, which serves as the foundation of
the accreditation and continuous improvement process. The SA is a
valuable tool for collaboratively engaging staff members and
stakeholders in purposeful, honest dialogue and reflection to
assess the institution's adherence to the Standards, and guide its
continuous improvement efforts. The SA includes the institution's
self-ratings of and the evidence cited for each of the indicators,
comments that explain the indicator's ratings and an overall
narrative for each Standard. The results of the SA are reviewed by
the External Review Team as one essential component of the
preparation process for the institution's External Review.
Standard 1: Purpose and
Direction
The school maintains and communicates a purpose and direction
that commit to high expectations for learning as well as shared
values and beliefs about teaching and learning. Overall Rating:
3.0
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
1.1
|
The school engages in a systematic, inclusive, and comprehensive
process to review, revise, and communicate a school purpose for
student success.
|
The school's process for review, revision, and communication of
the purpose statement is documented. The process is formalized and
implemented on a regular schedule. The process includes
participation by representatives from all stakeholder groups. The
purpose statement focuses on student success.
|
- Purpose statements past and present Minutes from meetings
related to development of the school's purpose Survey results
Examples of communications to stakeholders about the school's
purpose (i.e. website, newsletters, annual report, student
handbook)
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
1.2
|
The school's leadership and staff commit to a culture that is
based on shared values and beliefs about teaching and learning and
supports challenging, equitable educational programs and learning
experiences for all students that include achievement of learning,
thinking, and life skills.
|
Commitment to shared values and beliefs about teaching and
learning is evident in documentation and decision making. This
commitment is regularly reflected in communication among leaders
and staff. Challenging educational programs and equitable learning
experiences are implemented so that all students achieve learning,
thinking, and life skills necessary for success. Evidence indicates
a commitment to instructional practices that include active student
engagement, a focus on depth of understanding, and the application
of knowledge and skills. School leadership and staff share high
expectations for professional practice.
|
- Survey results The school's statement of purpose
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
1.3
|
The school's leadership implements a continuous improvement
process that provides clear direction for improving conditions that
support student learning.
|
School leaders implement a documented, systematic continuous
improvement process for improving student learning and the
conditions that support learning. All stakeholder groups are
engaged in the process. School personnel maintain a profile with
current and comprehensive data on student and school performance.
The profile contains analyses of data used to identify goals for
the improvement of achievement and instruction that are aligned
with the school's purpose. Improvement goals have measurable
performance targets. The process includes action planning that
identifies measurable objectives, strategies, activities,
resources, and timelines for achieving improvement goals. School
leaders hold all school personnel accountable for and evaluate the
overall quality of the implementation of all interventions and
strategies. The process is reviewed and evaluated. Documentation
that the process yields improved student achievement and
instruction is available and communicated to stakeholders.
|
- The school data profile Survey results Agenda, minutes from
continuous improvement planning meetings The school continuous
improvement plan
|
Level 3
|
|
|
Reflect upon your responses to each of the indicators
and performance levels by considering and responding to the
following questions when drafting your narrative response. Use
language from the performance level descriptions to guide your
writing. Cite sources of evidence External Review team members may
be interested in reviewing.
Areas of strength include: The process for review, revision, and
communication of the school's purpose is clear; the staff and
leadership are committed to shared values and beliefs about
teaching and learning; and school leaders along with school system
implement a continuous improvement process (FCIM) for improving
student learning and the conditions that support learning for all
stakeholder groups. Action to sustain areas of strengths:
Continuing and increasing opportunities for school leaders and
stakeholder groups to continue shared collaborations. Areas in need
of improvement: Routinely and actively communicate with
stakeholders about the school's purpose; seek challenging
educational programs for at-risk populations that enhance their
learning, thinking, and life skills for success; and increase
two-way communication to and between staff and stakeholders. Plans
to improve areas of need: Stakeholders work collaboratively and
consistently in authentic and meaningful ways to build and sustain
ownership of the school's purpose and direction.
Standard 2: Governance and Leadership
The school operates under governance and leadership that promote
and support student performance and school effectiveness. Overall
Rating: 2.83
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
2.1
|
The governing body establishes policies and supports practices
that ensure effective administration of the school.
|
Policies and practices support the school's purpose and
direction and the effective operation of the school. Policies and
practices promote effective instruction and assessment that produce
equitable and challenging learning experiences for all students.
There are policies and practices regarding professional growth of
all staff. Policies and practices provide requirements, direction
for, and oversight of fiscal management.
|
- School handbooks Governing body policies, procedures, and
practices Communications to stakeholder about policy revisions
Staff handbooks Student handbooks
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
2.2
|
The governing body operates responsibly and functions
effectively.
|
The governing body has a process to ensure that its decisions
and actions are in accordance with defined roles and
responsibilities, a code of ethics, and free of conflict of
interest. Governing body members participate in a systematic,
formal professional development process regarding the roles and
responsibilities of the governing body and its individual members.
