Byck Elementary Diagnostic Review Report Byck... · Effective Learning Environments Observation Tool® (eleot®) Results The eProve™ Effective Learning Environments Observation

February19-22,2018

Resultsfor:ByckElementarySchool2328CedarStreetLouisville,KY40212

©AdvanceEducation,Inc. www.advanc-ed.org

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AccreditationEngagementReviewReport

TableofContentsIntroduction...........................................................................................................................3

AdvancEDStandardsDiagnosticResults.................................................................................4LeadershipCapacityDomain.............................................................................................................4LearningCapacityDomain.................................................................................................................5ResourceCapacityDomain................................................................................................................6

EffectiveLearningEnvironmentsObservationTool®(eleot®)Results......................................7eleotNarrative................................................................................................................................11

Findings.................................................................................................................................13ImprovementPriorities...................................................................................................................13

ConclusionNarrative.............................................................................................................18

TeamRoster..........................................................................................................................21

StudentPerformanceData....................................................................................................23

Schedule...............................................................................................................................25


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IntroductionTheAdvancEDDiagnosticReviewiscarriedoutbyateamofhighlyqualifiedevaluatorswhoexaminetheinstitution’sadherenceandcommitmenttotheresearchalignedAdvancEDStandards.TheDiagnosticReviewProcessisdesignedtoenergizeandequiptheleadershipandstakeholdersofaninstitutiontoachievehigherlevelsofperformanceandaddressthoseareasthatmaybehinderingeffortstoreachdesiredperformancelevels.TheDiagnosticReviewisarigorousprocessthatincludesthein-depthexaminationofevidenceandrelevantperformancedata,interviewswithstakeholders,andobservationsofinstruction,learning,andoperations.Standardshelpdelineatewhatmatters.Theyprovideacommonlanguagethroughwhichaneducationcommunitycanengageinconversationsabouteducationalimprovement,institutioneffectiveness,andachievement.Theyserveasafoundationforplanningandimplementingimprovementstrategiesandactivitiesandformeasuringsuccess.AdvancEDStandardsweredevelopedbyacommitteecomprisedofeducatorsfromthefieldsofpractice,researchandpolicy.Thesetalentedleadersappliedprofessionalwisdom,deepknowledgeofeffectivepractice,andthebestavailable research to craft a set of robust standards that define institutional quality and guide continuousimprovement.TheDiagnosticReviewTeamusedtheAdvancEDStandardsandrelatedcriteriatoguideitsevaluation,lookingnotonlyforadherencetostandards,butalsoforhowtheinstitutionfunctionedasawholeandembodiedthepracticesandcharacteristicsofquality.Using theevidence theygathered, theDiagnosticReviewTeamarrivedata setoffindingscontainedinthisreport.AsapartoftheDiagnosticReview,stakeholderswereinterviewedbymembersoftheDiagnosticReviewTeamabouttheirperspectivesontopicsrelevanttotheinstitution'slearningenvironmentandorganizationaleffectiveness.ThefeedbackgainedthroughthestakeholderinterviewswasconsideredwithotherevidenceanddatatosupportthefindingsoftheDiagnosticReview.Thefollowingtableliststhenumbersofinterviewedrepresentativesofvariousstakeholdergroups.

StakeholderGroups Number

District-levelAdministrators 2Building-levelAdministrators 2ProfessionalSupportStaff(e.g.,Counselor,MediaSpecialist,TechnologyCoordinator)

9

CertifiedStaff 10Non-certifiedStaff 2Students 33Parents 6Total 64


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AdvancEDStandardsDiagnosticResultsThe AdvancED Performance Standards Diagnostic was used by the Diagnostic Review Team to evaluate theinstitution’s effectiveness based on AdvancED’s Performance Standards. The diagnostic consists of threecomponents built around each of the three Domains: Leadership Capacity, Learning Capacity and ResourceCapacity.Pointvaluesareestablishedwithinthediagnostic,andapercentageofthepointsearnedbytheinstitutionforeachStandardiscalculatedfromthepointvaluesforeachStandard.Resultsarereportedwithinfourcategories:NeedsImprovement,Emerging,MeetsExpectationsandExceedsExpectations.TheresultsforthethreeDomainsarepresentedinthetablesthatfollow.

LeadershipCapacityDomainThecapacityofleadershiptoensureaninstitution’sprogresstowarditsstatedobjectivesisanessentialelementoforganizationaleffectiveness.Aninstitution’sleadershipcapacityincludesthefidelityandcommitmenttoitspurposeanddirection,theeffectivenessofgovernanceandleadershiptoenabletheinstitutiontorealizeitsstatedobjectives,theabilitytoengageandinvolvestakeholdersinmeaningfulandproductiveways,andthecapacitytoimplementstrategiesthatimprovelearnerandeducatorperformance.

LeadershipCapacityStandards Rating

1.1 Theinstitutioncommitstoapurposestatementthatdefinesbeliefsaboutteachingandlearning,includingtheexpectationsforlearners.

NeedsImprovement

1.2 Stakeholderscollectivelydemonstrateactionstoensuretheachievementoftheinstitution'spurposeanddesiredoutcomesforlearners.

NeedsImprovement

1.3 Theinstitutionengagesinacontinuousimprovementprocessthatproducesevidence,includingmeasurableresultsofimprovingstudentlearningandprofessionalpractice.

NeedsImprovement

1.4 Thegoverningauthorityestablishesandensuresadherencetopoliciesthataredesignedtosupportinstitutionaleffectiveness.

NeedsImprovement

1.5 Thegoverningauthorityadherestoacodeofethicsandfunctionswithindefinedrolesandresponsibilities.

NeedsImprovement

1.6 Leadersimplementstaffsupervisionandevaluationprocessestoimproveprofessionalpracticeandorganizationaleffectiveness.

NeedsImprovement

1.7 Leadersimplementoperationalprocessandprocedurestoensureorganizationaleffectivenessinsupportofteachingandlearning.

NeedsImprovement

1.8 Leadersengagestakeholderstosupporttheachievementoftheinstitution’spurposeanddirection.

NeedsImprovement

1.9 Theinstitutionprovidesexperiencesthatcultivateandimproveleadershipeffectiveness. Emerging

1.10 Leaderscollectandanalyzearangeoffeedbackdatafrommultiplestakeholdergroupstoinformdecision-makingthatresultsinimprovement.

NeedsImprovement


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LearningCapacityDomainThe impact of teaching and learning on student achievement and success is the primary expectation of everyinstitution.Aneffectivelearningcultureischaracterizedbypositiveandproductiveteacher/learnerrelationships;high expectations and standards; a challenging and engaging curriculum; quality instruction and comprehensivesupportthatenablealllearnerstobesuccessful;andassessmentpractices(formativeandsummative)thatmonitorandmeasurelearnerprogressandachievement.Moreover,aqualityinstitutionevaluatestheimpactofitslearningculture,includingallprogramsandsupportservices,andadjustsaccordingly.

