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Standards Assessment Report 2007-2008

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Standards Assessment Report – SAMPLE

The information in this sample is fictitious, as are all of the weblinks.

Introduction & Purpose of Report

Welcome to the AdvancED Standards Assessment Report.

The Standards Assessment Report is designed to serve as a valuable self-assessment and as a tool to help schools prepare for their Quality Assurance Review. The report is based on the AdvancED standards, which serve as the foundation of the accreditation process. In order to earn and maintain accreditation, schools must meet the AdvancED standards, engage in a process of continuous improvement, and host a Quality Assurance Review at least once every five years.

The Standards Assessment Report engages the school community in an in-depth assessment of each of the seven AdvancED standards. In completing the report, the school identifies the data, information, evidence, and documented results that validate that it is meeting each standard. This self assessment helps the school identify areas of strength and opportunities for improvement.

The Standards Assessment Report also serves as the primary resource for the Quality Assurance Review Team, which uses the report to prepare for the visit to the school. The team uses insights gathered from the report and information obtained during the on-site visit to provide feedback to the school and to make an accreditation recommendation.

Structure of the Report

The Standards Assessment Report is organized by the AdvancED standards. For each standard, the report includes four sections: 1) considering the evidence; 2) indicators rubric; 3) focus questions; and 4) overall assessment. Each section reinforces the other sections by asking a question that builds on the prior section.

The section entitled “considering the evidence” allows school personnel to think about the practices and/or processes being implemented and identify evidence that will support its responses to the indicators rubric and focus questions. This section helps school stakeholders engage in a discussion about how it knows it is adhering to the standards. The section is not intended to engage the school in a collection of evidence, but rather in thoughtful dialogue about how it can demonstrate that quality practices, conditions, and results are occurring in the school. The section asks, “What practices/processes are being implemented, and are they effective?” or said another way, “How do we know we are doing what we say we are doing?”

The indicators rubric enables the school to assess the degree to which practices and/or processes are in place that indicate adherence to the standard and indicators. For each indicator, the school may check if the practices and/or processes are highly functional in the school, operational, emerging, or not evident. The school should use the rubric as an opportunity to ask itself challenging questions


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and to respond with accurate answers geared toward self-improvement. After completing the rubric, the school can quickly see areas of strength and opportunity. The section asks, “To what degree are the noted practices/processes in place?”

The focus questions allow the school to expand on and think more deeply about the responses to the indicators rubric. The focus questions provide an opportunity for the school to describe the systematic and systemic processes that are in place to support its ability to meet the indicators. The section asks, “How are the practices/processes implemented?”

The overall assessment describes how well schools are implementing practices and/or processes and the impact these practices and/or processes have on student results and overall school effectiveness. The overall assessment helps schools judge where they are in relation to each standard. The “operational” level is required in order to demonstrate meeting the standard. The section asks, “How well are we meeting the standard overall?”

Completion and Submission of the Report

This Standards Assessment Report is to be completed by the school six weeks to six months prior to hosting a Quality Assurance Review (QAR) visit. It is strongly recommended that a wide and broad cross-section of the school community participate in completing this report. The completed report is submitted to AdvancED for use by the QAR team.

Directions for Completing the Report

Please read the section entitled “considering the evidence” to see examples of evidence for each standard, including both practices and artifacts. Indicate the option which most accurately reflects the progress your school has made toward meeting the standards and indicators. Answer the focus questions related to the Quality School Indicators for each standard. Indicate the option which most accurately reflects the school’s overall assessment of meeting the standard.


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Vision & Purpose

STANDARD: The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school. Impact Statement: A school is successful in meeting this standard when it commits to a shared purpose and direction. The school establishes expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and fiscal resources.

Considering the Evidence

Please examine the school’s practices and/or processes that may be used as evidence to support the school’s responses to the indicators rubric and focus questions. The school is not required to engage in a collection of evidence, but the school is encouraged to engage its stakeholders in thoughtful dialogue about how it can demonstrate that quality practices, conditions, and results are occurring in the school. This section provides examples of evidence for the standard and indicators, including both practices and artifacts. Indicators Rubric

Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

INDICATORS

In fulfillment of this standard, the school: Not

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1.1 Establishes a vision for the school in collaboration with its stakeholders

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1.2 Communicates the vision and purpose to build stakeholder understanding and support

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1.3 Identifies goals to advance the vision x

1.4 Develops and continuously maintains a profile of the school, its students, and the community

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1.5 Ensures that the school’s vision and purpose guide the teaching and learning process

x

1.6 Reviews its vision and purpose systematically and revises them when appropriate

x


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Definitions of Indicators Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus Questions

Please respond to the following questions regarding the processes that are in place to support the school’s implementation of the research-based practices outlined in the indicators rubric. The numbers in parentheses refer to the indicators listed in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric.

1. What is the process for establishing and building understanding of and commitment to the vision statement among stakeholders? (1.1 and 1.2)

EMS establishes a vision for the school in collaboration with its stakeholders by involving Site Councils to provide feedback to the ideas generated by faculty. Our Site Council consists of 3 parents and 2 business representatives.

EMS communicates the vision and purpose to build stakeholder understanding and support by posting our vision, mission, and belief statements on our website ( www.everytownpublicschools.com) and in our building. We have also written articles about them in our newsletters.

2. What is the school’s process for developing a profile and systematically maintaining and using information that describes the school, its students, and their performance? (1.4)

EMS has developed and continuously maintained a profile of the school, its students, and the community since the early 1980s. We have organized it by the NCA-CASI suggested format and our current profile is used by our faculty to select goals and interventions for our students. It includes information about our demographics (students, faculty, and community), instructional programming, student achievement data, and stakeholder perceptions. It is updated annually and posted on the website. You can access it at www.everytownpublicschools.com/ems/profile.

http://www.everytownpublicschools.com/

http://www.everytownpublicschools.com/ems/profile


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3. How does the leadership ensure that the school’s vision, purpose, and goals guide the teaching and learning process? (1.3 and 1.5)

EMS identifies goals each cycle to advance the vision. This is coordinated through a shared process by the faculty. It begins with an environmental scan of what our students can expect in the world they’ll be entering – the skills they’ll need and the job market predictions and the study of the profile data, followed by identifying areas of improvement and identifying the essence of the goals.

We ensure that the school’s vision and purpose guide the teaching and learning process by looking at all of our disaggregated groups to determine the strategies that we’ll use to address the goals for implementation with all students, and then smaller groups of students who are not meeting mastery levels of performance. These strategies are then monitored through data analysis and adjusted as needed. Copies of our school improvement plan are available at www.everytownpublicschools.com/ems/plan. Copies of our student assistance plans to identify students who are at risk and then address their needs are available onsite.

The Board of Education keeps the vision and purpose in the forefront during their decision making. They have approved the purchase of several resources for our reading goal, such as new software for students who are flagged on the state assessment, as well as the Measure of Academic Progress (MAP) assessment to better track student progress.

4. What process is used to ensure that the vision and purpose of the school remain current and aligned with the school’s expectations for student learning and school effectiveness? (1.6)

EMS reviews its vision and purpose when we recycle or when the need arises. Subtle revisions were made after the environmental scan was completed at the beginning of year one of our five year cycle.