The governing body complies with all policies, procedures, laws,
and regulations and functions as a cohesive unit.
|
- List of assigned staff for compliance Proof of legal counsel
Governing body policies on roles and responsibilities, conflict of
interest Governing code of ethics Communications about program
regulations Communication plan to inform all staff on code of
ethics, responsibilities, conflict of interest Findings of internal
and external reviews of compliance with laws, regulations, and
policies
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
2.3
|
The governing body ensures that the school leadership has the
autonomy to meet goals for achievement and instruction and to
manage day-to-day operations effectively.
|
The governing body protects, supports, and respects the autonomy
of school leadership to accomplish goals for improvement in student
learning and instruction and to manage day-to-day operations of the
school. The governing body maintains a distinction between its
roles and responsibilities and those of school leadership.
|
- Stakeholder input and feedback Survey results regarding
functions of the governing body Roles and responsibilities of
school leadership School improvement plan developed by the school
Communications regarding board actions Maintenance of consistent
academic oversight, planning, and resource allocation Agendas and
minutes of meetings
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
2.4
|
Leadership and staff foster a culture consistent with the
school's purpose and direction.
|
Leaders and staff align their decisions and actions toward
continuous improvement to achieve the school's purpose. They expect
all students to be held to high standards in all courses of study.
All leaders and staff are collectively accountable for student
learning. School leaders support innovation, collaboration, shared
leadership, and professional growth. The culture is characterized
by collaboration and a sense of community.
|
- Examples of collaboration and shared leadership Survey results
Examples of decisions in support of the school's continuous
improvement plan
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
2.5
|
Leadership engages stakeholders effectively in support of the
school's purpose and direction.
|
Leaders communicate effectively with appropriate and varied
representatives from stakeholder groups, provide opportunities for
stakeholders to shape decisions, solicit feedback and respond to
stakeholders, work collaboratively on school improvement efforts,
and provide and support meaningful leadership roles for
stakeholders. School leaders' efforts result in measurable, active
stakeholder participation; engagement in the school; a sense of
community; and ownership.
|
- Minutes from meetings with stakeholders Copies of surveys or
screen shots from online surveys Survey responses Involvement of
stakeholders in a school improvement plan
|
Level 3
|
|
|
Indicator 2.6
|
Statement or Question
Response Leadership and staff supervision and evaluation
processes result in improved professional practice and student
success. The criteria and processes of supervision and evaluation
include references to professional practice and student success.
Supervision and evaluation processes are implemented at minimal
levels. The results of the supervision and evaluation processes are
used sometimes to monitor and effectively adjust professional
practice and improve student learning.
|
Evidence Rating •Examples of professional
development offerings and plans tied specifically to the results
from supervision and evaluation •Job specific criteria Level
2
|
|
Carter-Parramore Academy
Reflect upon your responses to each of the indicators
and performance levels by considering and responding to the
following questions when drafting your narrative response. Use
language from the performance level descriptions to guide your
writing. Cite sources of evidence External Review team members may
be interested in reviewing.
Areas of strength: Establishes support practices that ensure
effective administration; participates in both formal and informal
professional development processes regarding roles and
responsibilities of the governing body; the governing body
protects, supports, and respects the autonomy of school leadership
to accomplish goals for improvement and manage day-to-day
operations of the school; aligns decisions and actions toward
continuous improvement; and uses effective communication to work
collaboratively with stakeholder groups .
Actions to sustain areas of strength: Implementing and
continuing shared decision-making efforts among stakeholder groups
like the School Advisory Council; continuing leadership-building
professional development and practices with key stakeholders;
establishing high standards for students according to abilities and
effective communication with stakeholders.
Areas in need of improvement: Instilling in faculty and staff
that leadership, staff supervision, and evaluation processes result
in improved professional practice and student success; fostering a
culture that hold all stakeholders accountable for student
learning; and increasing stakeholders' involvement in school's
purpose and direction.
Plan to improve areas of need: Craft a communication plan with
stakeholder groups (besides the School Advisory Council) that
allows for effective collaboration on school improvement
efforts.
Standard 3: Teaching and
Assessing for Learning
The school's curriculum, instructional design, and assessment
practices guide and ensure teacher effectiveness and student
learning. Overall Rating: 2.75
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.1
|
The school's curriculum provides equitable and challenging
learning experiences that ensure all students have sufficient
opportunities to develop learning, thinking, and life skills that
lead to success at the next level.
|
Curriculum and learning experiences in each course/class provide
all students with challenging and equitable opportunities to
develop learning skills, thinking skills, and life skills. There is
some evidence to indicate curriculum and learning experiences
prepare students for success at the next level. Like
courses/classes have equivalent learning expectations. Some
learning activities are individualized for each student in a way
that supports achievement of expectations.
|
- Learning expectations for different courses Survey results
Course schedules Lesson plans Posted learning objectives Course
descriptions Descriptions of instructional techniques
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.2
|
Curriculum, instruction, and assessment are monitored and
adjusted systematically in response to data from multiple
assessments of student learning and an examination of professional
practice.
|
Using data from student assessments and an examination of
professional practice, school personnel monitor and adjust
curriculum, instruction, and assessment to ensure vertical and
horizontal alignment and alignment with the school's goals for
achievement and instruction and statement of purpose. There is a
process in place to ensure alignment each time curriculum,
instruction, and/or assessments are reviewed or revised. The
continuous improvement process ensures that vertical and horizontal
alignment as well as alignment with the school's purpose are
maintained and enhanced in curriculum, instruction, and
assessment.
|
- Lesson plans aligned to the curriculum Surveys results Common
assessments Curriculum guides Curriculum writing process
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.3
|
Teachers engage students in their learning through instructional
strategies that ensure achievement of learning expectations.