LearningCapacityStandards Rating

2.1 Learnershaveequitableopportunitiestodevelopskillsandachievethecontentandlearningprioritiesestablishedbytheinstitution.

NeedsImprovement

2.2 Thelearningculturepromotescreativity,innovationandcollaborativeproblem-solving.

NeedsImprovement

2.3 Thelearningculturedevelopslearners’attitudes,beliefsandskillsneededforsuccess.

NeedsImprovement

2.4 Theinstitutionhasaformalstructuretoensurelearnersdeveloppositiverelationshipswithandhaveadults/peerswhosupporttheireducationalexperiences.

MeetsExpectations

2.5 Educatorsimplementacurriculumthatisbasedonhighexpectationsandprepareslearnersfortheirnextlevels. Emerging

2.6 Theinstitutionimplementsaprocesstoensurethecurriculumisalignedtostandardsandbestpractices.

NeedsImprovement

2.7 Instructionismonitoredandadjustedtomeetindividuallearners’needsandtheinstitution’slearningexpectations.

NeedsImprovement

2.8 Theinstitutionprovidesprogramsandservicesforlearners’educationalfuturesandcareerplanning.

NeedsImprovement

2.9 Theinstitutionimplements,evaluates,andmonitorsprocessestoidentifyandaddressthespecializedsocial,emotional,developmental,andacademicneedsofstudents.

Emerging

2.10 Learningprogressisreliablyassessedandconsistentlyandclearlycommunicated. Emerging

2.11 Educatorsgather,analyze,anduseformativeandsummativedatathatleadtodemonstrableimprovementofstudentlearning.

NeedsImprovement

2.12 Theinstitutionimplementsaprocesstocontinuouslyassessitsprogramsandorganizationalconditionstoimprovestudentlearning.

NeedsImprovement


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ResourceCapacityDomainTheuseanddistributionofresourcessupportthestatedmissionoftheinstitution.Institutionsensurethatresourcesaredistributedandutilizedequitablysothattheneedsofalllearnersareadequatelyandeffectivelyaddressed.Theutilizationofresourcesincludessupportforprofessionallearningforallstaff.Theinstitutionexaminestheallocationand use of resources to ensure appropriate levels of funding, sustainability, organizational effectiveness andincreasedstudentlearning.

ResourceCapacityStandards Rating3.1 Theinstitutionplansanddeliversprofessionallearningtoimprovethelearning

environment,learnerachievement,andtheinstitution’seffectiveness.Needs

Improvement3.2 Theinstitution’sprofessionallearningstructureandexpectationspromote

collaborationandcollegialitytoimprovelearnerperformanceandorganizationaleffectiveness.

NeedsImprovement

3.3 Theinstitutionprovidesinduction,mentoring,andcoachingprogramsthatensureallstaffmembershavetheknowledgeandskillstoimprovestudentperformanceandorganizationaleffectiveness.

NeedsImprovement

3.4 Theinstitutionattractsandretainsqualifiedpersonnelwhosupporttheinstitution’spurposeanddirection

NeedsImprovement

3.5 Theinstitutionintegratesdigitalresourcesintoteaching,learning,andoperationstoimproveprofessionalpractice,studentperformance,andorganizationaleffectiveness.

NeedsImprovement

3.6 Theinstitutionprovidesaccesstoinformationresourcesandmaterialstosupportthecurriculum,programs,andneedsofstudents,staff,andtheinstitution.

NeedsImprovement

3.7 Theinstitutiondemonstratesstrategicresourcemanagementthatincludeslong-rangeplanninganduseofresourcesinsupportoftheinstitution’spurposeanddirection.

NeedsImprovement

3.8 Theinstitutionallocateshuman,material,andfiscalresourcesinalignmentwiththeinstitution’sidentifiedneedsandprioritiestoimprovestudentperformanceandorganizationaleffectiveness.

NeedsImprovement

ThechartbelowprovidesanoverviewoftheinstitutionratingsacrossthethreeDomains.

NeedsImprovementEmerging

MeetsExpectationsExceedsExpectations

Rating NumberofStandards

NeedsImprovement 25

Emerging 4

MeetsExpectations 1

ExceedsExpectations 0


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EffectiveLearningEnvironmentsObservationTool®(eleot®)ResultsTheeProve™EffectiveLearningEnvironmentsObservationTool(eleot)isalearner-centricclassroomobservationtool that comprises 28 items organized in seven environments alignedwith the AdvancED Standards. The toolprovidesuseful,relevant,structured,andquantifiabledataontheextenttowhichstudentsareengagedinactivitiesand demonstrate knowledge, attitudes, and dispositions that are conducive to effective learning. Classroomobservationsareconductedforaminimumof20minutes.EverymemberoftheDiagnosticReviewTeamisrequiredtobeeleot-certifiedandpassacertificationexamthatestablishesinter-raterreliability.Teammembersconducted20observationswitheleotduringtheDiagnosticReviewprocess,includingalllearningenvironmentscoveringcorecontentareas.Thefollowingprovidestheaggregatedataacrossmultipleobservationsforeachofthesevenlearningenvironmentsincludedineleot.

1.9 1.82.1

1.9 1.72.2

1.3

EnvironmentAverages

DiagnosticRevieweleotRatingsA.EquitableLearning B. HighExpectations C.SupportiveLearning

D. ActiveLearning E.ProgressMonitoring F.Well-ManagedLearning

G.DigitalLearning


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Indicators Average Description

Not

Observed

Somew

hat

Eviden

t

Eviden

t

Very

Eviden

t

A1 1.7Learnersengageindifferentiatedlearningopportunitiesand/oractivitiesthatmeettheirneeds.

55% 25% 20% 0%

A2 2.3Learnershaveequalaccesstoclassroomdiscussions,activities,resources,technology,andsupport.

15% 40% 45% 0%

A3 2.3 Learnersaretreatedinafair,clear,andconsistentmanner. 25% 25% 45% 5%

A4 1.4

Learnersdemonstrateand/orhaveopportunitiestodevelopempathy/respect/appreciationfordifferencesinabilities,aptitudes,backgrounds,cultures,and/orotherhumancharacteristics,conditionsanddispositions.

70% 25% 5% 0%

1.9

A.EquitableLearningEnvironment

Overallratingona4pointscale:


Not

Observed

Somew

hat

Eviden

t

Eviden

t

Very

Eviden

t

B1 2.0Learnersstrivetomeetorareabletoarticulatethehighexpectationsestablishedbythemselvesand/ortheteacher.