Examples of Evidence for Standard 1: Vision and Purpose

Practices

• Involvement by parents, staff, students, and community members in formation and/or processing of the vision, purpose, and goals (1.1)

• Indication by parents, staff, students, and community members that they are familiar with the vision, purpose, and goals (1.2)

• Wide distribution of the vision and purpose statements and goals throughout the school community (1.2)

• Leadership actions that develop commitment to the vision, and indications that stakeholders enthusiastically embrace the vision (1.2)

http://www.everytownpublicschools.com/ems/plan


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• Linkage established in curriculum guides and teacher lesson plans to the stated vision, purpose, and goals of the school (1.3)

• Current and trend data relating to student achievement and engagement, student characteristics, and relevant community information are available to stakeholders(1.4)

• Faculty familiarity with appropriate data regarding student achievement and engagement, student characteristics, and relevant community information (1.4)

• Stakeholder reports of how the allocation of resources within the school reflect the stated vision, purpose, and goals (1.5)

• Knowledge by stakeholders of discussion regarding vision, purpose, and goals (1.6) • Perception among stakeholders regarding the contemporary nature of the vision, purpose,

and goals (1.6) • Perceptions among the stakeholders regarding the extent to which the articulated vision,

purpose, and goals characterize the operation of the school (1.6)

Artifacts

• Vision and/or purpose statement • List of beliefs and/or core values • Information system • Surveys/evaluation instruments and results • Annual and long-range goals • Stakeholder perception data • Minutes of school board and/or stakeholder groups • Written policies/procedures of stakeholder involvement in development of vision, purpose

and goals • Curriculum guides • Lesson plans • School profile • Newsletters containing information about vision and purpose • Minutes of stakeholder groups regarding analysis and use of data • Other


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Overall Assessment for Standard 1: Vision and Purpose

Not Evident The school has not committed to a shared purpose and direction. The school has little or no evidence that expectations for student learning are aligned with the school’s vision with little support by school personnel and external stakeholders. Expectations for student learning do not serve as the focus for assessing student performance and school effectiveness. The school’s vision has little influence on allocations of time and human, material, and fiscal resources. The preponderance of the evidence supports an overall assessment of “not evident” and is substantiated in the responses to the Indicators Rubric.

Emerging The school has begun the process of engaging its stakeholders to commit to a shared purpose and direction. The school is developing expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations will serve as the focus for assessing student performance and school effectiveness but the process is not fully in place. The school’s vision has some influence on allocations of time and human, material, and fiscal resources. The preponderance of the evidence supports an overall assessment of “emerging” and is substantiated in the responses to the Indicators Rubric.

POperational The school has committed to a shared purpose and direction. The school has clearly defined expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and fiscal resources. The preponderance of the evidence supports an overall assessment of “operational” and is substantiated in the responses to the Indicators Rubric.

Highly Functional The school has achieved a wide commitment by all groups of stakeholders to a shared purpose and direction. The school has clearly defined expectations for student learning aligned with the school’s vision that is fully supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and fiscal resources. The preponderance of the evidence supports an overall assessment of “highly functional” and is substantiated in the responses to the Indicators Rubric.


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Governance & Leadership

STANDARD: The school provides governance and leadership that promote student performance and school effectiveness. Impact Statement: A school is successful in meeting this standard when it has leaders who are advocates for the school’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation. Considering the Evidence



INDICATORS

In fulfillment of this standard, the school operates under the jurisdiction of a governing board that: N

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2.1 Establishes policies and procedures that provide for the effective operation of the school

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2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school

x

2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations

x

In fulfillment of this standard, the school has leadership that:

2.4 Employs a system that provides for analysis and review of student performance and school effectiveness

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2.5 Fosters a learning community x

2.6 Provides teachers and students opportunities to lead x

2.7 Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership

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2.8 Controls curricular and extracurricular activities that are sponsored by the school

x

2.9 Responds to community expectations and stakeholder satisfaction x

2.10 Implements an evaluation system that provides for the professional growth of all personnel

x

Definitions of Indicator Rubric





Focus Questions

Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. The numbers in parentheses refer to the indicators listed in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric.

1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school? (2.1, 2.2, 2.3 and 2.8)

The USD 999 School Board has established policies and procedures that provide for the effective operation of the school. They work with the Kansas Association of School Boards (KASB) that provides guidance with current legislation. This helps ensure compliance with local, state, and federal laws, standards, and regulations. We have several Title I schools and have not made AYP (adequate yearly progress) as a district. Last year we filed a district plan with the state and are working toward improving our state assessment scores with Special Education student to meet the compliance standards. We are doing our part to incorporate those strategies in the district plan that apply to our school.

The school board recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school. Teachers feel free to contact board members with concerns, but the board members generally respond with the suggestion to use the appropriate chain of command. The superintendent is new this year and is providing some strong guidelines in this area. She is also requiring the building levels leaders to be more actively involved in district level decisions that will be more aligned among buildings.

The new superintendent has involved additional stakeholders in curricular and extracurricular activities that are sponsored by the school. This has been done to do a better job aligning activities among schools. She has included more building level leadership (both administrators and teachers) to coordinate these efforts.


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2. What process does the school’s leadership use to evaluate school effectiveness and student performance? (2.4 and 2.10)

Our system used to monitor student performance and school effectiveness includes analysis and review of all of our data (state assessment and MAP-Measure of Academic Progress). We do not survey our stakeholders as to their perceptions, as we feel that No Child Left Behind and QPA (Quality Performance Accreditation) provide a very specific measure of our effectiveness. These results are widely shared with the public.

USD 999’s evaluation system includes observations three times a year for non-tenured staff and every three years for tenured staff. The process includes setting professional goals that are monitored during each evaluation cycle for non-tenured and reviewed annually for tenured staff. The school also facilitates professional development to ensure that teachers feel confident and competent to implement the strategies identified in our school improvement plan. The effectiveness of these opportunities are measured both by teacher evaluation of the sessions and student performance.

3. In what ways are stakeholders, including staff, given opportunities to provide leadership and to contribute to the decision-making process? (2.5, 2.6, and 2.7)

Faculty and staff are always involved in the decision making process for items related to teaching and learning. This includes serving on school improvement committees, Site Council, curriculum committees, and ad hoc committees as they arise. Teachers with particular expertise often facilitate staff development for others as needed. They have additional involvement in such things as selection of staff, budget prioritization, faculty advisory, and student intervention policies.

Students are given a vehicle to provide input and feedback to issues of concern via Student Council. Their opinions are also gathered (along with teachers and parents) via survey. These surveys gather information predominantly about the climate of the school.

4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation? (2.4, 2.5, 2.7, 2.8, and 2.9)

Our school has a student assistance team that identifies any student who is struggling either academically, behaviorally, or emotionally. The team processes the concerns and makes decisions about their individual needs. Initial interventions are put into place and the student’s progress is then closely monitored. Further, student performance is monitored bi- weekly with eligibility reports and with our assessment system. This system includes data from MAP and state assessments. Both are aligned to the state standards and results are disaggregated by gender, ethnicity, and socio-economic status. These results are reviewed by individual teachers directly impacted by them within days, and instructional decisions are made immediately. Full faculty review is done quarterly.


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Faculty members have a primary role in the decision-making process that promotes a culture of participation, responsibility, and ownership. Students, parents, and business people are only involved via their input in surveys. This data is used to adapt changes that the faculty feel will have the best impact on students.

Examples of Evidence for Standard 2: Governance and Leadership

Practices

• Understanding among stakeholders of the specific and general policies and procedures established within the school (2.1 and 2.2)

• Indications of compliance with local, state, and federal laws (2.3) • A variety of ways of reporting on student achievement (2.4) • An evaluation of instructional and organizational effectiveness (2.4) • Evidence of successful student transitions (2.4) • Affirmation from stakeholders that leadership support for innovation and equity is taking

place (2.5) • Professional development activities that reflect support for innovation and equity (2.5) • Student placement that provides for appropriate inclusion of students with special needs (2.5

and 2.7) • The degree of engagement by stakeholders in providing for student learning activities (e.g.

helping to develop schedules, team work, placement decisions, and course development) (2.4, 2.5, 2.6, and 2.7)

• Access to learning opportunities that is equitable for all students (2.5, 2.6, 2.7, and 2.8) • Child study or advocacy team activities and the Individualized Education Plans (IEP)

process (2.5, 2.7, and 2.9) • Meaningful leadership roles assigned throughout the school community (2.6 and 2.7) • Accomplishments of subordinate leaders within the school community (2.6 and 2.7) • Teacher involvement in mentoring of new staff (2.6 and 2.7) • The engagement and recognition of student leadership in various ways throughout the

school community (2.6 and 2.7) • Understanding among the stakeholders of the decision-making procedures within the school

(2.7 and 2.8) • Leadership opportunities provided by parent and community groups to school operations

(2.7 and 2.9) • Decision-making process regarding student participation and equity in school activities as

well as level of participation and assigned leadership roles (2.8) • Avenues for two-way communication for stakeholders (2.9) • Connection between the evaluation system and professional growth of staff (2.10)

Artifacts

• Board policy manual • Staff and/or student handbooks • Student achievement information system


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• Surveys/evaluation instruments on school effectiveness • Stakeholder perception data • Professional development program • Personnel evaluation system • Organizational chart • Calendar of stakeholder meetings • Agendas/minutes of stakeholder meetings regarding student performance and school

effectiveness • Budget allocation documents • Program and/or project descriptions • Other

Overall Assessment for Standard 2: Governance and Leadership

Not Evident The school has leaders who have not established or are currently establishing processes to develop the school’s vision and improvement efforts. The leaders’ process of allocating resources provides little support to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders do not encourage or promote collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions have little influence and impact on equity of learning opportunities and support for innovation. The preponderance of the evidence supports an overall assessment of “not evident” and is substantiated in the responses to the Indicators Rubric.