|
Teachers plan and use instructional strategies that require
student collaboration, self-reflection, and development of critical
thinking skills. Teachers personalize instructional strategies and
interventions to address individual learning needs of students when
necessary. Teachers use instructional strategies that require
students to apply knowledge and skills, integrate content and
skills with other disciplines, and use technologies as
instructional resources and learning tools.
|
- Professional development focused on these strategies Findings
from supervisor walk-thrus and observations Teacher evaluation
criteria Examples of teacher use of technology as an instructional
resource Surveys results Student work demonstrating the application
of knowledge Authentic assessments Examples of student use of
technology as a learning tool
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.4
|
School leaders monitor and support the improvement of
instructional practices of teachers to ensure student success.
|
School leaders formally and consistently monitor instructional
practices through supervision and evaluation procedures to ensure
that they 1) are aligned with the school's values and beliefs about
teaching and learning, 2) are teaching the approved curriculum, 3)
are directly engaged with all students in the oversight of their
learning, and 4) use content-specific standards of professional
practice.
|
- Supervision and evaluation procedures Recognition of teachers
with regard to these practices Surveys results Peer or mentoring
opportunities and interactions Curriculum maps Examples of
improvements to instructional practices resulting from the
evaluation process Documentation of collection of lesson plans and
grade books Administrative classroom observation protocols and
logs
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.5
|
Teachers participate in collaborative learning communities to
improve instruction and student learning.
|
All members of the school staff participate in collaborative
learning communities that meet both informally and formally.
Collaboration often occurs across grade levels and content areas.
Staff members have been trained to implement a formal process that
promotes discussion about student learning. Learning from, using,
and discussing the results of inquiry practices such as action
research, the examination of student work, reflection, study teams,
and peer coaching occur regularly among most school personnel.
School personnel indicate that collaboration causes improvement
results in instructional practice and student performance.
|
- Examples of improvements to content and instructional practice
resulting from collaboration Survey results Common language,
protocols and reporting tools Peer coaching guidelines and
procedures
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.6
|
Teachers implement the school's instructional process in support
of student learning.
|
All teachers use an instructional process that informs students
of learning expectations and standards of performance. Exemplars
are often provided to guide and inform students. The process
includes multiple measures, including formative assessments, to
inform the ongoing modification of instruction and provide data for
possible curriculum revision. The process provides students with
specific and timely feedback about their learning.
|
- Survey results Examples of learning expectations and standards
of performance Examples of assessments that prompted modification
in instruction Samples of exemplars used to guide and inform
student learning
|
Level 3
|
|
|
Indicator 3.7
|
Statement or Question Response Evidence Rating
Mentoring, coaching, and induction programs support instructional
improvement consistent with the school's values and beliefs about
teaching and learning. School personnel are engaged in mentoring,
coaching, and induction programs that are consistent with the
school's values and beliefs about teaching, learning, and the
conditions that support learning. These programs set expectations
for all school personnel and include measures of performance.
•Personnel manuals with information related to new hires
including mentoring, coaching, and induction practices
•Descriptions and schedules of mentoring, coaching, and
induction programs with references to school beliefs and values
about teaching and learning •Professional learning calendar
with activities for instructional support of new staff •
Survey results •Records of meetings and walk thrus/feedback
sessions •Mentoring and coaching actively occurs daily on
campus. Academic coaches and peer teachers perform many of these
responsibilities. Level 3
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.8
|
The school engages families in meaningful ways in their
children's education and keeps them informed of their children's
learning progress.
|
Programs that engage families in their children's education are
available. School personnel provide information about children's
learning.
|
- Parental/family/caregiver involvement plan including
activities, timeframes, and evaluation process Survey results
Volunteer program with variety of options for participation
|
Level 2
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.9
|
The school has a formal structure whereby each student is well
known by at least one adult advocate in the school who supports
that student's educational experience.
|
School personnel participate in a structure that gives them
interaction with individual students, allowing them to build
relationships over time with the student. Most students participate
in the structure. The structure allows the school employee to gain
insight into the student's needs regarding learning skills,
thinking skills, and life skills.
|
|
Level 2
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.10
|
Grading and reporting are based on clearly defined criteria that
represent the attainment of content knowledge and skills and are
consistent across grade levels and courses.
|
Most teachers use common grading and reporting policies,
processes, and procedures based on criteria that represent each
student's attainment of content knowledge and skills. These
policies, processes, and procedures are implemented across grade
levels and courses. Most stakeholders are aware of the policies,
processes, and procedures. The policies, processes, and procedures
may or may not be evaluated.
|
- Survey results Policies, processes, and procedures on grading
and reporting Samples communications to stakeholders about grading
and reporting
|
Level 2
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.11
|
All staff members participate in a continuous program of
professional learning.
|
All staff members participate in a continuous program of
professional learning that is aligned with the school's purpose and
direction. Professional development is based on an assessment of
needs of the school. The program builds capacity among all
professional and support staff. The program is systematically
evaluated for effectiveness in improving instruction, student
learning, and the conditions that support learning.
|
- Survey results Evaluation tools for professional learning
|
Level 3
|
|
|
Carter-Parramore Academy
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
3.12
|
The school provides and coordinates learning support services to
meet the unique learning needs of students.
|
School personnel use data to identify unique learning needs of
all students at all levels of proficiency as well as other learning
needs (such as second languages). School personnel stay current on
research related to unique characteristics of learning (such as
learning styles, multiple intelligences, personality type
indicators) and provide or coordinate related learning support
services to all students.
|
- Data used to identify unique learning needs of students Survey
results
|
Level 3
|
|
|
Reflect upon your responses to each of the indicators
and performance levels by considering and responding to the
following questions when drafting your narrative response. Use
language from the performance level descriptions to guide your
writing. Cite sources of evidence External Review team members may
be interested in reviewing.
