Mr. Adolfo Costa, Principal

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AdvancED Self-AssessmentSummary

• Mr. Adolfo Costa, Principal
• Dr. Nestor Diaz, APC
• Ms. Jean Baril, AP
• Mr. Joseph Evans AP

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Overall Self-Assessment of Standards

• STANDARD 2 GOVERNANCE AND LEADERSHIPOPERATIONAL
  
• STANDARD 3 TEACHING AND LEARNINGOPERATIONAL
• STANDARD 4 DOCUMENTING AND USING RESULTS
  OPERATIONAL
• STANDARD 5 RESOURCES AND SUPPORT
  SYSTEMS--OPERATIONAL
• STANDARD 6 STAKEHOLDER AND COMMUNICATION AND
  RELATIONSHIPSOPERATIONAL
• STANDARD 7 COMMITMENT TO CONTINUOUS
  IMPROVEMENTHIGHLY FUNCTIONAL

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ARTIFACTS

• Artifacts Policy manuals Improvement plans
  Governing body minutes Agendas Handbooks
  Surveys School Improvement Plan (SIP)
  Certification Master Calendar Workshop
  attendance Professional Development Plans
  Multiple methods of using and reporting data
  Observational protocols Organizational charts
  Student Projects Documentation of numbers of
  disruptive events-increase/decrease Behavioral
  policies Committee agendas and minutes Examples
  of English Language Learner student/parent
  communication Meeting minutes Calendars, logs

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STRENGTHS

• Curriculum with a broad and balanced range of
  subjects and activities
• Focus on intellectual, physical, spiritual, moral
  and social development
• A curriculum that prepares young people for adult
  and working life
• Emphasis on pupils' achievement of attainment
  targets
• High but realistic expectations
• Continuous assessment of learners performance
• Optimal use of teaching and learning time
• Well-organized teaching and learning through
  effective classroom management
• Varied teaching methodology
• Effective and supportive timetabling
• Climate or atmosphere of trust and cooperation
• Contribution of the school to active citizenship
• Respect for human rights in the school and the
  community
• Participation of learners in responsibility and
  decision-making
• Partnership with parents
• Partnership with a supportive, participative and
  accountable governing body
• Partnership with external institutions and
  organizations
• Good relations with the local community

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STRENGTHS

• Collective responsibility of all stakeholders
• Clear observance of professional boundaries
• Positive approach to health and safety
• Conducive physical environment for teaching and
  learning
• Effective deployment of staff
• Monitoring and evaluation of policies
• Clear plans, policies and procedures
• Effective communication and consultation channels
  
• Multi-directional communication structures
• Sensitive management to implement policies
• Emphasis on job satisfaction among staff
• Shared vision and mission statement
• Adaptability to the changing needs of society
• Leadership of the principal and school management
  team
• Collegiality among staff

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WEAKNESSES/LIMITATIONS

• Limited financial resources
• Old building not conducive to expansion of
  technology
• Teachers sharing classrooms because of space
  constraints
• Budget costs resulting in less school support
  personnel
• Only one computer tech for a very large school
• Difficult to schedule common planning
  
• A large ELL and SPED population
• Too much testing
• No Child Left Behind Legislation
• Lack of strict enforcement of the Student Code
  of Conduct
• Little or no training on schoolwide budget
• Lack of enforcement of uniform and ID policy
• Open campus
• Need for more security cameras
• Gaps between CURRENT and DESIRED performance
  results

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STANDARD 2 Governance and Leadership
Definition of the Standard The school provides
governance and leadership that promote student
performance and school effectiveness. In
fulfillment of this standard the school 2.1
Establishes policies and procedures that provide
for the effective operation of the school 2.2
Recognizes and preserves the executive,
administrative, and leadership prerogatives of
the administrative head of the
school 2.3 Ensures compliance with applicable
local, state, and federal laws, standards and
regulations 2.4. Employs a system that provides
for analysis and review of student performance
and school effectiveness 2.5 Fosters a
learning community 2.6 Provides teachers and
students opportunities to lead 2.7 Provides
stakeholders meaningful roles in the
decision-making process that promote a culture of
participation, responsibility, and
ownership 2.8 Controls curricular and
extracurricular activities that are sponsored by
the school 2.9 Responds to community
expectations and stakeholder satisfaction 2.10
Implements an evaluation system that provides for
the professional growth of all personnel
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RESULTS

• 2.1 Establishes policies and procedures that
  provide for the effective operation of the school
• What process is in place to add, remove or revise
  governing body policies and procedures for the
  effective operation of the school?
• Operational The governing body acts
  proactively to develop policies and procedures to
  address a variety of situations and updates them
  on a regular basis.
• How do school teachers ensure full compliance
  with governing body policies and procedures?
• Operational School leaders collectively
  review and plan for implementation and monitoring
  of governing body procedures on an as-needed
  basis. Policies are consulted to support actions
  and decisions
• How do school-based policies and procedures
  ensure equity of learning opportunities and
  support of innovation in the school?
• Highly Functional The schools written
  policies procedures, and organizational
  conditions ensure equity of learning
  opportunities support for innovation, and are
  systematically embedded in the way the school
  functions.

