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Wayne County School System. Our Journey Through AdvancED Accreditation. Review of process . . . Internal Review Process External Team Review and Feedback Maintain Momentum to support Continuous Improvement. Where have we been? What’s next? What have we learned?. Standards Committees. - PowerPoint PPT Presentation
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Wayne County School SystemOur
Journey Through AdvancED
Accreditation
Review of process . . .1. Internal Review Process2. External Team Review
and Feedback3. Maintain Momentum to
support Continuous Improvement
INTERNAL REVIEW
PROCESS
Student Performance Diagnostic
Self Assessment
Executive Summary
Assurances
Improvement Plans
Stakeholder Feedback Diagnostic
Where have we been?
What’s next?
What have we learned?
Description Product Timeline
System Accreditation Steering CommitteePreliminary Planning / Team Assignments
Planning Team / Team Members / Action Steps / Timeline March, 2013
Preliminary Planning Meetings w/ System Admin Review IR Process / Provide Resources
Action Steps / Timelines / Location of Resources March, 2013
Appointment of School Standards Team MembersAppointment of System Team Mbrs (w/rep. from schools)
Spreadsheet Listing All Team Members – include certified, non-certified, stakeholders
March, 2013
Community Engagement Stakeholder Surveys / Stakeholder Meetings / Inform BOE April , 2013 / Nov. 2013
School Level Standards Team Work – Review IR Process / Make Assignments /Self Assmnts
Complete School SARS April – Oct., 2013
System Standards Team work – Use Data from School Work to Inform
Complete System SARS April – Oct., 2013
Review Progress of SARS, Stakeholder Feedback, Student Performance, Executive Summary – update SIPSInform/Engage Stakeholders - Findings and Progress
Review & Communicate All Information – BOE Mtg, School Council, Stakeholder Mtgs, Staff Mtgs
Nov., 2013
Edit / Complete -Student Performance Diagnostic Stakeholder Feedback Diagnostic Improvement Planning Process Executive SummaryReview SARS for Final EditsCheck Continuity and Consistency of Information
Finalized Student Performance Diagnostic – System & School Stakeholder Feedback Diag.– System & School Executive Summary – System & School SARS – System & School Improvement Planning Process
January, 2014
Input ALL IR Components in ASSISTComplete Quality AssurancesShare Out Review of Work and Findings with Stakeholder Groups
System Submits ALL Work Review & Communicate Work & Findings – BOE Mtg, School Councils, Staff Mtgs, Stakeholder Mtgs (School & System)
February, 2014
Host QAR Team for External Review Process Five Member Team – Review All Work, Evidences Interviews w/ BOE Mbrs, Stakeholder Groups, Administrators, School Leadership Teams Conduct Classroom Observations Share Prelim Rec./ Comm.
March 9-12, 2014
Next Steps to Sustain Continuous Improvement Process Implement Next Steps from Internal & External Reviews March, 2014
Standards CommitteesSAMPLE COMMITTEE
Arthur Williams Middle School Standard 1 Standard 2 Standard 3 Standard 4 Standard 5
Purpose & Direction Governing & Leadership
Teaching & Assessing for Learning
Resources and Support Systems
Results for Continuous
Improvement
Chair: Rob Young Johnna Thomas Reggie Burgess Shawn Yeomans Tammie Thomas
Co-Chair: Amanda Horne Amy Smith Maggie Roberts Stacey Cain Melody Sinclair
School Staff Jeannette Fillmore Angie Schrum Erica Smith Melodie Wells Courtney Tyre
School Staff Linda Vasquez Belissa Wangstad Mike Gallagher Suzy Leonard Jenny Fulton
School Staff Martha Bongiorno Kayla Lightsey Sherry Weidner Missie Counts Tina Benner
School Staff Curt Titter Lisa Kicklighter Lacey Phillips Pam Hughes Paula Todd
School Staff Denise Voyles Jessica Bowen Christel Harris Jason Jones Candice Boyette
School Staff Sandra Michael Michelle Peagler Kathleen Guillot Jeff Ricketson Tanya Coleman
School Staff Jean Adams Linda Waters JoAnn Manning Shannon Griffin Jimmy Jackson
School Staff Shonda Lopez Jordan Mullis Jessica Thomas Terrie Barnhill Kathy Broadhead
School Staff Rhonda Stuckey Becky Henderson Emilia Edwards Paul Rothwell Valerie Merritt
Stakeholder Celia Boykin Adam Gipson Leslie Miller Melissa Perkins Gloria Overholt