20% 65% 10% 5%

B2 2.2Learnersengageinactivitiesandlearningthatarechallengingbutattainable.

10% 60% 30% 0%

B3 1.4Learnersdemonstrateand/orareabletodescribehighqualitywork.

60% 40% 0% 0%

B4 1.6Learnersengageinrigorouscoursework,discussions,and/ortasksthatrequiretheuseofhigherorderthinking(e.g.,analyzing,applying,evaluating,synthesizing).

45% 50% 5% 0%

B5 1.7Learnerstakeresponsibilityforandareself-directedintheirlearning.

35% 65% 0% 0%

1.8Overallratingona4pointscale:

B.HighExpectationsLearningEnvironment


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Not

Observed

Somew

hat

Eviden

t

Eviden

t

Very

Eviden

t

C1 2.0Learnersdemonstrateasenseofcommunitythatispositive,cohesive,engaged,andpurposeful.

30% 40% 30% 0%

C2 2.0Learnerstakerisksinlearning(withoutfearofnegativefeedback).

25% 50% 25% 0%

C3 2.3Learnersaresupportedbytheteacher,theirpeers,and/orotherresourcestounderstandcontentandaccomplishtasks.

20% 40% 35% 5%

C4 2.2Learnersdemonstrateacongenialandsupportiverelationshipwiththeirteacher.

30% 25% 45% 0%


C.SupportiveLearningEnvironment

Indicators Average DescriptionNot

Observed

Somew

hat

Eviden

t

Eviden

t

Very

Eviden

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D1 1.8Learners'discussions/dialogues/exchangeswitheachotherandteacherpredominate.

37% 47% 16% 0%

D2 2.2Learnersmakeconnectionsfromcontenttoreal-lifeexperiences.

40% 20% 25% 15%

D3 2.3 Learnersareactivelyengagedinthelearningactivities. 20% 35% 45% 0%

D4 1.5Learnerscollaboratewiththeirpeerstoaccomplish/completeprojects,activities,tasksand/orassignments.

60% 35% 5% 0%


D.ActiveLearningEnvironment


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Not

Observed

Somew

hat

Eviden

t

Eviden

t

Very

Eviden

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E1 1.5Learnersmonitortheirownprogressorhavemechanismswherebytheirlearningprogressismonitored.

50% 50% 0% 0%

E2 2.0Learnersreceive/respondtofeedback(fromteachers/peers/otherresources)toimproveunderstandingand/orrevisework.

20% 65% 15% 0%

E3 2.2Learnersdemonstrateand/orverbalizeunderstandingofthelesson/content.

25% 35% 40% 0%

E4 1.3Learnersunderstandand/orareabletoexplainhowtheirworkisassessed.

75% 20% 5% 0%


E.ProgressMonitoringLearningEnvironment

Indicators Average DescriptionNot

Observed

Somew

hat

Eviden

t

Eviden

t

Very

Eviden

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F1 2.4Learnersspeakandinteractrespectfullywithteacher(s)andeachother.

20% 35% 35% 10%

F2 2.3Learnersdemonstrateknowledgeofand/orfollowclassroomrulesandbehavioralexpectationsandworkwellwithothers.

15% 50% 30% 5%

F3 2.3Learnerstransitionsmoothlyandefficientlyfromoneactivitytoanother.

30% 20% 45% 5%

F4 1.9Learnersuseclasstimepurposefullywithminimalwastedtimeordisruptions.

35% 40% 25% 0%


F.Well-ManagedLearningEnvironment


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eleotNarrativeTheDiagnosticReviewTeamconducted20classroomobservationsincoreacademicandinspecialeducation,self-contained classrooms that had ten or more students, which provided ample opportunities to observe studentlearningactivitiesandtypicalclassroominstructionalpractices.LearningEnvironmentratingsrangedfrom1.3to2.1on a four-point scale. TheWell-Managed Learning Environment and the Supportive Learning Environment bothearned anoverall rating of 2.1. The Equitable Learning Environment and theActive Learning Environment bothreceived the same rating of 1.9. The High Expectations Learning Environment was rated 1.8, and the ProgressMonitoringEnvironmentwasrated1.7.Oftheseven,theDigitalLearningEnvironmentemergedasthelowestratedwitha1.3.WithintheEquitableLearningEnvironment,itwasevident/veryevidentin50percentofclassroomsthatstudentswere“treatedinafair,clear,andconsistentmanner”(A3).Conversely,itwasevident/veryevidentin20percentofclassroomsthatstudentsengaged“indifferentiatedlearningopportunitiesand/oractivities”thatmettheirneeds(A1). Inmostclassrooms,allstudentsworkedonthesameactivity.Studentswhohadequalaccesstoclassroomdiscussions, activities, resources, technology and support were observed in the majority of classrooms duringmorningmeetingtime.Students,forinstance,generallyparticipatedinclassroomdiscussionsandsharedindividualexperiencesduringthattime.In the High Expectations Learning Environment, it was evident/very evident in zero percent of classrooms thatstudentsdemonstratedorwere“abletodescribehighqualitywork”(B3).Itwasevident/veryevidentin15percentof classrooms that students strived “tomeet” orwere able to “articulate the high expectations established bythemselvesand/ortheteacher”(B1).Instancesofstudentsengaged“inrigorouscoursework,discussions,and/ortasksthatrequiretheuseofhigherorderthinking(e.g.,analyzing,applying,evaluating,synthesizing)” (B4)wereevident/veryevidentinonlyfivepercentofclassrooms.Itwasevident/veryevidentinfivepercentofclassroomsthatstudentsunderstoodorwere“abletoexplainhowtheirwork”wasassessed(E4).Inzeropercentofclassrooms,it was evident/very evident that students monitored “their own progress” or had “mechanisms whereby theirlearningprogress”wasmonitored(E1).Thesefindings,detailedinoneoftheImprovementPrioritiescontainedinthisreport,revealedaneedforincreasedcurriculumrigorandeffectiveclassroominstructionalstrategies.


Not

Observed

Somew

hat

Eviden

t

Eviden

t

Very

Eviden

t

G1 1.5Learnersusedigitaltools/technologytogather,evaluate,and/oruseinformationforlearning.

60% 30% 10% 0%

G2 1.1Learnersusedigitaltools/technologytoconductresearch,solveproblems,and/orcreateoriginalworksforlearning.

95% 5% 0% 0%

G3 1.3Learnersusedigitaltools/technologytocommunicateandworkcollaborativelyforlearning.