Areas of strength: Curriculum and learning experiences provide
challenging and equitable opportunities for students' success at
the next level; readily constructed curriculum maps/guides; plans
aligned to curriculum; common assessments; walk-throughs and
observations; peer or mentoring opportunities and interactions;
collaborative learning communities; use of rubrics; volunteer
program through district; adult advocates, especially for ESE and
students in court system; common grading system and reporting
practices; and professional development for all staff members.
Actions to sustain areas of strength: Weekly and or monthly
professional development; requirement for all instructional staff
to implement and use Engrade (online gradebook); use of common
lesson plan template; formal board configuration; walk-throughs and
observations; collection of lesson plans; academic coaches
monitoring instruction; Marzano's evaluation process; peer
coaching; and establishing a mentoring, coaching, and induction
program that supports instructional improvement.
Areas in need of improvement: Vertical and horizontal alignment
of curriculum with school's purpose; technological instructional
resources and tools that support individual learning needs of all
groups for maximum success; mobile observation online (wireless)
tool to promote more frequent observations and timely feedback to
teachers; use of a variety of programs and activities that engage
families in meaningful ways in their children's education; more
viable volunteer program on site; adult advocates for all students
and structured time to meet; common grading and reporting policies,
processes, and procedures across all grade levels; on-going
professional development for all individuals including staff so
that they remain current on research related to the unique
characteristics of learning.
Plans to improve the areas of need: District is currently
reviewing PD360 as a tool to provide varied and needed professional
development in a myriad of ways to address both staff and
individual needs; implementation of the Engrade online grade book
and parent/teacher/student portal; quarterly student data chats and
weekly data chats with staff on progress and direction; ongoing
classroom observations to support teacher effectiveness and student
improvement towards meeting success; district induction program;
peer coaching; and use of data to continuously guide improvement
and decisions regarding learning needs.
Standard 4: Resources and Support Systems
The school has resources and provides services that support its
purpose and direction to ensure success for all students. Overall
Rating: 2.57
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
4.1
|
Qualified professional and support staff are sufficient in
number to fulfill their roles and responsibilities necessary to
support the school's purpose, direction, and the educational
program.
|
Policies, processes, and procedures ensure that school leaders
have access to, hire, place, and retain qualified professional and
support staff. School leaders systematically determine the number
of personnel necessary to fill all the roles and responsibilities
necessary to support the school purpose, educational programs, and
continuous improvement. Sustained fiscal resources are available to
fund positions critical to achieve the purpose and direction of the
school.
|
- Assessments of staffing needs Survey results Policies,
processes, procedures and other documentation related to the
hiring, placement and retention of professional and support staff
Documentation of highly qualified staff School budgets for the last
three years
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
4.2
|
Instructional time, material resources, and fiscal resources are
sufficient to support the purpose and direction of the school.
|
Instructional time, material resources, and fiscal resources are
focused on supporting the purpose and direction of the school.
Instructional time is protected in policy and practice. School
leaders work to secure material and fiscal resources to meet the
needs of all students. School leaders demonstrate that
instructional time, material resources, and fiscal resources are
allocated so that all students have equitable opportunities to
attain challenging learning expectations. Efforts toward the
continuous improvement of instruction and operations include
achieving the school's purpose and direction.
|
- School schedule Survey results Examples of efforts of school
leaders to secure necessary material and fiscal resources School
calendar Alignment of budget with school purpose and direction
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
4.3
|
The school maintains facilities, services, and equipment to
provide a safe, clean, and healthy environment for all students and
staff.
|
School leaders have adopted or created clear expectations for
maintaining safety, cleanliness, and a healthy environment and have
shared these definitions and expectations with stakeholders. School
personnel and students are accountable for maintaining these
expectations. Measures are in place that allow for continuous
tracking of these conditions. Improvement plans are developed and
implemented by appropriate personnel as necessary to improve these
conditions. Results of improvement efforts are evaluated.
|
- Survey results Documentation of compliance with local and state
inspections requirements Records of depreciation of equipment
Documentation of emergency procedures such as fire drills,
evacuation and other emergency procedures. Maintenance schedules
Safety committee responsibilities, meeting schedules, and minutes
System for maintenance requests
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
4.4
|
Students and school personnel use a range of media and
information resources to support the school's educational
programs.
|
Students and school personnel have access to media and
information resources necessary to achieve the educational programs
of the school. Qualified personnel are available to assist students
and school personnel in learning about the tools and locations for
finding and retrieving information.
|
- Schedule of staff availability to assist students and school
personnel related to finding and retrieving information Data on
media and information resources available to students and staff
Survey results Budget related to media and information resource
acquisition
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
4.5
|
The technology infrastructure supports the school's teaching,
learning, and operational needs.
|
The technology infrastructure meets the teaching, learning, and
operational needs of most stakeholders. School personnel have a
technology plan to improve technology services and
infrastructure.
|
- Policies relative to technology use Survey results Assessments
to inform development of technology plan
|
Level 2
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
4.6
|
The school provides support services to meet the physical,
social, and emotional needs of the student population being
served.
|
School personnel endeavor to determine the physical, social, and
emotional needs of students in the school. School personnel provide
or coordinate programs to meet the needs of students when possible.