Stakeholder Angela Campbell Billie Starling Misty Drury Niki Hinson Lucille Troup
Stakeholder Daphne Manning Carol Tillman Monica Bess Kelly Spinola
Student Caleb Campbell Jimmy Starling Isabella Drury Camren Ryals Garrett Overholt
Student Mary Grace Manning Mary Tillman Rashonda Doomes Mia Spinola Asieuna Troup
Standards Standards – 5
Indicators – 35 (system), 33 (M/H schls), 56 (Elem)
Purpose & DirectionGovernance & Leadership
Teaching & Assessing for LearningResources & Support Systems
Continuous Improvement
Focus ProcessRated Individually – Performance Rubric &
NarrativeMultiple Concepts for EachEvidence Collected for Each
INTERNAL REVIEW
PROCESS
Student Performance Diagnostic
Self Assessment
Executive Summary
Assurances
Improvement Plans
Stakeholder Feedback Diagnostic
Student Performance Diagnostic
Summative Data
Scales – Quality and Reliability of Instruments
Alignment to CurriculumData Disaggregation
All Content Areas, All Grade LevelsAreas Above & Below Expected Performance Levels
Positive & Negative TrendsSubgroup Achievement Gaps
INTERNAL REVIEW
PROCESS
Student Performance Diagnostic
Self Assessment
Executive Summary
Assurances
Improvement Plans
Stakeholder Feedback Diagnostic
Stakeholder Feedback Diagnostic
AdvancED Surveys
Parents > 20% participationStudents > 40% participation
Staff > 60% participation
Aligned w/StandardsElectronic & Paper Distribution
April/May 2013
INTERNAL REVIEW
PROCESS
Student Performance Diagnostic
Self Assessment
Executive Summary
Assurances
Improvement Plans
Stakeholder Feedback Diagnostic
Self Assessment Rubricthoughtful and deliberate reflection
on current status
Respond to Statements of Quality for each Standard
Determine Performance LevelIdentify & Collect Supporting Evidence
Narrative Response
– Areas of Strength– Areas for Improvement– Actions being Implemented to Sustain Areas of Strength– Actions being Implemented to Improve Areas of Need
INTERNAL REVIEW
PROCESS
Student Performance Diagnostic
Self Assessment
Executive Summary
Assurances
Improvement Plans
Stakeholder Feedback Diagnostic
Improvement Planning Process
School Improvement Plans (SIPs)Comprehensive LEA Improvement Plan
(CLIP)
Ongoing Process Connected to Data from Multiple Sources Engages Stakeholders in the Process Planning Revision Monitoring
INTERNAL REVIEW
PROCESS
Student Performance Diagnostic
Self Assessment
Executive Summary
Assurances
Improvement Plans
Stakeholder Feedback Diagnostic
Executive Summary
Our Story Community <-> School System
HistoryDemographics
Economic FactorsPartnerships
Notable AchievementsAreas of Concern
INTERNAL REVIEW
PROCESS
Student Performance Diagnostic
Self Assessment
Executive Summary
Assurances
Improvement Plans
Stakeholder Feedback Diagnostic
Quality Assurances• Complied w/ AdvancED policies & procedures• Reported all substantive changes• Utilize a Written Security & Crisis Management
Plan• Monitor Financial Transactions – approved
auditing process• Engage in Continuous Improvement –
comprehensive improvement planning• Verification process for ensuring that all
institutions meet AdvancED standards
Where have we been?
What’s next?
What have we learned?
External Review
March 9-12, 2014Comprehensive Examination of Internal
Review Process & FindingsSystem Presentation
Verify All Documents, Diagnostics & Evidence CollectionsInterviews – Administrators, School Leadership Teams, Parents,
Community Partners, BOE MembersClassroom Observations - Learning Environments and the
LearnerDetermine Validity of IR Process
Provide Recommendations / Commendations
External ReviewSchedule
Sunday, 3/9/2014 – Review Data/ Make AssignmentsMonday, 3/10/14 – System Overview (Superintendent) Interviews – Stakeholder groups Central Office Admin. Selected Principals BOE Members *Tuesday, 3/11/14 – School Visits – Classroom Observations Interviews – Prin., Ldrshp
TeamsWednesday, 3/12/14 – Compile Data 2:00 - Called BOE Mtg - Present Unofficial
Rec/Comm/Required Actions
Maintain Momentum• Respond to Required
Actions• Continue to Self
Reflect & Improve• Sustain Culture that
Supports Continuous Improvement
• Engage All Stakeholder Groups
Where have we been?
What’s next?
What have we learned?