85% 5% 10% 0%


G.DigitalLearningEnvironment


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WithintheSupportiveLearningEnvironment,itwasevident/veryevidentin45percentofclassroomsthatstudentsdemonstrated“acongenialandsupportiverelationshipwiththeirteacher”(C4).In40percentofclassrooms,itwasevident/very evident that students were “supported by the teacher, their peers, and/or other resources tounderstandcontentandaccomplishtasks”(C3).Additionally,itwasevident/veryevidentin25percentofclassroomsthat students took “risks in learning (without fear of negative feedback)” (C2). By establishing high academicexpectationsalignedtotheappropriatedepthofknowledgelevels,theschoolcouldincreasestudentachievement.WithintheActiveLearningEnvironment,itwasevident/veryevidentin16percentofclassroomsthatstudentswereengaged in “discussions/dialogues/exchanges with each other and teachers” (D1). Observers noted it wasevident/very evident in five percent of classrooms that students collaborated “with their peers toaccomplish/completeprojects,activities,tasksand/orassignments”(D4).TheDiagnosticReviewTeamobservedfewinstances of students collaborating with their peers to accomplish/complete projects, activities, tasks and/orassignmentsasawaytoallowstudentstotakeownershipoftheirownlearning.WithintheProgressMonitoringLearningEnvironment,itwasevident/veryevidentinfivepercentofclassroomsthatlearnersunderstoodand/orwereableto“explainhowtheirwork”wasassessed(E4).TheDiagnosticReviewTeamseldom observed students using rubrics or checklists to guide their learning. Furthermore, in zero percent ofclassrooms,itwasevident/veryevidentthatstudentsmonitored“theirownprogress”orhad“mechanismswherebytheirlearningprogress”wasmonitored(E1).TheDiagnosticReviewTeamnotedthatsomelearnersdemonstratedand/orverbalizedunderstandingofthelesson/contentwhenaskedquestionsbytheteacher.Within theWell-Managed Learning Environment, it was evident/very evident in 45 percent of classrooms thatstudentsspokeandinteracted“respectfullywithteacher(s)andeachother”(F1).In35percentofclassrooms,itwasevident/veryevidentthatstudentsfollowed“classroomrulesandbehavioralexpectations”andworkedwellwithothers(F2).Also,itwasevident/veryevidentin25percentofclassroomsthatstudentsused“classtimepurposefullywithminimalwastedtimeordisruptions”(F4),whichsupportedobservationdatathatshowedineffectiveuseofinstructionaltime.Aconcernthatemergedwasthelackofroutinesandritualsusedfortransitionsinhallwaysandclassrooms between and during classes. Several instances ofmajor student disciplinary offenses occurred (e.g.,continued verbal disruptions during instruction, loud talking, inappropriate comments), and teachers or staffmembersredirectedstudentstonoavail.Studentscontinuedtodisplaybehaviorsofnon-compliance,andteachersoftenstoodinthehallwaysuntilstudentsbecamecompliantoranadministratorordesigneeprovidedassistance.WithintheDigitalLearningEnvironment,increaseduseoftechnologybystudentsemergedasanareatoleverageto improve student engagement. It was evident/very evident in zero percent of classrooms, for example, thatstudents used “digital tools/technology to conduct research, solve problems, and/or create original works forlearning” (G2). Additionally, itwas evident/very evident in 10percent of classrooms that students used “digitaltools/technology to gather, evaluate, and/or use information for learning” (G1) and “communicate and workcollaboratively for learning” (G3).Teammembers rarelyobservedstudentsusingdigital toolsand technology togather,conductresearchorcommunicatecollaborativelyforlearning.


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FindingsImprovementPrioritiesImprovement priorities are developed to enhance the capacity of the institution to reach a higher level ofperformance and reflect the areas identified by the Diagnostic Review Team to have the greatest impact onimprovingstudentperformanceandorganizationaleffectiveness.ImprovementPriorityDevelopandimplementmissionandvisionstatementsthatfostersharedleadershipandpromoteteaching,learningandhighexpectationsforalllearners.Involvestaffmembersandstakeholdersinthisprocessandensurealldecisionsalignwiththemissionandvisionoftheschool.(Standard1.1)Evidence:StudentPerformanceDataStudentperformancedata,asdetailedinanattachmenttothisreport,revealedthatthepercentageofstudentswhoscoredproficient/distinguishedwassignificantlybelowstateaverages.Infact,thepercentageofstudentswhoscoredproficient/distinguisheddropped inall grade levels and subject areasexcept for thirdgrade reading (6.9percentin2015-2016to12.5percentin2016-2017)andfifthgradewriting(8.8percentin2015-2016to9.7in2016-2017).Thepercentageofstudentswhoscoredproficient/distinguishedinreadingincreasedfrom13.1percentin2015-2016 to 14.5 percent in 2016-2017. In mathematics, fourth grade students who performedproficient/distinguisheddecreased from14.9 to8.8percent from2015-2016to2016-2017. Inaddition, in2015-2016,fifthgradestudentswhoperformedproficient/distinguishedinmathdecreasedfrom38.2to8.1percentfrom2015-2016 to 2016-2017. Social studies scores decreased from 19.1 to 6.5 percent and language mechanicsdecreasedfrom13.4to7.5percentfrom2015-2016to2016-2017.Incomparison,thestateaverageforstudentswho scored proficient/distinguished in reading during 2015-2016was 56 percent. Likewise, in 2016-2017, 54.3percent of students scored proficient/distinguished in reading in 2016-2017 across the state. Also, the averagepercentageofstudentswhoscoredproficient/distinguishedinmathacrossthestatewas51.8percentin2015-2016and 49.1 percent in 2016-2017. According to the 2015-2016 and 2016-2017 Kentucky Performance Rating forEducationalProgress(K-PREP)assessmentdata,studentsatByckElementarySchoolscoredsignificantlylowerthantheirpeersacrossthestateinallsubjectareas.Inaddition,studentperformancedataindicatedthattheschooldidnotmeetanyofitsproficiencygapordeliverytargetsin2016-2017.ClassroomObservationDataClassroom observation data, as detailed previously in this report, showed students rarely engaged in learningactivitiesdesignedtomeettheir individualneeds. Instancesofstudentswhoengaged“indifferentiated learningopportunitiesand/oractivities”thatmettheirneeds,(A1)forexample,wereevident/veryevidentin20percentofclassrooms.Inaddition,studentswhostrivedtomeetorwereableto“articulatethehighexpectationsestablishedbythemselvesand/ortheteacher”(B1)wereevident/veryevidentin15percentofclassrooms.Finally,instancesofstudentsengaged“inrigorouscoursework,discussions,and/ortasksthatrequiretheuseofhigherorderthinking(e.g., analyzing, applying, evaluating, synthesizing)” (B4) were evident/very evident in only five percent ofclassrooms.StakeholderInterviewData