School personnel evaluate all programs. Improvement plans related
to these programs are sometimes designed and implemented to meet
the needs of students.
|
- Social classes and services, e.g., bullying, character
education Survey results Agreements with school community agencies
for student-family support List of support services available to
students
|
Level 2
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
4.7
|
The school provides services that support the counseling,
assessment, referral, educational, and career planning needs of all
students.
|
School personnel endeavor to determine the counseling,
assessment, referral, educational, and career planning needs of
students in the school. School personnel provide or coordinate
programs to meet the needs of students when possible. School
personnel evaluate all programs. Improvement plans related to these
programs are sometimes designed and implemented to meet the needs
of students.
|
- Description of referral process List of services available
related to counseling, assessment, referral, educational, and
career planning Survey results Description of IEP process
|
Level 2
|
|
|
Reflect upon your responses to each of the indicators
and performance levels by considering and responding to the
following questions when drafting your narrative response. Use
language from the performance level descriptions to guide your
writing. Cite sources of evidence External Review team members may
be interested in reviewing.
Areas of strength: Leaders exhaust all possibilities to ensure
resources are available to support the purpose and direction of the
school; adequate staff is provided to fulfill roles and
responsibilities; instructional time and material resources are
sufficient to support direction and school purpose; safe and
reasonably clean facility for site's age; media and information
resources are being updated and supplied to meet the needs of
population; technology infrastructure is being addressed and
updated by district according to plan; limited support services
such as counseling, referral, educational, and career planning are
being met for students.
Actions to sustain the areas of strength: Policies, processes,
procedures and other documentation related to the hiring, placement
and retention of professional and support staff are utilized and
supported by district; protected instructional time. Instructional
time is protected in practice. School leaders work to secure
material and fiscal resources to meet the needs of all students;
school leaders have clear expectations for maintaining safety,
cleanliness, and a healthy environment; all school personnel are
accountable for maintaining these expectations; media and
information resources necessary to achieve the educational programs
of the school are being secured and increased to adequately meet
student and personnel needs; the technology infrastructure
currently meets the teaching, learning, and operational needs of
most stakeholders and its use is strongly being implemented across
the curriculum (Note: the train the trainer model is being used to
maximize teacher effectiveness and student success); school
personnel coordinate programs to meet the needs of students when
possible (i.e., trainings and workshops for staff and student
body); and limited provision of services available related to
counseling, assessment, referral,and educational and career
planning for students.
Areas in need of improvement: Students and school personnel have
access to limited media and information resources necessary to
achieve most of the educational programs of the school. The
school's site was built in late 50's; technology infrastructure
costs are expensive
Carter-Parramore Academy
and unreliable. School personnel need to provide or coordinate
and evaluate all programs to meet the physical, social, and
emotional needs of students when possible. Schedule family services
(e.g., parent classes, survival skills) with stakeholders.
Establish student assessment system for identifying student needs;
establish agreements with school community agencies for
student-family support; create a list of services available related
to counseling, assessment, referral, and educational and career
planning; and develop a budget for counseling, assessment,
referral, and educational and career planning.
Plans to improve areas of need: Continue to actively advocate
for resources and services that support school's purpose and
direction; recruit community and business partners to help champion
the cause of advancing school's goals for students and families;
initiate family support and trainings through parent involvement
office; conduct surveys and evaluation with follow-up, planning,
and implementation plan of activities that support stakeholder
groups; monitor district technology plan to assure school's
technology infrastructure is kept up to date.
Standard 5: Using Results for
Continuous Improvement
The school implements a comprehensive assessment system that
generates a range of data about student learning and school
effectiveness and uses the results to guide continuous improvement.
Overall Rating: 2.8
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
5.1
|
The school establishes and maintains a clearly defined and
comprehensive student assessment system.
|
School personnel maintain and use an assessment system that
produces data from multiple assessment measures, including locally
developed and standardized assessments about student learning and
school performance. The system ensures consistent measurement
across classrooms and courses. Most assessments, especially those
related to student learning, are proven reliable and bias free. The
system is regularly evaluated for reliability and effectiveness in
improving instruction, student learning, and the conditions that
support learning.
|
- Brief description of student assessment system including range
of data produced from standardized and local assessments on student
learning and school performance Survey results Documentation or
description of evaluation tools/protocols
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
5.2
|
Professional and support staff continuously collect, analyze,
and apply learning from a range of data sources, including
comparison and trend data about student learning, instruction,
program evaluation, and organizational conditions.
|
Some processes and procedures for collecting, analyzing, and
applying learning from data sources are used by professional and
support staff. Data sources include limited comparison and trend
data about student learning, instruction, the effectiveness of
programs, and organizational conditions. School personnel use data
to design, implement, and evaluate continuous improvement
plans.
|
- Examples of use of data to design, implement, and evaluate
continuous improvement plans and apply learning Survey results List
of data sources related to student learning, instruction, program
effectiveness, and conditions that support learning
|
Level 2
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
5.3
|
Professional and support staff are trained in the evaluation,
interpretation, and use of data.
