Transcript AdvancED External Review Report Powerpoint February 2014

AdvancED EXTERNAL
REVIEW REPORT
PAULDING COUNTY SCHOOL DISTRICT
DISTRICT ACCREDITATION
• Accreditation is a voluntary method of quality
assurance designed to distinguish schools adhering
to a set of educational standards.
• To retain accreditation, a district must meet
AdvancED Standards, demonstrate high levels of
student performance, and provide evidence of
stakeholder satisfaction with the operation of the
district.
DISTRICT ACCREDITATION
• The External Review Team conducted the
PCSD visit October 6-9, 2013.
• The External Review consisted of:
• Review of Self Assessments, Artifacts and
Evidence
• 50 Classroom Observations
• 246 Interviews
•
•
•
•
55 administrators
100 teachers
19 support staff
72 parents and community leaders
PART I: STANDARDS & INDICATORS
• Using indicator-specific performance levels, the
External Review Team evaluates the degree to
which the district met each indicator on a scale of
1-4.
• Powerful Practices and Opportunities for
Improvement are identified for each of the
standards if applicable.
Average Indicator Score for PCSD: 2.91
STANDARD 1: PUPOSE AND DIRECTION
The system maintains and communicates at all levels of the organization a purpose and
direction for continuous improvement that commit to high expectations for learning as
well as shared values and beliefs about teaching and learning.
Indicator
Score
The district engages in a systematic, inclusive
comprehensive process to review, revise, and
communicate a system-wide purpose for student
success.
4*
Each school engages in a systematic, inclusive
comprehensive process to review, revise, and
communicate a school purpose for student success.
4*
School leadership and staff commit to a culture of
shared values of teaching and learning and support
educational programs for all students.
3
Leadership at all levels implement a continuous
improvement process with a clear direction for
supporting student learning.
3
* Identified as a Powerful Practice
POWERFUL PRACTICES
The system clearly engages in a systematic,
systemic, inclusive, and comprehensive process for
assuring high expectations for learning.
• The values and beliefs established in this process are shared
by all and are evident by the advances in student
achievement.
• The purpose has been communicated at such a level that
all stakeholders have a pervasive commitment for
advancing the clear purpose and direction for student
success.
• The district is to be commended for the strong
advancements made in student achievement and through
the high expectations set for learners.
POWERFUL PRACTICES
The system ensures that each school and
department engages in a systematic, inclusive, and
comprehensive process to review, revise, and
communicate a school purpose for student success.
• System leadership, school leadership, teachers, parents and
students use a common language to describe a clear and
cohesive purpose for student success.
• Schools create detailed school improvement plans focused
on student achievement. Instruction is based on regular
assessment designed to meet student needs. System
expectations are clearly articulated and shared with all
stakeholders.
• System leadership monitors data about each school to
provide feedback and direction of the district.
STANDARD 2: GOVERNANCE AND LEADERSHIP
The system operates under governance and leadership that promote and support student
performance and system effectiveness.
Indicator
Score
Governing body establishes policies and supports
practices to ensure effective administration.
3
Governing body operates responsibly and functions
effectively.
4*
Governing body ensures leadership has autonomy to
met goals and manage day-to-day operations.
4*
Leadership and staff foster a culture consistent with
district purpose and direction.
3
Leadership engages stakeholders in support of district
purpose and direction.
3
Supervision and evaluation processes result in
improved professional practice and student success.
3
* Identified as a Powerful Practice
POWERFUL PRACTICES
The Board of Education and system leadership team
exceed in their unified approach of governing the
school system in order to assure effective fulfillment of
roles and responsibilities.
• The Board of Education participates in annual professional
development that meets or exceeds the requirement of
Georgia Law and the State Board of Education.
• The essence of an effective school system is one in which
the governing body recognizes its roles and entrusts the
system leadership to administer their duties while promoting
the district mission.
POWERFUL PRACTICES
The governing body ensures that leadership
possesses the autonomy to meet achievement goals
and to manage day-to-day operations effectively.
• The Board of Education consistently protects, supports, and
respects the district and school leadership, allowing them to
establish and complement goals for academic
achievement and the ability to function on a day-to-day
basis.
STANDARD 3: TEACHING AND ASSESSING FOR LEARNING
The system’s curriculum, instructional design, and assessment practices guide and ensure
teacher effectiveness and student learning across all grades and courses.
Indicator
Score
The system’s curriculum provides equitable and
challenging learning experiences for all students.
3
Curriculum, instruction, and assessment are monitored
and adjusted in response to assessment data, student
learning and professional practice.
3
Teachers engage students in their learning through
instructional strategies that ensure achievement.
2
Leaders monitor and support the improvement of
instructional practices of teachers.
3
System operates as a collaborative learning organization.
3
3
Teachers implement the system’s instructional process in
support of student learning.
STANDARD 3: TEACHING AND ASSESSING FOR LEARNING
The system’s curriculum, instructional design, and assessment practices guide and ensure
teacher effectiveness and student learning across all grades and courses.
Indicator
Score
Mentoring, coaching and induction programs support
instructional improvement.
3
Families are engaged in meaningful ways and kept
informed of their children’s learning progress.
3
Structures are in place whereby each student is well
known by at least one adult advocate in the student’s
school to support their educational experience.
2
Grading and reporting are based on clearly defined
criteria the represent content knowledge and skills.
3
All staff participate in professional learning.
3
3
System and schools provide and coordinate learning
support services to meet unique learning needs of
students.
OPPORTUNITIES FOR IMPROVEMENT
Establish a structure to ensure that an adult advocate
has been assigned to every student.