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Stakeholderinterviewdatarevealedtheschoolhadnotestablishedaclearvisionormission.Interviewdataprovidedminimalevidenceofacollaborativeprocessusedforcreatingorclarifyingtheschool’smissionandvision.Interviewdata indicated that the process to develop these statements had started at some point but had not reachedcompletion.Asaresult,staffmemberswereunabletoarticulateunifiedorcommonvisionormissionstatements.Teachers reported that themission and vision statementswerenot routinely reviewed. Further, interviewdatarevealedthatbecauseofadministratorturnover(i.e.,threedifferentadministratorswithinayear),staffmemberswereconstantlyadjustingtonewexpectationsandleadership,whichalsoaddedtotheconfusionofstaffmembersbeingabletoidentifyaclearmissionandvisionstatement.Inaddition,manyteachersandstaffmembersreportedaneedforcleardirection.Infact,interviewdatashowedsomestaffmembersreportedtheydidtheirbestdespitethe lack of direction by leadership. In addition, interview data showedmany staff members had no voice andreportedthatsharedleadershipdidnotexist.Infact,manyintervieweesalsoreporteddecisions,generally,weretopdownandmadewithoutinputfromstaff.StakeholderPerception/ExperienceDataInventorydatarevealed28percentofteachersselected,“Almostalways,”whenrespondingtotheprompt,“Iaminvolvedindecisionsandactionsthatimpactstudentachievementandtheoverallfunctioningofourschool”(D3).Sixty-ninepercentofteachersindicated,“Almostalways,”whenrespondingtotheprompt,“Ibasedecisionsinmyclassroomonthestrategicdirectionofmyschool”(C1).Seventy-twopercentofteachersindicated,“Almostalways,”whenresponding to theprompt, “My lessonsarebasedonhighexpectations for students” (C4). Inaddition,53percentofteachersresponded,“Almostalways,”whenrespondingtotheprompt,“Learninggoalsaredifferentforeachstudentinmyclass/course”(C5).Conversely,StudentInventorydatarevealed55percentofstudentsreportedcompleting challenging work in all of their classes (F3). Further, 45 percent of students reported completingassignmentsthatmettheir“personallearningneeds”inalloftheirclasses(E2).DocumentsandArtifactsAreviewofthedocumentsandartifacts(e.g.,SchoolQualityFactorsReport,TeacherInventorydata)indicatedthatalthoughamissionandvisionweredisplayedatByckElementary, theywereout-of-date. In fact, theDiagnosticReviewTeamfoundthecurrentvisionandmissionstatementsalignedwiththeschool’smagnetprogram.Further,the schoolprovided little evidence that a consistentprocess for creatinga clearmissionandvisionor involvingstakeholdersinthatprocesshadbeenestablished.


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ImprovementPriorityEstablish, implementanddocumentasystematicprocessforschool leaderstoformallyandconsistentlymonitorinstructionalpracticesthroughsupervisionandevaluation.Ensurealladministratorsandcoaches(i.e.GoalClarity,Education Recovery Team) systematically support instruction and provide specific, individual feedback to buildteachercapacity.Aligntheprocesstothemission,visionandbeliefsoftheschool.(Standard2.12)Evidence:StudentPerformanceDataStudentperformancedata,asdetailedintheattachmentofthisreport,indicatedthepercentageofstudentswhoscoredproficient/distinguishedinallcontentareasandgradelevelswassignificantlybelowstateaveragesfortwoconsecutiveyears.Scoresdecreasedbetween2015-2016and2016-2017forthepercentageofstudentswhoscoredproficient/distinguishedinreadingatthefourthandfifthgradelevels;inmathatallgradelevels,insocialstudiesandlanguagemechanics.Furthermore,theschooldidnotmeetanyofitsproficiencyorgapdeliverytargetsinanycontentarea.StakeholderInterviewDataInterviewdata revealed thatalthough theprincipal reported thatweeklyprofessional learningcommunity (PLC)meetingsoccurredanddatawerediscussed,mostteacherswereunabletoarticulateaPLCprocessthatincludeddatadiscussionsfocusedon improvingteacherpractices. Interviewdatashowedmanyteachershadmettoplanlessonsforreading,buttheyhadlimiteddiscussionsaboutothercontentareas.Inaddition,interviewdatashowedteachers,generally,reportedalackofconsistentsupportfromindividualswhoseroleitwastoprovideassistancetoimprove teacher instructionalcapacity.Further,although theprincipal stated thatTheDanielsonFramework forTeaching was used to conduct classroom observations, interview data revealed that teachers were unable toarticulateaformalprocessthatincludedregularclassroomobservationsthatresultedinevaluationandfeedbackspecificallytoimproveinstructionalpracticesStakeholderPerception/ExperienceDataInventory data revealed 52 percent of teachers indicated, “Frequently and regularly,” when responding to theprompt, “I receive feedback frommy supervisor regarding my professional performance” (E6). In addition, 28percentofteachersindicated,“Frequentlyandregularly,”whenrespondingtotheprompt,“Iaminvolvedinaformalprocesstoverifythesuccessofprogramsatmyschool,whichareimplementedtomeettheeducational,emotionalandpersonalsuccessofstudents”(D5).DocumentsandArtifactsAreviewofdocumentsandartifactsrevealedlittleevidenceofacomprehensiveanddocumentedmonitoringsystemthatprovidedfeedbacktoteacherstoimprovetheirinstructionalpractices.Interviewdataindicatedthatwhiletheprincipal conducted walkthrough observations, a formal systematic process had not been established and thatwalkthroughs occurred sporadically. Furthermore, a review of documents and artifacts indicated that limitedcoachingandmentoringoccurredasawaytobuildinstructionalcapacitythatalignedtothemissionandvisionandsharedbeliefs.Finally,theDiagnosticReviewTeamnotedtheschoolwaswell-staffed(e.g.,assistantprincipal,GoalClarityCoach,EducationalRecoveryteam).