Emerging The school has leaders who have established processes to develop the school’s vision and improvement efforts. The leaders allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders allow collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions attempt to create equity of learning opportunities and support for innovation, but implementation of these processes and conditions is sporadic, and results are varied. The preponderance of the evidence supports an overall assessment of “emerging” and is substantiated in the responses to the Indicators Rubric.

POperational The school has leaders who are advocates for the school’s vision and improvement efforts. The leaders provide direction and systematically allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation. While these processes and conditions are being implemented, the implementation is not systemic across the school, and the results are varied.


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The preponderance of the evidence supports an overall assessment of “operational” and is substantiated in the responses to the Indicators Rubric.

Highly Functional The school has leaders who are advocates for the school’s vision and improvement efforts. The leaders provide direction, lend support, and systematically allocate resources for systemic and sustainable implementation of curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders ensure collaboration and shared responsibility for school improvement among stakeholders with clearly defined expectations for each stakeholder group. The leaders provide stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership. The school’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation and are deeply embedded in the way the school functions. The preponderance of the evidence supports an overall assessment of “highly functional” and is substantiated in the responses to the Indicators Rubric.


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Teaching & Learning

STANDARD: The school provides research-based curriculum and instructional methods that facilitate achievement for all students. Impact Statement: A school is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students feedback to improve their performance. Considering the Evidence

Please examine the school’s practices and/or processes that may be used as evidence to support the school’s responses to the indicators rubric and focus questions. The school is not required to engage in a collection of evidence, but the school is encouraged to engage its stakeholders in thoughtful dialogue about how it can demonstrate that quality practices, conditions, and results are occurring in the school. This section provides examples of evidence for the standard and indicators, including both practices and artifacts.

Indicators Rubric


INDICATORS


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3.1 Develops and implements curriculum based on clearly defined expectations for student learning

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3.2 Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher- order thinking skills and investigate new approaches to applying their learning

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3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices

x

3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice

x

3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity

x

3.6 Allocates and protects instructional time to support student learning

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3.7 Provides for articulation and alignment between and among all levels of schools

x

3.8 Implements interventions to help students meet expectations for student learning

x

3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning

x

3.10 Provides comprehensive information and media services that support the curricular and instructional programs

x

3.11 Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program

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Focus Questions


1. How does the school ensure that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of the expectations for student learning? (3.1 and 3.7)

Curricula have all been aligned with the standards recommended by the Kansas State Department of Education (KSDE). All district educators participate in the development and implementation of curriculum based on clearly defined expectations for student learning. Programs are in place district wide that provide for clear articulation of learning strategies across all grade levels. Meetings are held each semester at both grade levels and department levels to ensure continuity of instruction and content.

2. In what ways does the school ensure the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students? (3.3, 3.4, and 3.5)


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The Sunflower Unified School District offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity. Programs and services at the district and building level support the learning needs of students at all levels. Special education support is provided in the least restrictive environment and according to the Individual Education Plan (IDP) for those students. The district is home to the Special Education Cooperative, with services provided both in a contained classroom, but mostly facilitated through integration in regular education classroom with para-professional support. Services for speech, hearing, vision, and physical therapy are provided, with community resources used as appropriate. A wide range of academic support is also offered through the homeroom period and the newly implemented teaming structure. In addition to special education programs, opportunities are provided for intramural and interscholastic activity programs, hot lunch and breakfast programs, music/art/physical education for all grades and vocal and instrumental music.

Faculty members engage in data analysis quarterly and make recommendations for changes based upon this data. Information regarding student achievement is shared weekly at team meetings. This information is utilized to monitor student progress and provide immediate feedback regarding the success of selected strategies and interventions.

Through the development of a school improvement plan, faculty members designed and use instructional strategies, innovations, and activities that are research-based and reflective of best practice. These improvement plans are reviewed each semester to monitor the effectiveness of the selected interventions, and modifications are made as needed. They can be viewed at www.everytownpublicschools.com/ems/plan, however a summary of the process for developing this plan follows.

Reading Goal: All students will improve expository reading skills across the curriculum.

Selection of Student Performance Goal To select the reading goal, data was studied from the district, state and national tests. The data from the Terra Nova, Kansas Reading Assessment, and Criterion-Referenced Tests (CRTs) indicated reading comprehension was an area in need of improvement. Since most textbook materials require strong expository reading skills, this was the selected area of emphasis.

Selection of Interventions – Some of the strategies from the previous cycle were kept, so research was conducted during year one of the cycle to find new ones to enhance them. The intent was to find interventions that would transfer to the problem solving goal. Consistent emphasis across the curriculum would provide students with a greater understanding of graphic organizers and the problem solving model. Language Arts textbooks were adopted during year one that supported the targeted areas. Staff development activities were facilitated to bring all staff to the desired levels of expertise for successful implementation.

Staff Development Activities – In-services on the use of graphic organizers and the problem solving model were provided by teachers within the building. A selection of graphic organizers was compiled by the reading committee as a teaching resource. Department chairs gave concrete examples of ways to integrate the selected interventions in all curricular areas.



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The staff also participated in the Effective Teaching Tools Training based upon the research of Robert Marzano, a QAR in-service, and the Seven Habits of Highly Effective Teens, and specific strategies to meet the needs of lower achieving students.

Math Goal – All students will improve problem-solving skills across the curriculum.

Selection of Student Performance Goal Data from the previous cycle (the Terra Nova assessment, Kansas State Math Assessment, and Criterion-Reference Tests) indicated a need for improvement in the math scores.

Selection of Interventions – Research supports students using a range of strategies for solving problems (using diagrams, looking for a pattern, making organized lists, and using logical reasoning). Graphic organizers are also a tool for students, assisting them in organizing main ideas and key points. Strategies from the previous cycle were enhanced to develop powerful interventions that would transfer to the reading goal as well. Consistent emphasis of the interventions across the curriculum would provide students with a greater understanding of the utility of graphic organizers for problem-solving. Math textbooks were adopted during year one of this cycle that supported the targeted areas. Staff development activities were begun to bring all staff to the desired levels of expertise for successful implementation.

Staff Development Activities – In-service opportunities were provided for graphic organizers and the problem solving model. Graphic organizers were compiled by the reading committee and distributed to the staff as a resource. Department chairs gave concrete examples of ways to integrate the selected interventions in all curricular areas. The staff also participated in the Effective Teaching Tools Training based upon the research of Robert Marzano. Other opportunities for training included a QAR in-service and the Seven Habits of Highly Effective Teens. Specific strategies were also brainstormed to meet the needs of lower achieving students.

3. What processes are implemented to ensure that teachers are well-prepared and effectively implementing the curriculum? (3.3, 3.6, 3.8, 3.9, and 3.10)

Faculty members engage in data analysis quarterly and make recommendations for changes based upon this data. Information regarding student achievement is shared weekly at team meetings. This information is utilized to monitor student progress and provide immediate feedback regarding the success of selected strategies and interventions.

Faculty and staff members allocate and protect instructional time to support student learning. The new teaming program allowed the freedom to structure learning time to maximize instruction for the current activities.