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RESULTS

• 2.2 Recognizes and preserves the executive,
  administrative, and leadership prerogatives of
  the administrative head of the school
• What kinds of autonomy does school leadership
  have to make operational choices about how to
  implement policy?
• Operational The governing body uses policies to
  establish parameters within which school leaders
  are allowed and encouraged to make operational
  choices about how to accomplish their goals.

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RESULTS

• 2.3 Ensures compliance with applicable local,
  state, and federal laws, standards and
  regulations
• How do school leaders assure that all legal
  compliance requirements are met?
• Highly Functional Leadership systematically
  aligns school programs and initiatives with state
  , federal, or governing body accountability
  systems. Required reports are completed on time
  by persons qualified for and responsible for the
  practice being described. Time and resources are
  allocated for data collection and reflection
  about and comparison of findings from internal
  and external reviews.

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RESULTS

• Employs a system that provides for analysis and
  review of student performance and school
  effectiveness
• 2.4 In what ways do school leaders advocate for a
  culture that is interested in, and reliant on
  data?
• Highly Functional School leaders are seen
  in the interpretation of data required by
  governing bodies. Leaders model the use of data
  to improve the effectiveness of their own
  organizational administrative work. Staff
  members are proficient in the application of
  data, and work in collaborative teams to use
  results to formulate programmatic and
  instructional recommendations.

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RESULTS

• 2.5 Fosters a learning community
• How do adult learning principles shape
  professional development for instructional staff
  members, so that it takes into account their
  expertise, learning style, and needs?
• Operational Staff members are consulted about
  their needs in
• the process of designing an ongoing series of
  professional
• development opportunities that enhance their
  content knowledge
• and ability to implement the schools chosen
  improvement
• strategies. They demonstrate that they are
  consistently
• applying the new knowledge in the classroom.
• How do adult learning principles shape
  professional development for the community of
  learners so that it takes account their
  expertise, learning style, and needs?
• Operational Most non-instructional staff
  members and
• stakeholders actively participate in
  professional growth
• opportunities that are congruent with the
  overall school
• improvement plan and vision, on-site or
  off-campus, attend
• job-alike meetings, share information with peers
  , and have
• opportunities to demonstrate their efforts to
  implement new

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RESULTS

• 2.6 Provides teachers and students the
  opportunities to lead
• How do teachers participate in decisions that
  shape the school?
• Operational Teachers serve in leadership
  capacities that guide the schools instructional,
  programmatic, and fiscal practices.
• How do students participate in decisions that
  shape the school?
• Operational School leaders provide
  opportunities for students to serve in a variety
  of leadership capacities that guide the schools
  instructional and programmatic practices.
  Students are consulted in determining school
  priorities and policies. Student leadership
  forums are convened and input about the school is
  solicited and used.
• How do teachers and students lead the school to
  ensure a safe, orderly environment in which
  behavior management is consistent school-wide?
• Operational All staff members demonstrate that
  they share the responsibility for student
  discipline both adults and students can be
  observed supporting and encouraging respectful
  and collaborative behavior throughout the school.

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RESULTS

• 2.7 Provides stakeholders meaningful roles in
  the decision-making process that promote a
  culture of participation, responsibility, and
  ownership
• In what ways do stakeholders actively participate
  in and contribute to the school improvement
  process and other meaningful decision-making
  roles?
• Operational Leaders ensure collaboration and
  shared responsibility for school improvement
  among stakeholders by including a number of
  stakeholder groups that meet on a scheduled
  basis. Stakeholder input regarding student
  performance and school effectiveness is gathered
  and used during an ongoing collaborative planning
  process.

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RESULTS

• 2.8 Controls curricular and extracurricular
  activities that are sponsored by the school
• How are decisions made regarding equity, level or
  participation, leadership roles, and allocation
  of resources in curricular and co-curricular
  activities?
• Operational There is a conscious effort on the
  part of school staff members to take into account
  the needs of students of differing cultures,
  abilities, and primary languages. Efforts are
  made to provide equal access to curricular and
  extracurricular activities for all students.