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ImprovementPriorityAllocate,evaluateandensuretheeffectiveuseofhuman,materialandfiscalresourcestoprovideteacherssupport,buildinstructionalcapacityandimprovestudentachievementandorganizationaleffectiveness.(Standard3.8)Evidence:ClassroomObservationDataClassroom observation data, as detailed previously in this report, revealed areas in which improving studentengagement and environments for learning through instructional coaching were possible leverage points forimprovement. In 20 percent of classrooms, for example, itwas evident/very evident that students engaged “indifferentiated learning opportunities and/or activities” that met their needs (A1). Furthermore, in the HighExpectationsLearningEnvironment,itwasevident/veryevidentin30percentofclassroomsthatstudentsengagedin activities thatwere “challenging but attainable” (B2). In addition, students engaged “in rigorous coursework,discussions, and/or tasks” that required the use of “higher order thinking (e.g., analyzing, applying, evaluating,synthesizing)”(B4)wereevident/veryevidentinonlyfivepercentofclassrooms.Informationfromtheseclassroomobservationsfurthersubstantiatedtheneedforteachersupport(e.g.,coachingsessionstoassistimplementationofadditionalstrategies)toimproveteachingandlearning.StakeholderInterviewDataInterviewdatarevealedthatseveralteachersreportedtheyneededsupport,buthumanresourceswithintheschool,generally,werenotused in thecapacity theywere intended. Interviewdata, forexample, showed fewteachersreportedtheprincipalhadbeenintheirclassroomsmorethanonceduringtheyear.Althoughstaffmemberswereavailabletoassistteachersandprovidesupport,interviewdatashowedthattheprincipaldidnotroutinelypermitthose individuals to assist in that capacity. One interviewee’s statement echoed the comments of many staffmembers,“Inthepast,coachesmodeledforusinclassroomsbutnotsomuchthisyear.”StakeholderPerception/ExperienceDataTeacher survey data revealed that teachers perceived an increased need for support.When responding to thequestion, “Which fourof the followingwordsorphrasesbestdescribehowyou feel, ingeneral,when trying tocomplete your responsibilities while at work?” (C3), 22 of 41 teachers selected, “Hectic,” 17 of 41 responded,“Tense”and24of41picked,“Pressured.”Inventorydatarevealed59percentofteachersindicated,“Frequentlyandregularly,”whenrespondingtotheprompt,“Iparticipate in targetedprofessional learningactivitiesdesignedtomeettheindividualneedsofmystudents”(D1).Inaddition,55percentofteachersindicated,“Almostalways,”whenrespondingtotheprompt,“Ihaveampleresources(material,fiscalandpersonnel)toassistmeinmeetingtheneedsofmystudents”(E3).DocumentsandArtifactsAreviewofthedocumentsandartifacts(e.g.,PLCinformation,instructionalstaff2017-2018roomlist,PLCsign-insheets,agendas,PowerPointpresentations)providedbytheschool,revealedthatthreegoalclaritycoachesandeducationalrecoverystaffwereavailabletoassisttheschool.TheDiagnosticReviewTeam,however,foundlittleevidencethatteachersroutinelyhadaccesstocoachesasresourcestoimproveinstructionalpractices.The school had established a schedule for weekly professional learning community (PLC) meetings; however,membersoftheDiagnosticReviewTeamwereunabletoobservePLCmeetingsastheywerecancelledduringthetimeoftheonsitevisit.AreviewofPLCmeetingdocumentationuncoveredsign-insheets,butitwasunclearwhether


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coachesassignedtotheschoolconsistentlyattendedPLCmeetingsastheirnameswerenotlistedonnumeroussign-insheets.


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ConclusionNarrativeStrengths:ByckElementarySchoolstaffmembersdemonstratedopennesstotheDiagnosticReviewprocessandreportedtheyplanned touse ImprovementPriorities toguide schoolnext steps. Staffmembers completed theSchoolQualityReviewprocessandadministeredstudent,staffandstakeholdersurveys.Theprincipalreportedthatwhilethevisionandmissionstatementsweredisplayedthroughouttheschool,thesestatementshadnotbeeningrainedintoschoolnorms.Inaddition,theprincipalreported,“Ifyouaskedanyoneinourschoolaboutthemissionandvision,theywilltellyouthatwearenotdoingthat.”Alsotheprincipalstatedthatsheinitiallyemphasizedherdesiretochangethecommunity’sperceptionofandtheculturewithintheschool.Inaddition, theprincipal shared that she focusedon “the threebig rocks,”which included improving the learningenvironment,climateandcultureinclassroomsandinstructionalpracticesthroughouttheschool.AtaFamilyNight forparentsandstudents, theprincipalmet families, shared informationabout theschoolandprovidedparentsinformationabouttheirchild’sacademicperformance.The school also established several partnerships to support students. Texas Roadhouse, for example, providedperfect attendance rewards for staffmembers and students, a toy for every student, gift cards for every staffmemberandaThanksgivingmealforstudents,staffandfamilies.ThispartnershipresultedinstudentsengaginginacommunityfooddriveandadonationfromTexasRoadhouseintheschool’snametoDaretoCare.ApartnershipwithGlobalGameChangerestablishedinSeptember2017providedanafterschoolprogramthatfocusedonthesimpleequation“mytalent+myheart=mysuperpower”toteach50studentssocialemotionallearningskills.Theprogramwasprovidedfourdaysaweekfortwohoursdailyandincludedactivitiestoexposestudentstoculturalexperienceswithinthegreatercommunity.Anotherinitiativetodevelopschoolculturewastheimplementationofamorningmeetingineachclass.Allstudentsparticipated in morning meetings in their classrooms. Morning meetings were specifically designed to buildappropriateandmeaningfulrelationshipsamongstudentsandteachers.ContinuousImprovementPlanningProcess:

CommitmenttoContinuousImprovement Rating

Theinstitutionhascollectedsufficientandqualitydatatoidentifyschoolimprovementneeds.

NeedsImprovement

Implicationsfromtheanalysisofdatahavebeenidentifiedandusedforthedevelopmentofkeystrategicgoals.

NeedsImprovement

Theinstitutiondemonstratesthecapacitytoimplementtheircontinuousimprovementjourney.

NeedsImprovement

The Diagnostic Review Team frequently heard comments such as “lack of mission and vision, lack of sharedleadership, no voice, dictatorship, lackof consistency” and “lackof support”during stakeholder interviews. The