|
All professional and support staff members are assessed and
trained in a rigorous professional development program related to
the evaluation, interpretation, and use of data.
|
- Professional learning schedule specific to the use of data
Training materials specific to the evaluation, interpretation, and
use of data Survey results Documentation of attendance and training
related to data use
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
5.4
|
The school engages in a continuous process to determine
verifiable improvement in student learning, including readiness for
and success at the next level.
|
Policies and procedures describe a process for analyzing data
that determine verifiable improvement in student learning,
including readiness for and success at the next level. Results
indicate improvement, and school personnel consistently use these
results to design, implement, and evaluate the results of
continuous improvement action plans related to student learning,
including readiness for and success at the next level.
|
- Examples of use of results to evaluate continuous improvement
action plans Agendas, minutes of meetings related to analysis of
data Student surveys Evidence of student readiness for the next
level Evidence of student success at the next level Evidence of
student growth
|
Level 3
|
|
|
Indicator
|
Statement or Question
|
Response
|
Evidence
|
Rating
|
|
5.5
|
Leadership monitors and communicates comprehensive information
about student learning, conditions that support student learning,
and the achievement of school improvement goals to
stakeholders.
|
Leaders monitor comprehensive information about student
learning, conditions that support student learning, and the
achievement of school improvement goals. Leaders regularly
communicate results using multiple delivery methods to all
stakeholder groups.
|
- Executive summaries of student learning reports to stakeholder
groups Survey results Sample communications to stakeholders
regarding student learning, conditions that support learning, and
achievement of school improvement goals Minutes of board meetings
regarding achievement of student learning goals
|
Level 3
|
|
|
Reflect upon your responses to each of the indicators
and performance levels by considering and responding to the
following questions when drafting your narrative response. Use
language from the performance level descriptions to guide your
writing. Cite sources of evidence External Review team members may
be interested in reviewing.
Areas of strength: The district has a robust web-based platform
that provides access to a wide range of data that can be used to
track and inform instruction. Data is used to make instructional
changes at school site and supported by district-level personnel
through re-teach reports. Periodic trainings are held regarding the
use of the student data management system and its use in informing
instruction. Extensive evidence of student growth exists to support
continuous improvement; meetings are held at the school site
involving various stakeholders to communicate performance data and
student learning outcomes.
Actions to sustain the areas of strength: The district has
purchased Performance Matters and is currently providing extensive
professional development to train all stakeholders on its use. The
district is currently providing professional development in using
Performance Matters to disaggregate student summative and formative
data. Continued data-related professional development opportunities
are planned, including preplanning and teacher planning days. The
school is following its school improvement plans, and using data to
create goals, strategies, and action steps to facilitate continuous
improvement.
Carter-Parramore Academy
Areas in need of improvement: No protocol exists for evaluation
of assessments to ensure reliability and bias. District quality
control procedures that monitor the school in effectively using
data to improve instruction are lacking. A comprehensive
professional development calendar related to the use of student
data does not exist. Written procedures for using results to
evaluate continuous improvement action plans do not exist. A
comprehensive monitoring plan to evaluate the district improvement
plan does not exist.
Plans to improve the areas of need: The district will utilize
the test item bank that has been created by PARCC for use with
progress monitoring. The district will create a committee to
evaluate all assessments for reliability and validity. The district
will make a five-year commitment to maintaining Performance Matters
to ensure proficiency with its use. A written protocol for data
analysis and quality control for collection and use is currently
being developed. The district will make changes to the strategic
plan based on student performance data. The district will contract
with an outside vendor to evaluate both core and supplemental
academic programs and their effectiveness. A comprehensive
professional development calendar related to data collection,
analysis, and use is being developed and will be shared with all
stakeholders. Beginning teachers will be involved in comprehensive
professional development related to using Performance Matters and
data that informs instruction. A data use manual will be developed
and disseminated to all stakeholders. A written protocol for
evaluating the effectiveness of goals and strategies is being
developed and will be shared with all stakeholders. School
improvement plan monitoring tools will be used each semester for
all schools to evaluate the effectiveness of strategies and action
steps. Value-added data will be used in administrator and teacher
evaluation instruments to document student growth. The district
will release an executive summary each year that includes Annual
Measurable Objective (AMO) data and student performance data.
Collective student performance data will be posted on the
district's website. Each school will release its SPAR in the local
newspaper.
Carter-Parramore Academy
Report Summary
Carter-Parramore Academy
Assurances
Report
AdvancED
Assurances
Assurance
|
Certified
|
Comment/Attachment
|
The
institution has read, understands, and complies with the AdvancED
Policies and Procedures.
|
Yes
|
|
The institution monitors all financial transactions through a
recognized, regularly audited accounting system.
|
Yes
|
|
The institution engages in a continuous improvement process and
implements an improvement plan. Attach the improvement plan if the
plan is not located in AdvancED's Adaptive System of School
Improvement Support Tools (ASSIST).
|
Yes
|
CPA School Improvement Plan 2012 revised.docx
|
The institution implements a written security and crisis
management plan which includes emergency evacuation procedures and
appropriate training for stakeholders. Attach the security and
crisis management plan. (optional)
|
Yes
|
CPA Crisis Plan.doc
|
The institution has reported all substantive changes in the
institution that affect the scope and/or have an impact on the
institution's ability to meet the AdvancED standards and policies.