Through the development of a school improvement plan, faculty members designed the use of instructional strategies, innovations, and activities that were research-based and reflective of best practice. These improvement plans were reviewed each semester by faculty members to monitor the effectiveness of the selected interventions. These plans were also reviewed annually by members of the external visiting team and feedback was provided. Modifications


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were made as needed. These school improvement plans can be viewed at www.everytownpublicschools.com/ems/plan.

The interventions selected for improving student achievement are researched based and are clearly communicated to the students. All faculty members participate in teaching, modeling, practicing, expecting and supporting those interventions to whatever degree is appropriate for their curricular area. Successful teaching strategies are shared during the daily team meetings and then quarterly during professional development opportunities.

“Learning is the Key that Unlocks the Door to Success” is the motto of Everytown Middle School. Students begin each school year learning about different “keys” that will allow them to be more successful in educational and interpersonal areas. Providing a safe learning environment for all students is a district priority. Students are assigned to one of two learning teams at each grade level. This promotes a sense of community and provides support for both interpersonal and academics skills.

Communication is a district priority. In addition to the district website ( www.everytownpublicschools.org), EMS has its own website that allows parents to remain informed about what is happening (www.everytownpublicschools.org/ems). Parents may access homework assignments and grades through the Power School link on either website.

As a result of a $70,000 Technology Literacy Challenge Fund Grant, USD 999 has made tremendous strides in technology. To maximize the access of technology for all students a multimedia lab (consisting of five computers, a scanner, one digital camera, a QuickCam Movie camera, a video camera, one CD burner, and one color printer) was provided in each of the seven school buildings in the district. The multimedia labs were provided with software such as HyperStudio, PhotoStudio, Internet Access, Avid Cinema, Power Point, Print Shop and additional software bundles.

Twenty-first century learning needs of students are a primary concern for faculty members. In addition to multiple opportunities for engagement in “real life” projects, a wide variety of technology is available for both students and teachers. The media center houses hard bound copies of reading material labeled by lexiles to support varying instructional levels. Two new computer labs have been added to accommodate the Destinations program that supports student learning. Students and staff have access to a wide variety of software and hardware that supports teaching and learning.

4. How does the school provide every student access to comprehensive information, instructional technology, and media services? (3.2, 3.5, and 3.11)

EMS promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to apply their learning. Active engagement in the learning process is critical to the learning process. Teachers include real life projects whenever possible. Students are offered varying ways of demonstrating knowledge in addition to more traditional paper/pencil methods. Technology is often utilized as an instructional aid as well as by the students to demonstrate learning.


http://www.everytownpublicschools.org/

http://www.everytownpublicschools.org/ems


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Student progress is monitored weekly and changes in instructional needs can be accommodated through the learning team. For students scoring below the “Meets Standards” performance level on the state assessments, there are additional opportunities for assistance. Additional class time is provided during an elective wheel during the day. For those students needing additional assistance in math or reading, time is spent working with team teachers rather than attending elective classes. All strategies utilized for remediation are flexible, allowing the student to return to the elective classes upon demonstration of increased academic performance.

Examples of Evidence for Standard 3: Teaching and Learning

Practices

• Steps taken within the school to link student learning to a set of standards (3.1) • Student engagement in the classroom and use of classroom strategies that encourage active

involvement of students in their own learning (3.2) • Indication that students understand their own gifts and interests which results in informed

approaches to academic and career planning (3.3) • Faculty research and use of data on the effectiveness of improvement strategies (3.3 and 3.4) • The degree of teacher engagement in innovative approaches to learning (3.4) • Ability of the faculty to support selected instructional strategies (3.4) • Willingness of the school leadership to support the investigation of strategies for improved

instruction (3.4) • The degree to which students of all performance levels are included in strategies for

improvement (3.4 and 3.5) • Differentiated instruction provided to students with specific needs (3.6) • Various means employed to protect student learning time (3.6) • The engagement of faculty from the next level in transition activities (3.7) • Continuing efforts within the school to articulate learning both horizontally and vertically

(3.7) • Ways in which the school provides for the re-teaching of students who have not met

expectations (3.8) • A variety of learning opportunities provided to students (3.8) • Teachers and administrators can articulate how implementation of the curriculum is

monitored.(3.8) • Indication that school climate is important and is used to help guide school decisions (3.9) • Instructional activities include support and interaction with information and media

services(3.10) • Indication that students and staff have access to instructional technology (3.11)

Artifacts

• Master schedule • Curriculum guides • Instructional guides, including curriculum mapping and/or scope and sequence charts


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• Instructions for alignment of lesson plans to learning expectations for students • Calendars for curriculum renewal or review • Agendas/minutes of grade-level and/or department meetings • Agendas/minutes of articulation or transition meetings between schools • Articulation or transition agreements with other agencies • Master schedule • Pilots or practices based on research • Program and/or project descriptions • Evaluation criteria for innovation • Stakeholder perception data • Comprehensive library materials collection • Circulation data for media materials • Policy for utilizing library • Instructional technology plan • Student achievement results from formative and summative assessments • School discipline plan • Other

Overall Assessment for Standard 3: Teaching and Learning

Not Evident The school implements a curriculum based on expectations for student learning that has not been fully aligned with the requisite knowledge, skills, and attitudes. The school demonstrates little or no evidence of alignment between the curriculum and instructional practices. Teachers use instructional practices that reflect little engagement of students in the learning process. Teachers provide few opportunities for students to apply their knowledge and skills to real world situations. Teachers give students limited feedback to improve their performance. The preponderance of the evidence supports an overall assessment of “not evident” and is substantiated in the responses to the Indicators Rubric.

Emerging The school implements a curriculum based on expectations for student learning that provides opportunities for most students to acquire requisite knowledge, skills, and attitudes. The school demonstrates some evidence of alignment between the curriculum and instructional practices, but implementation is not systematic across the school. Teachers use instructional practices that actively engage some students in the learning process. Teachers provide limited opportunities for students to apply their knowledge and skills to real world situations. Teachers give students random or periodic feedback to improve their performance. The preponderance of the evidence supports an overall assessment of “emerging” and is substantiated in the responses to the Indicators Rubric.

POperational The school implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. The school demonstrates evidence of alignment between the curriculum and instructional practices


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with systematic implementation across the school. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide frequent opportunities for students to apply their knowledge and skills to real world situations. Teachers give students regular feedback to improve their performance. The preponderance of the evidence supports an overall assessment of “operational” and is substantiated in the responses to the Indicators Rubric.

Highly Functional The school implements a curriculum based on clear and measurable expectations for student learning that provides multiple opportunities for all students to acquire requisite knowledge, skills, and attitudes. The school has a formalized process to align instructional practices with the curriculum and demonstrates results through systemic and sustainable implementation across the school. Teachers use proven, research-based, instructional practices that actively engage students in the learning process and encourage students to take ownership of their learning. Teachers consistently provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students frequent feedback using a variety of methods to improve their performance. The preponderance of the evidence supports an overall assessment of “highly functional” and is substantiated in the responses to the Indicators Rubric.


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Documenting & Using Results

STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness. Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts. Considering the Evidence


Indicators Rubric


INDICATORS


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information that is reliable, valid, and bias free x

4.2 Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning

x

4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning processes

x

4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance

x

4.5 Communicates the results of student performance and school effectiveness to all stakeholders

x

4.6 Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness

x


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4.7 Demonstrates verifiable growth in student performance x

4.8 Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations

x






Focus Questions


1. How is the assessment system currently used in your school to analyze changes in student performance? (4.1, 4.2, 4.3, 4.4, and 4.7)

Two goals were selected for this cycle of improvement. Learning strategies for reading and math were research based and implemented across the curriculum. A summary of student achievement for both reading and math are included in the table below.

Standard Score Conversion Tables

School: Everytown Middle School City: Sunflower Grade Level Organization: 6 - 8 State: KS Date: 2/22/2007

GOAL: All students will improve expository reading skills across the curriculum.