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schoolhadexperiencedalackofconsistentleadershipwithinthelastyear,whichresultedinfrequentchangesinprocesses,proceduresandpersonnel.Thecurrentprincipalexpressedafocuson“thethreebigrocks”(i.e.,behavior,culture,instruction).Inaddition,interviewdatarevealedseveralstaffmembersreportedthecurrentprincipalhadnot includedthemindecisionmakingthereby leavingthoseteacherswiththe impressiontheywerenotvalued.Interviewdataalsorevealedtheprincipaltypicallycreatedgoalsandinitiativesusingherpositionalauthorityratherthandistributingleadership.Furthermore,stakeholderinterviewdatarevealedsometeachersfearedbeingmovedoutoftheschooliftheydisagreed.Inaddition,somestaffmemberssharedthatthosewhoworkedwiththeprincipalinthepastatotherschoolswerefavoredapplicantsforjobs.TheprincipalusedTheDanielsonFrameworktoobserveinstructionalpracticesandprovideteacherswithfeedbacktoimproveinstruction.Although,theprincipalconductedclassroomobservations,dataprovidedtoteacherswereinconsistent.Also,staffmembers(e.g.,GoalClarityCoaches,EducationRecoveryteam)whowereinthebuildingtofosterinstructionalimprovementswerenotusedtoimproveteachercapacity.TheDiagnosticReviewTeamfoundlittle evidence that the schoolmonitored ormeasured the improvement of instructional practices. Further, thepresence of high impact strategies such as providing exemplars, informing students of learning expectations,regularlyusingformativemeasuresintheclassroomtoprovidefeedback,providingrigorousinstructionalactivitiesand differentiating instruction were inconsistently implemented across classrooms. Additionally, interview datashowedteacherscouldrarelyarticulateaconsistentinstructionalprocessusedschoolwide.TheDiagnosticReviewTeam found the lack of consistency to be amajor concern acrossmany areas.Monitoring of instructional andbehavioralexpectations,forexample,rarelyoccurred.Eventhoughtheprincipalconductedclassroomobservations,feedbackwasinfrequentlyandinconsistentlyprovidedtoteachersabouttheirindividualperformance.Ontheotherhand,datashowedthatduringprofessionallearningcommunity(PLC)meetings,theinstructionalworkfocusedonreadingviatheBellarmineLiteracyProject.Althoughtheschoolhadimplementedaprogramtodecreasedisciplineissues,areviewofartifactsandinterviewdata revealed inconsistent implementation of the Positive Behavior Intervention Supports (PBIS) program. EventhoughtheschoolhadaBehaviorGoalClarityCoach,teacherandstudentinterviewdatashowedalackoffollowthroughandadherencetotheestablishedPBISguidelines.Interviewdatashowedmanystudentsreportedreceivingtreats if theirbehavior improved. In contrast, interviewdata revealedseveral staffmembersdidnotagreewithrewardingstudentswithatreattoenticethemtobehavebetter.Inaddition,studentmisbehaviorsinbothhallwaysandclassroomswerenotconsistentlyaddressed.Instruction in most classrooms was neither challenging nor rigorous. Therefore, the Diagnostic Review Teamsuggests the principal lead the school in establishing a pervasive culture of high academic and behavioralexpectations using a collaborative process that values stakeholder input. In addition, ongoing nurturing andmonitoring of the academic culture is necessary to ensure practices are consistently implementedwith fidelity.Theseeffortscouldresultinacultureofpositive,proactivesupportasopposedtoreactive.TheDiagnosticReviewTeamfoundlittleevidencethatsuggestedByckElementarySchoolhadestablishedaresults-drivencontinuousimprovementprocess.StakeholderinterviewdatarevealedthatImprovementPrioritiesfromaprevious Diagnostic Review conducted February 16 – 19, 2016, were inconsistently addressed. The DiagnosticReview Team encourages the school to establish a data-driven decision making system, monitor classroominstruction and provide timely and meaningful feedback and follow-up support to teachers. In addition, bydeveloping sharedmission and vision statements, establishing routines for transitions between activities and inhallways,using staffeffectivelyand supporting teachers togrowprofessionally, the school can increase teacher


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effectivenessand improveorganizationalcapacity.Finally,providingstakeholdersavoiceandvaluingtheir inputimprovesschoolcultureandcreatesasenseofownershipwherecollectiveresponsibilityandaccountabilityexist.

NextStepsTheresultsoftheDiagnosticReviewprovidethenextsteptoguidetheimprovementjourneyoftheinstitutionwiththeireffortstoimprovethequalityofeducationalopportunitiesforalllearners.Thefindingsarealignedtoresearch-basedcriteriadesignedtoimprovestudentlearningandorganizationaleffectiveness.ThefeedbackprovidedintheDiagnosticReviewReportwillassisttheinstitutioninreflectingoncurrentimprovementeffortsandadaptingandadjustingtheirplanstocontinuouslystriveforimprovement.UponreceivingtheDiagnosticReviewReport,theinstitutionisencouragedtoimplementthefollowingsteps:• Reviewandsharethefindingswithstakeholders.• DevelopplanstoaddresstheImprovementPrioritiesidentifiedbytheDiagnosticReviewTeam.• Usethefindingsanddatafromthereporttoguideandstrengthentheinstitution’scontinuousimprovement

efforts.• Celebratethesuccessesnotedinthereport.


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TeamRosterDiagnosticReviewTeamsarecomprisedofprofessionalswithvariedbackgroundsandprofessionalexperiences.AllLeadEvaluatorsandEngagementReviewTeammemberscompleteAdvancEDtrainingandeleot®certificationtoprovideknowledgeandunderstandingoftheAdvancEDtoolsandprocesses.ThefollowingprofessionalsservedontheEngagementReviewTeam:

TeamMemberName BriefBiographyDr.RechelAnderson Dr.RechelM.AndersonisaSuperintendentinSouthCarolina.Shehasteaching

experience at all levels K-12 in both rural and urban settings.Dr. Anderson'sadministrativeexperienceincludesbeinganassistanttotheprincipal,assistantprincipal and principal. She is a professional educator with 19 years ofexperienceinthefieldofeducation.Dr.AndersonalsoservesontheCenterforEducatorRecruitment,RetentionandAdvancement(CERRA)BoardofDirectorsaswellastheExecutiveBoardandtheCokerCollegeAlumniBoard.Dr.Andersonholds a bachelor’s degree in elementary education, a master’s degree inelementaryeducation,amaster’sdegreeineducationalleadership,andanEdDineducationalleadership.

LeesaMoman LeesaMomanisanEducationalRecoveryLeaderwiththeKentuckyDepartmentofEducation. In thatposition,sheprovidessupport to identified focusschooldistrictsastheybuildsystemsofcontinuousimprovementresultinginincreasedstudent academic performance. Ms. Moman holds a Rank 1 in EducationalAdministrationandSupervisionwithcertificationsinSuperintendent,Principal,SupervisorandDirectorofSpecialEducation.ShealsohasherMSandBSdegreesinElementaryandSpecialEducation.Ms.MomanhasexperienceasaTeacher,SpecialEducationTeacherConsultant,Principal,DirectorofSpecialEducation,Assistant Superintendent and College Instructor. She has served on manyAdvancEDDiagnosticReviews.

BenFritz Mr.BenFritzhasservedintheeducationprofessionfortwelveyears.HeholdsaBachelorofBusinessAdministrationdegreeinMarketing,aMaster’sdegreeinteachingandaRankIinschooladministration.Afterreceivinghisinitialteachingcertification, he taught business andmarketing at East Carter High School inGrayson,KYfrom2006-2012.FollowinghistenureasteacheratEastCarterHighSchool,heservedasanassistantprincipalduringtheschoolturn-aroundprocessatEastCarterHighSchoolfrom2012-2016.Mr.FritzalsocompletedtheNationalInstituteofSchoolLeadershipDevelopmentProgram.HecurrentlyservesastheEducationalRecoveryLeaderofFlemingCountyHighSchoolinFlemingsburg,KY.