Executive SummaryWayne County Georgia
Median Household Income
$36,496 $49,604
Population Below Poverty Level
20.6% 17.4%
DemographicsWayne County WCSS
W 76.3% 65%
B 20.6% 23%
H 6.2% 7%
Largest Employer – Rayonier – 900 employeesSecond Largest Employer – WCSS – 754 employees
WCSS5424 Students
58% ED 11% SWD 2% EL 6% GftdPer Pupil Expenditure - $7,604.71
[4th Lowest in FDRESA] [State Avg - $8,336.32]
Executive SummaryCelebrations
eSPLOST & Facilities Plan 2 New Schools, 3 Renovated
Schools, 2 Final Builds 2 High Progress Schools – MRSE,
WCHS Strong Community Partnerships
Partners In Education (PIE) / Family Connections / CAFÉ / Rayonier Foundation / Boys & Girls Club / School Councils
Community Support for Athletics Football Sub Region Champs /
Softball Final 4 / Cross Country Regional Champs
WCHS Student Council GASC Past President / Vice President
/ Advisor of the Year / Scholarship and Competition Winners / $25,000 State Farm Comp. Winner
Challenges Negative Economic Impact
Staff Cuts / Class Sizes / Instructional Resources / Instructional Days, Staff Work & Professional Learning Days
New Teacher / Leader Evaluation System
Lack of Positive Trends in Student Achievement
Continuous Changes in Some Curricular Areas – H.S. Math
Preparation for Next Generation Assessments
Expanding Career Paths CCRPI School/System Evaluation
Student PerformanceNotable Achievement
Areas in Need of Improvement
Level of Achievement EOCT – Physical ScienceEOCT – US History
EOCT – 9th gr. LitEOCT – American LitGr. 7,8 ELA
Trends Gr. 3, 4 Rdg Exceeds RateGr. 3 SS Exceeds Rate
Flat Trend LinesMultiple Flat Lines(H.S. Math – ever evolving)
PerformanceGr. 8 RdgGr. 11 Writing Test Mts/Exc.
Gr. 6, 7, 8 SSGr. 8 ScEOCT – Math I, II
Subgroup Trends
Gr. 3-8 ED – Math, Sc, SSGr. 3-8 BL – Sc, SSGr. 3-8 SWD – ELA, RdgGr. 3-8 EL - Math, Rdg, ScGr. 9-12 ED – Econ, Math, Phy.Sc, US HistGr. 9-12 BL – Math, Phy. Sc, US HisGr. 9-12 SWD - Econ, Math, Phy Sc, US Hist
Gr. 9-12 Black – Amer Lit, EconGr. 9-12 SWD – Amer Lit, 9th gr. Lit, Biology
Achievement GapGr. 3-8 ED/ALL– ELA, SSGr. 9-12 ED/ALL – Biol, Phys Sc, US HisGr. 9-12 BL/ALL – Biol, US Hist
Gr. 3-8 BL/ALL – Rdg, ScGr. 3-8 EL/ALL – Rdg, Sc, SSGr. 9-12 BL/ALL – Econ, MathGr. 9-12 SWD/ALL – Econ, Math, Phy Sc, US HistGr. 9-12 ED/ALL – Amer Lit, 9th Gr. Lit
Stakeholder Feedback
AGREE/STRONGLY AGREE with STANDARDS STATEMENTSStandard Staff Students Parents
Purpose & Direction 88.16% Elem – 94.10%MH -62.87 % 82.58%
Governance & Leadership 80.04% Elem – 73.37%
MH – 58.71% 75.64%
Teaching & Learning 73.04% Elem – 84.08%MH – 67.86% 80.55%
Resources & Support Systems 82.01% Elem – 84.23%
MH – 61.47% 80.89%
Continuous Improvement 86.70% Elem – 78.89%
MH – 65.22% 81.29%
Overall Scores Staff Survey – 3.94
Parent Survey – 4.06Student Surveys – 4.04
Stakeholder FeedbackHighest Levels of Satisfaction
Parents – focus on student achievement safe learning environmentsStudents – high expectations for learning access to resources preparation for next levelStaff – focus on student achievement continuous improvement process qualified staff members multiple assessments to determine student learning resources to support learning
Lowest Levels of Satisfaction
Parents – being informed of children’s progress (11%)
Students –student lack of respect for property of others or for Staff – support for new or struggling teachers (17%) safe environments (14%)*
Areas for Further Analysis and Focus
Parent-School CommunicationsStudent Respect for One Another & Adults
Professional Learning Support
Self AssessmentPurpose & Direction
Indicator Statement or Question Rating
1.1The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success.
3
1.2The system ensures that each school engages in a systematic,inclusive, and comprehensive process to review, revise, andcommunicate a school purpose for student success.
3
1.3
The school leadership and staff at all levels of the system commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.
