Self-Assessment
Self
Assessment
Carter-Parramore Academy
Gadsden County School District
Ms. Pauline West, Principal 631 S
Stewart St Quincy, FL 32351-3843
Document Generated On December 12, 2012
TABLE OF CONTENTS
Introduction 1 Standard 1: Purpose and Direction 2 Standard 2:
Governance and Leadership 4 Standard 3: Teaching and Assessing for
Learning 7 Standard 4: Resources and Support Systems 12 Standard 5:
Using Results for Continuous Improvement 16 Report Summary 19
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
|
|
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
|
|
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-thrus 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-thrus 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 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
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Statement or Question
|
Response
|
Evidence
|
Rating
|
5.1
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The school establishes and maintains a clearly defined and
comprehensive student assessment system.
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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.
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.
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