Assessment Pre Year Score

Post Year Score

Effect Size

KS Reading, % correct Gr. 6 Gr. 7 Gr. 8 Average Improvement

2006 65.8 63.1 79.3

2007 68.6 65.2 80.3

+0.09 +0.06 +0.03 +0.06

Terra Nova, Language, %ile score Gr. 6 Gr. 7 Gr. 8 Average Improvement

2002 625958

2006 666760

+0.10 +0.21 +0.05 +0.12


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QAR Pre/post Test Gr. 6 – 8, % correct Right There Questions

Think & Search Questions

Author & Me Questions

On My Own Questions

Average Improvement

F02 S03 F02 S03 F02 S03 F02 S03

63615244232887 0

F06 S07 F06 S07 F06 S07 F06 S07

7077485328363834

+0.32

+0.07

+0.06

+0.58 +0.25

Language Arts CRTs, % at mastery or above Gr. 6 Gr. 7 Gr. 8 Average Improvement

0203 915586

0506 9578 100

+0.31 +0.64 +01.92 +0.96

EXPLORE, Gr. 8, (0 – 15 Scale) Reading English Average Improvement

0203 14.6 15.0

0607 13.5 14.3

0.10 0.07 0.09

Average Improvement for READING Goal +0.26

GOAL: All students will improve problem solving skills across the curriculum.

Z Score Growth Levels: 0.00 = sustained: +/0.10 = insignificant growth/decline; +/0.11 to +/.20 = fairly significant growth/decline; +/0.21 to =/.30 = good growth or sizable decline: +/0.31 and up = excellent growth/significant decline

Assessment Pre Year Score

Post Year Score

Effect Size

KS Math, % at “meets standards” and above Gr. 6 Gr. 7 Gr. 8 Average Improvement

2006 464143

2007 53 45.2 47

+0.18 +0.10 +0.10 +0.13

Terra Nova, Math Total, %ile scores Gr. 6 Gr. 7 Gr. 8 Average Improvement

2002 666659

2006 676761

+0.03 +0.03 +0.05 +0.04

Math CRTs, % mastery of all objectives Course 1 Course 2 Course3 Algebra Average Improvement

0203 91616892

0506 79959489

0.53 +1.37 +1.09 0.18 +0.48

EXPLORE Gr. 8 (0 – 25 scale) Math Science Reasoning Average Improvement

0203 14.6 14.5

0607 14.8 15.6

+0.03 +0.11 +0.07

Average Improvement for MATH Goal +0.18


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2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by teachers, students, parents, and external stakeholders to aid the performance of individual students? (4.3, 4.5, and 4.6)

Reading – The Final Assessment

Kansas Reading Assessments Overall performance levels remained static for the two years of the Kansas Assessments (+0.06) Disaggregation of data showed levels also remained static in regard to the number of students scoring below the Meets Standards category (39.3% vs. 39.9%). A significant improvement was shown in the score of the low SES population (56% below Meets Standards vs. 41.3%). Students with disabilities showed tremendous improvement (85.7% below Meets Standards vs. 46.6%). Data also showed no difference between score of males versus females.

Total reading scores remained flat over the course of this cycle. Gains were noted in all genres, but were not statistically significant. Once again, examination of the disaggregated subgroups offered cause for celebration. Low SES students made significant gains in reading scores. Scores from students with disabilities increased significantly in all categories from 2005 – 2007 with the greatest gains in narrative and expository categories.

Terra Nova Assessment Gains were noted for all three grade levels with the largest gains occurring in grade 7 (+0.21). Disaggregated subgroups also showed improvement over the cycle. There was relatively little difference in gender scores for all grade levels. As was the case for the Kansas Reading Assessment, the low SES students proved to have the largest gains. Significant gains were seen at all grade levels. One area of concern which must be addressed during the next cycle is the decrease in the scores of those students who do not receive any lunch support (mid/high SES). This happened in all grade levels.

QuestionAnswerResponse (QAR) This particular reading strategy was suggested by the reading visiting team chairperson. One of the concerns noted during the first team visit was that the integration of the graphic organizers and the problemsolving model would not be powerful enough to have a direct impact on reading achievement. This assessment was given to all students three times during the school year. Students were asked to identify the four types of questions: right There, think & Search, Author & Me and On My Own. Using two complete years of data, gains were very significant in identifying the first two levels of questions. A smaller gain was noted in identifying Think and Search questions that require more abstract thinking skills. However, a very significant loss was noted in students being able to identify the most difficult level – On My Own. Further investigation into this will need to be made. This will need to be addressed during the next cycle of school improvement.

Criterion Reference Tests Assess2Learn/CyberStar is a webbased testing system used for the Criterion Reference Tests (CRTs). Webbased CRTs are given in reading, English and math in grades 6 – 8 yearly. Mastery level of all CRTs is 80%. Students not mastering the test the first time


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undergo reteaching and retesting. Language Arts and Reading CRT scores posted substantial gains for all grades. These assessments have the most direct correlation to the curriculum being taught in the classroom. Results show that students are learning the material being taught.

ACT EXPORE English and Reading scores declined slightly over the course of this cycle of school improvement.

Math The Final Assessment

Kansas Math Assessment Overall improvement was seen in math scores during this cycle of improvement. Students scoring at Meets Standards or above have increased from 41% to 45.2%. Disaggregation of mandated subgroups indicates that progress has been made. The percentage of low SES students scoring below Meets Standards level decreased from 58.9% to 55.4%. The number of low SES students scoring below Meets Standards decreased from 59% to 54.8%. The number of high SES students scoring below the Meets Standards level decreased from 53% to 43.8%.

Also during this cycle, the percentage of students with disabilities scoring below the Meets Standards category increased from 84% to 100%. This is an issue that will need to be examined by teacher of Special Education and the math department at the beginning of the next cycle.

Terra Nova Assessment Scores remained flat during this cycle. While gains were mixed for total group populations, disaggregated subgroups did show improvement. Sixth grade males showed significant gains as did females. Gains for sixth grade low SES students were highly significant. Mid/high SES students improved their scores as well. Those scores were not as great as the gains made by the low SES population. Seventh grade male students showed highly significant gains over the cycle. Seventh grade females’ scores were mixed with increases in math and math total score and a decrease in math computation. Highly significant gains were noted for lower SES students, while mid/high SES scores decreased. Once again the pattern held for the eighth grade. Males made significant gains while fairly significant losses were noted in scores of females. Significant gains were made by low SES students, while mid/high SES scores declined.

Criterion Reference Tests CRTs were given to all students in math courses yearly. Course I is sixth grade students while the other courses may be integrated with seventh and eight graders. Scores for students in Course I were stable during the first three years then declined sharply. In Course II significant gains were noted in all areas tested with the exception of Graphical Central Tendency. Results were mixed for all testing in Course III. Significant gains were noted in seven categories. Algebra scores remained fairly steady over the course of the cycle. Losses were noted in seven of the categories tested. Scores either increased or were maintained in six of the categories tested. Overall assessment shows that students are learning the material being taught in the math curriculum.


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ACT EXPLORE Math scores remained static over the course of this school improvement cycle.

Examples of Evidence for Standard 4: Documenting and Using Results

Practices

• Evaluation of student progress using a variety of assessments. (4.1 and 4.2) • The degree to which the school has a school-wide focus on assessment and ongoing analysis

and use of data (4.1, 4.2, 4.3, and 4.4) • Efforts by the school to determine gaps between achievement goals and improvement

expectations (4.2) • A variety of ways to provide training on data analysis for individuals and groups of teachers

(4.3) • Reports by teachers about how data analysis, including analysis of assessment results, has

been used to assist them in improving instruction for individual students or has altered instruction within their classes or throughout the school (4.3)

• A school-wide process of ongoing data analysis and use of data to improve student performance (4.3)

• Disaggregation of assessment data to reflect relevant groups in the school or community (4.4)

• A variety of ways that assessment data are communicated throughout the school community (4.5)

• The degree to which students can articulate expectations for their performance and their performance status (4.5)

• A variety of assessments that are directed both toward student achievement and organizational effectiveness (4.6)

• The inclusion of data analysis topics in the agenda of professional development activities (4.6)

• A comparative analysis of student achievement among similar schools (4.6) • The collection and analysis of multi-year trend data regarding student achievement and

school effectiveness (4.6) • Teacher reports about efforts to keep them informed regarding trend and comparison data

(4.6) • Student achievement data reflects growth in student performance (4.7)

Artifacts • Student performance information system • Comprehensive set of assessments • Student achievement data • Trend data • Comparative data using schools of like purpose and demographics • Student portfolios • Agendas/minutes of stakeholders meetings for data analysis and use of data


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• Policy and/or procedure to monitor overall student performance • Verifiable growth in student performance • Other

Overall Assessment for Standard 4: Documenting and Using Results

Not Evident The school is currently using assessments that are not aligned with student expectations or has no comprehensive assessment system based on clearly defined performance measures. The system has limited capability to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessments do not yield timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts. The preponderance of the evidence supports an overall assessment of “not evident” and is substantiated in the responses to the Indicators Rubric.