NickPannell Nicholas Pannell currently serves as an assistant principal of an elementaryschoolinMontgomeryCounty,Kentuckyaswellastheheadcoachofthehighschool boy’s soccer program. Before administration, Nick was a high schoolteacher.Hehasearnedabachelor’sdegreeinarteducation,amaster’sdegreeinartandprofessionalcertificatesfordirectorofpupilpersonnel;instructionalleadership, supervisorof instruction and instructional leadership, principal allgrades.

BrettWhitaker BrettWhitakercurrentlyservesasassistantprincipalintheMontgomeryCountySchool System. Prior to beginning his career in school administration, Mr.Whitakerworkedasahighschoolmathematics instructor.Hehasexperienceworkingasateachermentorandcoach.Mr.Whitakerholdsabachelor’sdegreein mathematics (teaching), a master’s degree in secondary education and amaster’sdegreeinschooladministrationfromMoreheadStateUniversity.


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StudentPerformanceDataI.SchoolandStudentPerformanceResultsPercentagesofStudentsScoringatProficient/Distinguished(P/D)LevelsontheK-PREPAssessmentsattheSchoolandintheState(2015-2016,2016-2017)ContentArea

%P/DSchool(2015-16)

%P/DState(2015-16)

%P/DSchool(2016-17)

%P/DState(2016-17)

Reading 13.1 56.0 14.5 54.33rdgrade 6.9 53.7 12.5 55.8

4thgrade 14.9 56.3 13.8 49.95thgrade 19.1 58.1 17.7 57.3Math 23.9 51.8 12.1 49.1

3rdgrade 19.5 47.7 19.4 50.9

4thgrade 14.9 51.7 8.8 47.95thgrade 38.2 56.1 8.1 48.6SocialStudies

5thgrade 19.1 57.7 6.5 60

Writing

5thgrade 8.8 41.0 9.7 45.9LanguageMech.

4thgrade 13.4 51.9 7.5 55.6Plus:Thepercentageofstudentsscoringpercent/distinguishedincreasedfromthe2015-2106tothe2016-2017schoolyearinthefollowingareas:readingatthethirdgradelevelandwritingatthefifthgradelevel.Delta:Thepercentageofstudentsscoringproficient/distinguishedinallcontentareasandallgradelevelswassignificantlybelowstateaveragesfortwoconsecutiveyears.Thefollowingcontentareasshowadeclinebetweenthe2015-2016and2016-2017schoolyearsinthepercentageofstudentsscoringproficient/distinguished:readinginfourthandfifthgrades;mathatallgradelevels;socialstudiesandlanguagemechanics.Ofallcontentareas,socialstudieshadthelowestnumberofstudentsscoringproficient/distinguishedwith6.5inthe2016-2017schoolyear.


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II.SchoolAchievementofProficiencyandGapDeliveryTargets(2016-2017)TestedArea Proficiency

DeliveryTargetfor%P/D

ActualScore MetTarget(YesorNo)

GapDelivery

Targetfor%P/D

ActualScore

MetTarget(YesorNo)

CombinedReading&Math

50.5

13.3

No

47.6

13.3

No

Reading 50.3 14.2 No 47.2 14.2 NoMath 50.7 12.3 No 47.9 12.3 NoSocialStudies 54.4 6.5 No 52.3 6.5 NoWriting 40.5 9.7 No 39.1 9.7 No

Plus:Delta:Noproficiencyorgapdeliverytargetsmetinanycontentarea.Actualscoresinallcontentareassignificantlybelowproficiencyandgapdeliverytargets.SocialStudieshasthelowestactualscoreofallcontentareasinbothproficiencyandgapdeliverytargets.


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ScheduleMonday,February19,2018

Tuesday,February20,2018

Time

Event Where Who

7:30a.m. Teamarrivesatschoolandsetsupinworkroom Schooloffice DiagnosticReviewTeamMembers

8:00a.m.–11:45a.m.

Classroomobservationsandstakeholderinterviews

School Diagnostic

ReviewTeamMembers

11:45a.m.---12:30p.m.

Lunch–TeamMemberseatwhenitcanfitintotheirindividualschedule School 11:45a.m.–3:00p.m.

Continuedclassroomobservations&stakeholderinterviews

School Diagnostic

ReviewTeamMembers

3:00p.m.–5:00p.m.

Teamreturnstohotel(afterdismissal)(Dinnerontheirown) 5:00p.m.–9:00p.m.

TeamWorkSession#2• TabulateclassroomobservationdatafromDay#1• Revieweleot™observations&results• Reflectondata,observations,andinterviews• Discuss&determinepotentialImprovementPrioritieswithdatapointsto

supporteachone• DiscusstheLeadership,Learning&ResourceDiagnosticQuestions• TeamMembersandLeadEvaluatordraftImprovementPriorities.• PrepareforDay3

Hotelconferenceroom

DiagnosticReviewTeamMembers

Review anddiscuss student performance data, stakeholderdata, SchoolQuality Factors Evidence,documents

andartifactsprovidedbytheinstitution


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Wednesday, February 21,2018

Thursday, February 22,2018Time Event Where Who

7:30a.m.–11:00a.m.

FinalTeamWorkSession TeamMembers review allcomponents oftheDiagnostic Review Team’sfindings including:• Final ratings forstandards• Coherency andaccuracy oftheImprovementPriorities• Detailed evidence forallofthefindings• eleotsummary statements

School DiagnosticReviewTeamMembers

Time Event Where Who

7:30a.m. Teamarrives atschool School DiagnosticReviewTeamMembers 8:00a.m.–

4:00p.m. Continue interviews andartifact review, conduct classroom observations School Diagnostic

ReviewTeamMembers 11:30a.m.---

12:30p.m. Lunch–TeamMembers eatwhen itcanfitintotheir individual schedule School Diagnostic

ReviewTeamMembers 12:30---3:00

p.m. Continue interviews andartifact review, conduct classroom observations School Diagnostic

ReviewTeamMembers 3:00p.m.–

5:00p.m. Teamreturns tohotel (afterdismissal) andhasdinner ontheirown

5:00p.m.–9:00p.m.

TeamWorkSession #3(Agenda provided byLeadEvaluator)• Review findings fromtheday• Tabulate andreview finaleleotLearning Environmentratings• TeamMembers determine finalratings forallindicators• Reflections• Review eleot™ observation results• Review documents andartifacts• Finalize ImprovementPriorities

HotelConferenceRoom

DiagnosticReviewTeamMembers

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