3
1.4
Leadership at all levels of the system implement a continuousimprovement process that provides clear direction for improving conditions that support student learning. 2
Self AssessmentPurpose & Direction
Implications / Recommendations
• Revisit Strategic Plan –update and align system activities to ensure consistency
• Continue systemic initiative to implement Data Teams
• Continue work to assist teachers as they implement Teacher Keys Evaluation System (TKES) standards
Self AssessmentGovernance & Leadership
Indicator Statement or Question Rating
2.1The governing body establishes policies and supports practices that ensure effective administration of the system and its schools. 3
2.2 The governing body operates responsibly and functions effectively. 3
2.3The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. 3
2.4Leadership and staff at all levels of the system foster a culture consistent with the system's purpose and direction. 3
2.5Leadership engages stakeholders effectively in support of the system's purpose and direction. 2
2.6Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success. 3
Self AssessmentGovernance & Leadership
Implications / Recommendations
• Continue policies review cycle• Continue systemic initiative to implement Data
Teams • Continue work to assist teachers and leaders
as they implement Teacher and Leader Keys Evaluation System (TKES, LKES) and standards
• Improve upon consistent communications with stakeholders – especially parent and community members
Self AssessmentTeaching and Assessing for Learning
Indicator Statement or Question Rating
3.1The system's curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.
3
3.2Curriculum, instruction, and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.
2
3.3Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectations.
2
3.4System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success. 3
3.5The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels.
23.6 Teachers implement the system's instructional process in support of
student learning. 2
3.7Mentoring, coaching, and induction programs support instructional improvement consistent with the system's values and beliefs about teaching and learning. 2
Self AssessmentTeaching and Assessing for Learning
Indicator Statement or Question Rating
3.8The system and all of its schools engage families in meaningful ways in their children's education and keep them informed of their children's learning progress.
3
3.9The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the student's school who supports that student's educational experience.
2
3.10Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. 2
3.11All staff members participate in a continuous program of professional learning. 2
3.12The system and its schools provide and coordinate learning support services to meet the unique learning needs of students. 2
Self AssessmentTeaching & Assessing for Learning
Implications / Recommendations
• Continue to provide professional learning and opportunities for collaboration as WCSS teachers implement CCGPS standards, data teams and TKES
• Improve vertical collaboration to align processes for adjusting instructional practices
• Improve coordination of learning support services for struggling populations
• Implement Data Teams, Formative Instructional Practices and TKES with fidelity
• Develop a more systematic approach to the evaluation of professional learning opportunities
Self AssessmentResources & Support Systems
Indicator Statement or Question Rating
4.1
The system engages in a systematic process to recruit, employ, and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs.
2
4.2. Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs, and system operations.
2
4.3The system maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. 2
4.4The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system.
2
4.5The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system.
24.6 The system provides a technology infrastructure and equipment to
support the system's teaching, learning, and operational needs. 2
Self AssessmentResources & Support Systems
Indicator Statement or Question Rating
4.7The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served.
1
4.8The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served..
2
Self AssessmentResources & Support Systems
Implications / Recommendations
• Utilize eSPLOST funds for the construction of MRSE and OES (facilities plan)
• No further cuts to staffing (98 less positions than 2009), and/or material resources – prioritize staffing needs in order to add critical positions back as budget allows
• Add instructional and professional learning days back to calendar as budget allows
• Expand technology infrastructure and organization to allow our schools to meet requirements for 21st Century Learning Centers
• Revisit Strategic Plan – update, use to guide decision-making and ongoing analysis of systems work, reevaluate yearly and revise based on system needs and priorities
Self AssessmentUsing Results for Continuous Improvement
Indicator Statement or Question Rating
5.1The system establishes and maintains a clearly defined and comprehensive student assessment system. 3
5.2
Professional and support staff continually collect, analyze, and apply learning from a range of data sources including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning.
2
5.3Throughout the system professional and support staff are trained in the interpretation and use of data. 2
5.4The school system engages in a continuous process to determine verifiable improvement in student learning, including readiness forand success at the next level.
2
5.5System and school leaders monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals tostakeholders.
3
Self AssessmentUsing Results for Continuous
Improvement
Implications / Recommendations
• Continue systemic initiative to implement Data Teams across all grade levels and content areas
• Continue work to support teachers and leaders as they implement Teacher and Leader Keys Evaluation System (TKES, LKES)
• Plan for reevaluation of WCSS Strategic Plan - establish protocol and procedures for consistent and ongoing monitoring of student learning, school and system improvement
Review of All DiagnosticsCommon Concerns /
Recommendations• Revisit Strategic Plan – update, use to guide
decision-making and ongoing analysis of systems work, reevaluate yearly and revise based on system needs and priorities
• Continue Systemic Initiative – Data Teams• Support for TKES/LKES Implementation• Systemic approach to Professional Learning
priorities and evaluation • Examine Parent-School Communications –
engaging and welcoming for all parents