Such changes include, but are not limited to: Restructuring
(merging, opening, or closing) of the institution or institution(s)
within its jurisdiction • •Mission and purpose of the
institution Governance structure of the institution, including
changing to a charter school/school system, being the subject of a
state takeover, or a change in ownership • •Grade levels
served by the institution Staffing, including administrative and
other non-teaching professionals personnel • •Available
facilities, including upkeep and maintenance •Level of funding
•School day or school year Establishment of an additional
location geographically apart from the main campus •
•Student population that causes program or staffing
modification(s) Available programs, including fine arts, practical
arts and student activities •
|
Yes
|
|
|
Carter-Parramore Academy
Student Performance
Diagnostic
Carter-Parramore Academy
Introduction
The Student Performance Diagnostic provides an institution with
a process to report summative student assessments. This diagnostic
is significant to the accreditation and continuous improvement
process as it serves as a resource for schools to view content area
assessment results required by the state, district, or other
entities, determine the quality and reliability of the given
assessments, and show the alignment of the assessments to the
school's curriculum. The performance level computed at the
completion of the diagnostic is used by the external review team as
a comprehensive report to understand fully the institution's
assessment program; the diagnostic should be used in the same
manner by the institution as it engages in improvement
planning.
Carter-Parramore Academy
Assessment
Scores
Label
|
Question
|
Value
|
1. Quality Score
|
Enter the average assessment quality score from the Student
Performance Worksheet (this average is based on the score for each
assessment based on the rubric below).
|
4.0
|
|
Label
|
Question
|
Value
|
2. Alignment Score
|
Enter the average assessment alignment score from the Student
Performance Worksheet (this average is based on the score for each
assessment based on the rubric below).
|
4.0
|
|
Label
|
Question
|
Value
|
3. Disaggregation/Analysis Score
|
Enter the average disaggregation/analysis score from the Student
Performance Worksheet (this average is based on the score for each
assessment based on the rubric below ).
|
4.0
|
|
Label
|
Question
|
Value
|
4. Student Results Status Score
|
Enter the average student results status score from the Student
Performance Worksheet.
|
6.0
|
|
Label
|
Question
|
Value
|
5. Improvement Score
|
Enter the average improvement score from the Student Performance
Worksheet.
|
0.0
|
|
Label
|
Question
|
Value
|
6. Overall Student Performance Score
|
Enter the average overall student performance score from the
Student Performance Worksheet.
|
18.0
|
|
Carter-Parramore Academy
Areas of Notable
Achievement
Which area(s) are above the
expected levels of performance?
None of the areas are at or above the expected levels of
performance of the school; to the contrary, performance fluctuates
from year to year due to extreme mobility and instability of both
the faculty and student body. While this is not intentional, it is
due to the structure of the complex. Students are enrolled on a
voluntary basis and remain or withdraw at will. It is highly
recommended that students commit to a year to two year plan so that
baseline results compared to future data can reflect the
effectiveness and benefit of attending such a program.
Describe the area(s) that show a positive trend in
performance.
Reading has shown a positive trend from 2010 to 2012. Learning
gains have increased for student in grades 4th through 10th from
36% (2010) to 37% (2011) to 42% (2012).
Which area(s) indicate the overall highest
performance?
Reading as measured by FCAT Reading has the overall highest
performance.
Which subgroup(s) show a trend toward increasing
performance?
African-Americans and economic disadvantaged students are
predominately the largest subgroups on the complex. Over the past
three years, they have experience minimal growth and improvement in
the area of reading.
Between which subgroups is the achievement gap
closing?
African-Americans and the economically disadvantaged are two
groups that are showing the greatest improvement because of the
fact their populations represent 87 to 94% of the school's
population.
Which of the above reported findings are consistent with
findings from other data sources?
Performance in reading learning gains as documented by the end
of the year FCAT Reading assessment and the District Reading
assessment substantiates the fact that students are performing
consistently (minimally).
Carter-Parramore Academy
Areas in Need of
Improvement
Which area(s) are below the
expected levels of performance?
Currently, mathematics is far below the expected level of
performance. Learning gains from 2011 to 2012 reflect a 41% loss
among all students.
Describe the area(s) that show a negative trend in
performance.
Mathematics reflects a negative trend in performance. From 2010
to 2012, FCAT Mathematics results show learning gains as 30% in
2010; 61% in 2011 and 20% in 2012.
Which area(s) indicate the overall lowest
performance?
Mathematics indicated the overall lowest performance; a 41%
decrease (2012) after experiencing a 31% increase (2011) the
previous year.
Which subgroup(s) show a trend toward decreasing
performance?
African-American and economically disadvantaged students show
the greatest trend toward decreasing performance. Many of the
students entering the program, have major deficits not only
mathematically, but in reading and problem solving skills as
well.
Between which subgroups is the achievement gap becoming
greater?
African-Americans and economically disadvantaged students
dominate the complex's population, hence there are fewer members of
the body with which to fairly compare.
Which of the above reported findings are consistent with
findings from other data sources?
Performance in mathematics learning gains as documented by the
end of the year FCAT Mathematics assessment and the District
Mathematics assessment substantiates the fact that students are
performing consistently .