Emerging The school is currently using assessments that have limited alignment with student expectations and/or is developing a comprehensive assessment system based on clearly defined performance measures and plans to administer the assessments in the near future. The system will be used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. When fully operational, the assessment system will yield timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts. The preponderance of the evidence supports an overall assessment of “emerging” and is substantiated in the responses to the Indicators Rubric.

POperational The school uses a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts. The preponderance of the evidence supports an overall assessment of “operational” and is substantiated in the responses to the Indicators Rubric.

Highly Functional The school uses a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results, including multiple measures of individual student achievement that assess higher order thinking skills and are of adequate technical quality. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, design and improve instructional


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strategies and practices, and determines interventions to improve and enhance student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts for individual students and groups and subgroups of students. The preponderance of the evidence supports an overall assessment of “highly functional” and is substantiated in the responses to the Indicators Rubric.


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Resource & Support Systems

STANDARD: The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students. Impact Statement: A school is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staff members who are well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness. The school ensures compliance with applicable local, state, and federal regulations. Considering the Evidence



INDICATORS


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5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities

x

5.2 Assigns professional staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience)

x

5.3 Ensures that all staff participate in a continuous program of professional development

x

5.4 Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school

x

5.5 Budgets sufficient resources to support its educational programs and to implement its plans for improvement

x

5.6 Monitors all financial transactions through a recognized, regularly audited accounting system

x

5.7 Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants

x


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5.8 Possesses a written security and crisis management plan with appropriate training for stakeholders

x

5.9 Ensures that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning

x

5.10 Provides appropriate support for students with special needs x






Focus Questions


1. What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff? (5.1, 5.2, 5.3, 5.4)

Our district recruits, employs, and mentors qualified professional staff members that are capable of fulfilling assigned roles and responsibilities. We have an assistant superintendent in charge of recruiting, and he attends career fairs and we use numerous organizational websites to advertise for positions. While our salary schedule is not very high comparatively, our benefits package is an excellent recruiting tool.

We currently have fully certified individuals in all classes except for 6 th grade science. She is working toward getting certified in that area, but has a K-8 elementary degree and has taught science for 10 years. Our media center does not staff a certified media center specialist, however, we have a full time classified employee who is supervised by a certified individual.

Our mentoring program is facilitated at the building level for teachers new to our building. This includes a beginning of the year orientation, monthly meetings for all new teachers, and meetings as needed between mentors and mentees. However, team time has greatly facilitated good support of new teachers. First year teachers have a second year mentor assignment, but do not attend the monthly meetings.


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We have a district wide professional development plan filed with the state, building level plans in place that are aligned to our school improvement plan, and individual plans are on file for each staff member. These are each reviewed for progress each year and updates are made as needed.

Our teacher student ratio in the building is 17:1, and we’ve recently been able to hire two more at risk teachers with the additional funding the new state finance law provided.

2. How does the leadership ensure that the allocation of financial resources is supportive of the school’s vision, educational programs, and its plans for school improvement? (5.5 and 5.6)

The budget is allocated relative to those programs prioritized in our strategic planning process that’s coordinated with our district improvement plan. We have used our Title I funding to support our supplementary educational programs for our students who have been flagged. We were also able to access grant money to help implement our after school program. All funds are audited each year.

3. How does the leadership ensure a safe and orderly environment for students and staff? (5.7 and 5.8)

Our site, facilities, services, and equipment are maintained to provide an environment that is safe and orderly for all occupants. These meet all fire marshal codes. Facilities are inspected on an ongoing basis by maintenance employees and there’s a system for teachers to report anything that needs fixed. There are also procedures that are posted and practiced with regular drills for fire, tornado, and lockdowns.

4. What process is used to ensure and monitor that each student has access to guidance and resource services that meet the needs of the student? (5.9 and 5.10)

Each student has access to guidance services on as needed basis for their overall well being. Students can visit the counselor to help them deal with the typical middle school issues and counselors have had training in grief/crisis therapy for any major catastrophes that come up.

Career counseling is provided systematically, starting with the administration of our career interest inventory. This helps student placement in coursework at both the middle and high school level. The results of the career interest inventory and subsequent scheduling of coursework is done with parents in conferences.

Our school has facilitated a mentoring program for our at risk students. We have identified (via a checklist) our most at risk students and have assigned each teacher to make daily contacts with that group of students.

To better support students educationally, we have a Student Assistance Team that processes teacher referrals. A plan of interventions is devised for each student who has been referred.


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These interventions are put into place, and any student still struggling is brought back to the team a second time. At that point, students are tested with the possibility for special education referral. Our special education services include para support for many students in regular education courses, and a self-contained room for our more intellectually challenged students. Our district houses the Special Education Co-op, so we have some students transported from neighboring communities to attend our Behavioral Disorder classroom.

Examples of Evidence for Standard 5: Resource and Support Systems

Practices

• Trends in staff recruitment and resignation (5.1) • Level of staff preparation in specific content area of assignment (5.1 and 5.2) • Staff that are certified or licensed by the state (5.1) • Level of pedagogical preparation for assigned responsibilities (5.1 and 5.2) • Engagement of new and veteran staff in mentoring programs (5.1 and 5.3) • Experiential background of staff relative to assigned responsibilities (5.1 and 5.3) • Evaluation of staff that includes focus on best practice (5.3) • The extent to which staff are involved in personal plans of professional development (5.3) • The engagement of all school employees in appropriate professional growth (5.3) • A variety of ways in which staff are evaluated in their areas of responsibility (5.3) • Indication that class size is conducive to student learning (5.4) • Alignment of resource allocation to educational programs and school improvement plan

requirements (5.5) • Degree of satisfaction among stakeholders regarding resource allocation for educational

programs and school improvement (5.5) • Indication that staff are knowledgeable that policies and procedures (audits) are in place to

safeguard financial transactions from fraudulent practices (5.6) • Indications in perception data of concern for a safe and orderly environment (5.7) • Indication that facilities are regularly inspected and maintained (5.7) • Plans for continual updating of facilities (5.7) • Nature of discipline infractions (5.7) • Budget allocation for maintenance and facility development (5.7) • Regular updates to evacuation and crisis management plans (5.8) • Depth of assignment of counselors within the building (5.9) • Perception data regarding student feeling of acceptance within the school and readiness for

success at the next level(5.9) • Student planning for transition to the next level (5.9 and 5.10) • Degree of consultative assistance available to teachers (5.9 and 5.10) • Planning and implementation of inclusion plans for students with special needs (5.10)


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Artifacts • Documentation of teacher credentials, including certification, licensure, highly qualified

status, or baccalaureate degree in area of assignment • Master schedule • Handbook description of staff induction and professional development expectations • Professional development plan and/or opportunities • Data regarding teacher retention and recruitment • Data regarding other staff retention and recruitment • Written process describing how facilities are regularly inspected and maintained and data

demonstrating the quality of these processes • Data or reports of student disciplinary violations • Agendas/minutes of staff meetings • Evaluation system for new and continuing staff • Annual budget • Long range facility plans • Facility maintenance history • Financial audits • Stakeholder perceptions • Discipline plan • Transportation policy/plan • Crisis management plan • Building evacuation plan • Career planning programs • Advisory programs for students • Student referral process • Inclusion policy for students with special needs • Violations and/or citations from state agencies • Other

Overall Assessment for Standard 5: Resource and Support Systems

Not Evident The school has very limited human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school does not systematically employ and allocate staff members who are qualified for their assignments. The school provides limited learning opportunities for staff to improve their effectiveness, including both professional and support staff. The school ensures compliance with applicable local, state, and federal regulations. The preponderance of the evidence supports an overall assessment of “not evident” and is substantiated in the responses to the Indicators Rubric.