• Informal structures are in place, but a structure that clearly
describes these relationships should be developed to
support student needs and enable increased student
success.
STANDARD 4: RESOURCES AND SUPPORT SYSTEMS
The system has resources and provides services in all schools that support its purpose
and direction to ensure success for all students.
Indicator
Score
System recruits, employs and retains a sufficient number
of qualified staff to support schools and programs.
3
Instructional time, material resources, and fiscal resources
are sufficient to support the direction of the system,
schools, educational programs, and system operations.
3
System maintains facilities, services, and equipment to
provide a safe, clean, and healthy learning environment.
3
System demonstrates strategic resource management
that includes long-range planning in support of the
purpose and direction of the system.
3
System provides, coordinates, and evaluates the
effectiveness of information resources and related
personnel to support educational programs.
2
STANDARD 4: RESOURCES AND SUPPORT SYSTEMS
The system has resources and provides services in all schools that support its purpose
and direction to ensure success for all students.
Indicator
Score
System provides a technology infrastructure and
equipment to support the system’s teaching, learning,
and operational needs.
2
System provides coordinates, and evaluates the
effectiveness of support systems to meet the physical,
social, and emotional needs of the student population.
3
System provides coordinates, and evaluates the
effectiveness of services that support the counseling ,
assessment, referral, educational, and career planning
needs of all students.
3
STANDARD 5: USING RESULTS FOR CONTINUOUS IMPROVEMENT
The system implements a comprehensive assessment system that generates a range of
data about student learning and system effectiveness and uses the results to guide
continuous improvement.
Indicator
Score
System establishes and maintains a clearly defined and
comprehensive student assessment system.
3
Professional and support staff continuously collect,
analyze, and apply learning from a range of data sources
including comparison and trend data.
2
Throughout the system, professional and support staff are
trained in the interpretation and use of data.
2
System engages in a continuous process to determine
verifiable improvement in student learning, including
readiness for and success at the next level.
2
System and school leaders communicate comprehensive
information about student learning, school performance,
and achievement of goals to stakeholders.
3
OPPORTUNITIES FOR IMPROVEMENT
Provide professional learning opportunities for all
professional and support staff members related to the
evaluation, interpretation, and utilization of data.
• Professional learning was noted, both formal and informal.
Teachers expressed a need for a deeper understanding of the
data. Data rooms are in the beginning stage.
Implement a process that ensures stakeholder
involvement for determining readiness at the next level.
• Data results for determining student needs on a regular basis
were observed. Some evidence of sharing of information
between grade levels was noted.
PART II: LEARNING ENVIRONMENT
• Observations of 50 classrooms were conducted using the
Effective Learning Environments Observation Tool (ELEOT).
ELEOT Rating
4
3.5
3
2.5
2
1.5
1
0.5
0
RATING
Equitable
Learning
High
Expectations
Supportive
Learning
Active
Learning
Progress
Monitoring
Well
Managed
Learning
Digital
Learning
2.88
3.28
3.34
3.47
3.18
3.4
1.59
PART III: STUDENT PERFORMANCE
• The External Review Team evaluates the quality of the
assessments used by the district, the degree to which
they properly administered the assessments, analyzed
and acted on the results and the overall performance of
students using a set of rubrics with a scale of 1- 4.
Evaluative Criteria
Performance
Level
Assessment Quality
3
Test Administration
4
Quality of Learning
4
Equity of Learning
3
PART IV: STAKEHOLDER FEEDBACK
• The External Review Team evaluates the quality of
the administration of the surveys by the district and
the degree to which they analyzed and acted on
the results using a set of rubrics with a scale of 1- 4.
Evaluative Criteria
Performance
Level
Questionnaire Administration
4
Stakeholder Feedback Results and
Analysis
4
REQUIRED ACTIONS
Identify, implement and evaluate non-negotiable
technology instructional strategies to support curricular
expectations.
• Identifying and implementing appropriate technology support
for present curriculum will enhance learning and provide for
more efficient use of limited funds.
Implement a technology plan to reduce the gap between
existing technology and the technology required for
students in support of the curriculum.
• Availability of technology is improving. A plan to support the
necessary components to implement programs will provide the
greatest impact on student success.
SUMMARY COMMENTS
• PCSD has a thoroughly developed, comprehensive
strategic plan. Planning is a considerable strength
of the district. The plans provide direction and an
organized focus for every initiative.
• PCSD is blessed with a cadre of leadership that is
totally committed to student learning.
• The BOE consistently protects, supports, and
respects the district and school leadership.
• The Superintendent is unanimously supported by the
board, and is a highly respected leader throughout
the district and in the community.
SUMMARY COMMENTS
• Technology is an area for improvement. The
infrastructure and hardware needs to be improved
and expanded and additional instructional
technology support is needed.
• Learning was occurring in an active environment.
In most of the classes observed, students were
involved in small group activities, allowing the
teachers to provide support and assistance at all
three levels (elementary, middle and high).
• The classes were well managed and transitions
between activities were smoothly and efficiently
carried out.
EXTERNAL REVIEW TEAM
RECOMMENDATION
It was the recommendation of the AdvancED Review
Team that Paulding County School District be
granted a new five-year term of accreditation by the
Accreditation Committee.
The new five year term of District
Accreditation was granted by the
AdvancED Accreditation Commission
on
January 23, 2014.
THANK YOU!
Thank you all for your hard work,
commitment, and dedication to the
improvement process, our schools and
district, and most importantly,
to our students!