Carter-Parramore Academy
Stakeholder Feedback
Diagnostic
Carter-Parramore Academy
Introduction
The Stakeholder Feedback Diagnostic is designed to analyze the
institution's survey results in terms of areas of achievement and
areas that need improvement. Further, the diagnostic is essential
to the accreditation and continuous improvement processes in that
it provides the institution with a comprehensive view of the
aggregate scores of the surveys administered, and the actual total
of respondents for each survey type to derive a single score for
this diagnostic. The performance level score computed at the
completion of the diagnostic is used to broaden and enhance the
external review team's understanding of the stakeholder's
perceptions of the institution; the diagnostic should be used in
the same manner by the institution as it engages in improvement
planning.
Criteria for Assessing
Stakeholder Feedback
Statement or Question
|
Response
|
Evidence
|
Rating
|
Select the rubric level obtained from the
|
Level 3: Minimum response rate
|
- Evidence of survey responses
|
Level 3
|
Stakeholder Feedback Worksheet.
|
was met. All surveys had an average item value of 3.20 or above
(on a 5.0 scale).
|
- Carter-Parramore Academy believes that it does an effective job
communicating with it stakeholders, especially parents and their
students, about the school's goals and activities. We use flyers
and letters, the school's marquee, the Parent Link (automated
calling system), and school-wide announcements. Stakeholders are
also encouraged to serve on the school advisory council (as school
advocates) and as volunteers around the campus. While
Carter-Parramore Academy is undergoing its second accr
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Carter-Parramore Academy
Areas of Notable
Achievement
Which area(s) indicate the overall highest level of
satisfaction or approval?
Survey results reflect that Standard 1: Purpose and Direction
rated highest among all stakeholders' responses.
Carter-Parramore Academy believes that its school's leadership
and staff is committed to a culture that is based on shared values
and beliefs about teaching and learning experiences for all
students that include achievement of learning, thinking, and life
skills. All members of the faculty and staff have been assigned to
SACS committees for the unique purpose of collaboration and
committing ideas to the growth and improvement of the academy's
complex. While the current administration has only been aboard five
months, we have worked jointly to provide clear direction to
empower persons to improve conditions that support student learning
according to their level of expertise. We have an open door policy
when it comes to both student and or parent concerns. We candidly
convey a message of high expectations and "we're here for business"
--- we can give you a fish, but we rather teach you to fish.
Which area(s) show a trend toward increasing stakeholder
satisfaction or approval?
Standard 2 - Governance and Leadership and Standard 3- Teaching
and Assessing for Learning are the two that most stakeholders
viewed as showing a trend toward increasing stakeholders
satisfaction or approval. Stakeholders recognize the fact that the
Gadsden School system, as the governing body, establishes policies
and supports practices that ensure effective administration of the
school. The governing body also ensures that the school leadership
has the autonomy to meet goals for achievement and instruction and
to manage day-to-day operations effectively. As an alternative
educational site, we use a board approved restructuring plan in
conjunction with the school improvement plan for assuring
stakeholders that our complex is committed to helping students
develop to their fullest potential within the frameworks of their
respective abilities. Our mentoring and induction programs support
instructional improvement consistent with the school's values and
beliefs about teaching and learning. CPA engages families in
meaningful ways in their children's education and keeps them
informed of their children's learning progress through frequent
reporting. The school utilizes the homeroom/instructional focus
period time whereby each student is well known by at least one
adult advocate --- the homeroom teacher--- in the school who
supports that student's educational experience.
Which of the above reported findings are consistent with
findings from other stakeholder feedback sources?
Standard1: Purpose and Direction is most consistent with
findings from other stakeholder feedback sources. The school's
leadership works hard to implement a continuous improvement process
that provides clear direction for improving conditions that
supports all student learning. The Gadsden school system has
implemented the Florida Continuous Improvement Model throughout the
district for total quality management of all its learning and
teaching initiatives.
Carter-Parramore Academy
Areas in Need of
Improvement
Which area(s) indicate the overall lowest level of
satisfaction or approval?
The lowest areas of satisfaction include the following: Staff -
Standard 3: Teaching and Assessing for Learning Parents - Standard
5: Using Results for Continuous Improvement Students (Elementary) -
Standard 2: Governance and Leadership Students (Middle and High) -
Standard 4: Resources and Support Systems
Which area(s) show a trend toward decreasing stakeholder
satisfaction or approval?
The following show a trend toward decreasing stakeholder
satisfaction or approval: Staff - Standard 4: Resources and Support
Systems Parents -Standard 5: Using Results for Continuous
Improvement Students (Elementary) -Standard 4: Resources and
Support Systems Students (Middle and High) - Standard 5: Using
Results for Continuous Improvement
What are the implications for these stakeholder
perceptions?
Parents basically strongly agree or agree with the
implementation of standards at this site; however, 25% were neutral
as to the reporting of achievement of school goals. Staff members
believe that we maintain a facility that support student learning
and focus so heavily on academics that few opportunities are
provided for students to participate in activities that otherwise
interest them. Middle and high school students believe that the
school fails to consider their opinions when planning ways to
improve the school. Less than 50% feel that the school shares
information with their family and community members. Elementary
students (37%) agreed or were not sure as to whether the school was
a safe and clean environment.
Which of the above reported findings are consistent with
findings from other stakeholder feedback sources?
Consistently, we have found that the impetus to focus on
academics overwhelm our efforts to provide a blended elective area
curriculum that provides activities that interest students. Also
the availability of resources hinders efforts to adequately provide
such services. However, the 21st Century Community Learning Center
program supports this initiative.