Emerging The school has limited human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school


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employs and allocates staff members who are generally qualified for their assignments. The school provides learning opportunities for most staff to improve their effectiveness, including both professional and support staff. The school ensures compliance with applicable local, state, and federal regulations. The preponderance of the evidence supports an overall assessment of “emerging” and is substantiated in the responses to the Indicators Rubric.

POperational The school has human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staff members who are well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness, including both professional and support staff. The school ensures compliance with applicable local, state, and federal regulations. The preponderance of the evidence supports an overall assessment of “operational” and is substantiated in the responses to the Indicators Rubric.

Highly Functional The school effectively uses human, material, and fiscal resources to implement a curriculum that enables students to achieve and exceed expectations for student learning, to meet special needs of all students, and to comply with applicable regulations. The school systematically employs and allocates staff members who are well qualified for their assignments in all content areas. The school provides and fully supports ongoing, job- embedded learning opportunities for all staff to improve their effectiveness, including both professional and support staff. The school ensures compliance with applicable local, state, and federal regulations. The preponderance of the evidence supports an overall assessment of “highly functional” and is substantiated in the responses to the Indicators Rubric.


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Stakeholder Communications & Relationships

STANDARD: The school fosters effective communications and relationships with and among its stakeholders. Impact Statement: A school is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts. Considering the Evidence


Indicators Rubric


INDICATORS


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6.1 Fosters collaboration with community stakeholders to support student learning

x

6.2 Has formal channels to listen to and communicate with stakeholders

x

6.3 Solicits the knowledge and skills of stakeholders to enhance the work of the school

x

6.4 Communicates the expectations for student learning and goals for improvement to all stakeholders

x

6.5 Provides information about students, their performance, and school effectiveness that is meaningful and useful to stakeholders

x


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Focus Questions


1. How does the school’s leadership ensure that the school is responsive to community expectations and stakeholder satisfaction? (6.1, 6.2)

The school communicates with parents via our monthly newsletter, our local TV channel, the local newspaper, our website, etc. Email is used by many teachers to communicate with our parents on an individual basis. Parent teacher conferences are held to facilitate communication with parents. Our Site Council has parent & business members who serve in an advisory capacity for our school improvement efforts.

We survey our parents, teachers, and students every other year to get feedback on how we’re doing with school improvement, safety issues, and communication efforts in general. The survey results are shared with faculty members and are part of the board presentation. These results are used to adapt our regular school procedures and our school improvement plan.

2. How does the school’s leadership foster a learning community? (6.3)

Decision making is facilitated through a shared leadership process. Teachers are asked for input, and then they serve on committees whereby they propose the plan to address whatever issue is before them. These plans are presented to the Site Council for feedback and the board for final approval. Interventions are chosen that meet the needs of our students (determined through data analysis), and these interventions are research based. Teachers are then provided staff development opportunities to support their use of the interventions. Team time is used to collaborate on the success/failure of the interventions, and adaptations are made as needed.


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3. What avenues are used to communicate information to stakeholders about students, their performance, and school effectiveness? (6.4 and 6.5)

An open house is held each school year to share the expectations for student learning and goals for improvement to all stakeholders. Parents are invited to meet with each of their student’s teachers and listen to a presentation about the class.

Parents receive bi-weekly ineligibility reports about their student’s performance, followed by quarterly grade cards. Parent teacher conferences are held twice each year, and parents have constant access to students’ progress (homework and grades) via Power School.

Examples of Evidence for Standard 6: Stakeholder Communications & Relationships

Practices • Perception data from stakeholders regarding their feeling of affiliation with the school and

being well-informed regarding school issues and events (6.1) • A variety of methods in which the school communicates with stakeholders (6.1 and 6.2) • The use of focus groups to process issues (6.1 and 6.2) • A formal process for stakeholders to present a grievance (6.2) • Degree of parent access to school web-site and e-mail system (6.2) • The inclusion of dialog with stakeholders in the communications process (6.2 and 6.5) • Evidence that the school responds to stakeholder input (6.2 and 6.3) • The range of engagement by stakeholders in the work of the school (6.3) • Individuals and groups representative of the community that participate in the work of the

school (6.3) • Awareness among stakeholders of the opportunities for engagement in the work of the

school (6.3) • A wide variety of forums at which expectations for students and for school improvement are

presented (6.4) • Parent and student knowledge of expectations regarding student behavior and learning and

of school improvement initiatives (6.4) • A variety of avenues to connect with parents (6.5) • Degree to which stakeholders feel well informed regarding student achievement and school

effectiveness (6.5) • Examples of “two-way” communication between stakeholders and the school (6.5)

Artifacts • Stakeholder group surveys • Stakeholder perceptions • Agendas/minutes of stakeholder meetings • Stakeholder membership on decision-making committees • Stakeholder participation in co-teaching opportunities or special programs • Schedules of parent conferences • Student progress reports • Reports to the community about the school and its students


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• Presentations to stakeholder groups • Media reports on the school • Course selection and/or student planning guides • Student orientation programs • Communication plan • School and/or teacher web sites • Newsletters • Letters • Emails • Automated phone messages • Access to online reporting of student achievement results • Other

Overall Assessment for Standard 6: Stakeholder Communication & Relationships

Not Evident The school has little understanding, commitment, and support of stakeholders. School personnel seek few opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate little or no participation by stakeholder groups. The preponderance of the evidence supports an overall assessment of “not evident” and is substantiated in the responses to the Indicators Rubric.

Emerging The school has begun the process to gain the understanding, commitment, and support of stakeholders. School personnel are seeking opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate some participation by stakeholder groups. The preponderance of the evidence supports an overall assessment of “emerging” and is substantiated in the responses to the Indicators Rubric.

POperational The school has the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate good participation by some stakeholder groups. The preponderance of the evidence supports an overall assessment of “operational” and is substantiated in the responses to the Indicators Rubric.

Highly Functional The school has the understanding, commitment, and support of all stakeholders. School personnel actively promote and provide regular, systematic opportunities for collaboration and shared leadership among all stakeholders to help students learn and advance improvement efforts and can demonstrate a high level of meaningful participation by most shareholder groups. The preponderance of the evidence supports an overall assessment of “highly functional” and is substantiated in the responses to the Indicators Rubric.


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Commitment to Continuous Improvement

STANDARD: The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance. Impact Statement: A school is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process. Considering the Evidence


Indicators Rubric


INDICATORS


Evi

dent

Em

ergi

ng

Ope

ratio

nal

Hig

hly

Func

tiona

l

7.1 Engages in a continuous process of improvement that articulates the vision and purpose the school is pursuing (Vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform what happens next (Results)

x

7.2 Engages stakeholders in the processes of continuous improvement x

7.3 Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning

x

7.4 Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals

x


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7.5 Monitors and communicates the results of improvement efforts to stakeholders

x

7.6 Evaluates and documents the effectiveness and impact of its continuous process of improvement

x




Operational Evidence indicates practices and procedures are actively implemented Highly Functional Evidence indicates practices and procedures are fully integrated and

effectively and consistently implemented

Focus Questions


1. What is the process for continuous improvement used by the school and what are the results that this process is delivering for student performance and school effectiveness? (7.1 and 7.2)

EMS is using the NCA protocol (profiling, mission, environmental scan, goal selection in year 1; school improvement plan and results based staff development plan with initial implementation in year 2; monitoring implementation and data in years 3 and 4; and evaluating the process in year 5). We have been on schedule throughout the cycle, and have hosted two chair visits (years 1 and 4) and two team visits (years 2 and 3) thus far.

We have very good involvement of our faculty in this process. They are involved in decision making at all levels, and of course are the driving force behind the implementation. Parents and community are provided information about the process via progress reports presented annually to the board, website postings, and newsletter articles. Students have access to the same and are of course directly involved in the learning process. Parents, community members, and students do not have a decision making role at any point, but provide feedback via surveys and informally. Through Site Council, several serve in an advisory capacity, but never in a more active role.


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2. What steps are taken to ensure that the improvement goals reflect student learning needs that are aligned with the vision and purpose of the school? (7.3)

Our school improvement plans are intentionally aligned with the vision and purpose of the school and expectations for student learning during the planning phases. We then survey people with questions as to our effectiveness of meeting our vision and purpose.

3. What process is used to ensure that the school personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals? (7.4)

Both our district and school provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals. This training is facilitated through initial workshops to introduce it, model it, and then practice using it; but they are followed up for their effectiveness during team time. Team time includes the Professional Learning Community model, and the agenda for team time is influenced by the school improvement team, with designated monitoring and collaboration on how well the interventions are working. This collaboration is driven by data from both student achievement results and faculty implementation. Faculty members analyze the data and make adjustments as needed. Further, monthly faculty meetings include the sharing of successful strategies.

4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders? (7.5 and 7.6)

Monitoring is done on an ongoing basis to promote accountability. With regard to specific results achieved over the course of this cycle, several conclusions were reached. There were many causes for celebration as this cycle comes to an end. Scores for low SES students and students with disabilities have made strong academic gains. One contributing factor to these academic increases was the integration of data analysis into the school improvement process. Test scores were always examined yearly, but then were put away. The requirements of No Child Left Behind and making Adequate Yearly Progress require knowing which students fall below the Meets Standards performance category. Much time was devoted during the last two years to finding strategies (particularly Project Connect) that would meet the needs of these students. Remediation is given in both small group settings and on the computer. Classes and integration of special education students have received close scrutiny in hopes of finding the best way to meet the needs of these students. One concern came to light in compiling the information for our final analysis. Scores for mid/high SES students have decreased. While it is necessary to examine strategies for lower-achieving students, care must be taken not to slight the rest of the student population. Attention to providing a balanced school improvement process will be necessary as planning for the next cycle begins.

Summaries of this process are presented to the board each semester to keep them apprised of our progress. This information is also posted on our website ( www.everytownpublicschools.com/ems/plc and www.everytownpublicschools.com/ems/studentachievement). This is also included in data presented in Standard 4.

http://www.everytownpublicschools.com/ems/plc

http://www.everytownpublicschools.com/ems/studentachievement


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Each semester during in-service time, our faculty evaluates and documents the effectiveness and impact of our continuous process of improvement. The timeline below documents our school improvement activities:

Year 1: 2002 – 2003 Select External Visiting Team Chairperson Update Profile/work on goal selection Staff assignments to goal teams 1 st Chair Visit

Year 2 2003-04 School improvement plan written First Team Visit Revised SIP submitted to KNCA office for review Begin implementation of SIP; make revisions as needed. Conduct staff development as needed.

Year 3 2004 – 05 Second Visit of the Visiting Team Continue plan implementation and staff development Continue data collection and analysis to determine success of interventions; modify SIP as necessary

Year 4 2005 – 06 Continue plan implementation and staff development Continue data collection and analysis

Year 5 2006-07 Host Final Documentation Visit Begin planning for next cycle of school improvement

Examples of Evidence for Standard 7: Commitment to Continuous Improvement

Practices

• The degree to which staff have analyzed student results in the context of school improvement plan interventions and programs (7.1)

• A broad range of involvement by stakeholder groups in the design, management, and delivery of the school improvement plan (7.2)

• Alignment of the school improvement goals with needs identified in the profile and supported by data analysis (7.3)

• Professional development activities are aligned with and a part of the school improvement plan (7.4)

• Indication that individual professional staff development plans are related to the goals of the school improvement plan (7.4)

• Reports from staff regarding the impact of professional development activities upon their ability to implement school improvement strategies (7.4)

• Reported/observed changes in teacher behaviors as a result of professional development activities delivered in support of the school improvement plan (7.4)


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• A variety of baseline and interval data to describe progress toward the goals (7.5) • The extent to which the improvement agenda has been widely discussed among stakeholders

(7.5) • A variety of communication techniques used to inform stakeholders regarding school

improvement efforts and successes (7.5) • A continuous review process to ensure ongoing monitoring and adjustment of the

improvement plan (7.5 and 7.6) • A rigorous data analysis process to evaluate the degree of success in goal attainment (7.6) • Success demonstrated in reaching goals of the school improvement plan (7.6)

Artifacts • Description of school improvement process • School profile information • A school improvement plan that focus upon increased student achievement • A plan that includes components that provide specific goals, a set of appropriate

assessments, a set of interventions expected to cause student growth to occur, and a plan for ensuring that the staff have the skills to implement the plan

• Student performance and achievement data • Agendas/minutes of meetings regarding school improvement activities and results • Professional development plans • Evaluation data on impact of interventions • Communications to stakeholders regarding school improvement activities and results • Other


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Overall Assessment for Standard 7: Commitment to Continuous Improvement

Not Evident The school has not developed a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. The school cannot demonstrate progress in improving student performance and school effectiveness. The preponderance of the evidence supports an overall assessment of “not evident” and is substantiated in the responses to the Indicators Rubric.

Emerging The school is developing a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning, but the plan has not been implemented. Improvement efforts are being developed, but the school cannot yet demonstrate progress in improving student performance and school effectiveness. New improvement efforts are not informed by the results of earlier efforts through reflection and assessment of the improvement process. The preponderance of the evidence supports an overall assessment of “emerging” and is substantiated in the responses to the Indicators Rubric.

POperational The school implements a collaborative and ongoing process for improvement that aligns most functions of the school with the expectations for student learning. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process. The preponderance of the evidence supports an overall assessment of “operational” and is substantiated in the responses to the Indicators Rubric.

Highly Functional The school fully implements a collaborative and ongoing process for improvement that aligns all functions of the school with the expectations for student learning. Improvement efforts are systemic, sustained, and fully embedded, and the school demonstrates significant progress in improving student performance and school effectiveness. New improvement efforts are clearly informed by the documented results of earlier efforts through reflection and assessment of a highly sustained, continuous process of improvement. The preponderance of the evidence supports an overall assessment of “highly functional” and is substantiated in the responses to the Indicators Rubric.


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Conclusion

The following focus questions reflect the school’s overall analysis of its internal evaluation of the accreditation standards.

Focus Questions 1. As you review your responses to the standards, what major trends, themes, or areas

of focus emerge that cut across the seven standards?

We are continually reviewing data and modifying instruction and have gotten much better at this. Staff is committed to changing instruction to help lower performing students. We also have parents and community getting information and progress about student performance, but they have very few decision making roles.

2. Based on your review of these cross-cutting themes/trends and each of the seven standards, what would you consider to be your school’s greatest strengths?

• We do a fabulous job involving faculty members in the decision making process. They are involved in every aspect of school improvement and are committed to the process.

• Our increased capacity to handle data has allowed us to be much more able to provide customized learning opportunities for students.

• We have increased technology available to us that allows us to better meet the needs of students & communicate student progress to parents.

• We do a nice job sharing information using many mediums with all stakeholders. • We are very focused on doing well on the state assessments and so we are much more

aware of and teaching the state standards. • Our staff development is very focused on our school improvement efforts.

3. What would you consider to be your school’s greatest challenges?

• Involving stakeholders at the decision making level. We get input from them, but they are almost always just advisory to us, not directly involved.

• Our greatest challenge seems to be involving our community in the school improvement process. Most students and parents understand what is going on in our school, but we do not always convey this to the broader community.

• We need to continue to monitor student data closely to make sure there’s little disparity between sub-groups.

4. How will you use the insights gained from this self-assessment to inform and enhance your quality assurance and continuous improvement efforts?

We will continue to evaluate and implement data within our curriculum that will provide direction for necessary changes. These changes could include curriculum instruction and evaluation techniques. Now knowing our weakness is community involvement, we plan to make this a priority in the future.

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