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RESULTS

• 2.9 Responds to community and stakeholder
  satisfaction
• How does the school learn about and respond to
  stakeholder questions, concerns and satisfaction
  issues?
• Operational Stakeholders opinions are gathered
  through periodic surveys. Concerns are
  documented and acted upon in a timely way.

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RESULTS

• 2.10 Implements an evaluation system that
  provides for the professional growth of all
  personnel
• What process do school leaders use to monitor
  instructional practices, provide feedback,
  encourage reflection, and make available
  opportunities for professional development that
  support instructional staff members needs?
• Highly Functional School leaders frequently
  visit classrooms to monitor classrooms practices.
  Leaders provide feedback to staff members
  regarding instructional practices and strategies
  in use.
• What process do school leaders use to monitor and
  support non-instruction al staff members needs?
• Highly Functional School leaders have a constant
  visible presence throughout the entire school. A
  process is in place for monitoring and evaluation
  of non-instructional staff members. Leaders
  provide feedback regarding specific job-related
  tasks and suggestions for professional
  development.
• What process is in place to monitor and support
  school leaders needs?
• Highly Functional A formal, comprehensive
  process for supporting school leaders needs and
  assessing their performance is in place, but is
  not thoroughly understood. Leaders report that
  some of the feedback they receive is helpful for
  improving their practice. Opportunities are
  provided for professional development.

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STANDARD 3 Teaching and Learning
Definition of the Standard The school provides
research-based curriculum and instructional
methods that facilitate achievement for all
students. In fulfillment of this standard, the
school 3.1 Develops and implements curriculum
based on clearly-defined expectations for student
learning 3.2 Promotes active involvement of
students in the learning process, including
opportunities for them to explore application of
higher order thinking skills and
investigative new approaches to applying their
learning 3.3 Gathers, analyzes, and uses data and
research in making curricular and instructional
choices 3.4 Designs and uses instructional
strategies, innovations, and activities that are
research-based and reflective of best
practice 3.5 Offers a curriculum that challenges
each student to excel, reflects a commitment to
equity, and demonstrates an appreciation
of diversity 3.6 Allocates and protects
instructional time to support student
learning 3.7 Provides for articulation and
alignment between and among all levels of
schools 3.8 Implements interventions to help
students meet expectations for student
learning 3.9 Monitors school climate and takes
appropriate steps to ensure that it is conducive
to student learning 3.10 Provides comprehensive
information and media services that support the
curricular and instructional programs 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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RESULTS

• 3.1 Develops and implements curriculum based on
  clearly-defined expectations for student learning
• How does the school ensure that current written
  curriculum documents are aligned to state and
  national standards/expectations for all subject
  matter areas?
• Operational The school has created documents in
  multiple formats that illustrate the alignment of
  the curriculum with required standards/expectation
  s in core subject areas (English Language Arts,
  mathematics, science , social studies).
• How does the school ensure effective
  implementation of the curriculum so that teachers
  know what they are expected to teach in each
  grade level or course?
• Operational Local curriculum documents contain
  a scope and sequence providing a continuum of
  skills that demonstrates purposeful spiraling of
  content and skills throughout grade levels in
  all four core subject areas. Alignment of the
  standards/expectations includes detailed
  information that allows teachers to understand
  how their work fits into the curriculum of the
  entire school.
• How is the curriculum evaluated and revised on a
  regular basis?
• Operational The school has collaboratively
  developed and implemented a coherent, rigorous
  curriculum derived from research based
  standards/expectations in all four core subject
  areas (English Language Arts, Mathematics,
  science, social studies) that provides
  opportunities for all students to acquire
  requisite knowledge, skills , and attitudes
• How does the school ensure that its curriculum is
  based on clear measurable expectations for
  student learning?
• Operational Curriculum is evaluated and revised
  when required standards/expectations are modified
  with the participation of staff members and
  stakeholders. The chief criterion for evaluating
  effectiveness of achievement.

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RESULTS

• 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
• How are students taught to use feedback from the
  formative assessment process to guide their own
  learning?
• Operational Teachers conduct high quality
  formative assessments during the course of a
  lesson or unit to provide themselves and their
  students with concrete information on how to
  guide learning and improve individual student
  performance.
• How do teachers provide students with
  opportunities to focus on higher order thinking
  skills such as critical and creative thinking,
  problem solving, and inquiry as learning
  strategies?
• Operational Teachers understand higher order
  thinking skills as an essential part of student
  achievement opportunities exist for teachers to
  collaborate and exchange information about how
  they incorporate these skills into their
  classrooms. Students are provided with
  opportunities to apply their learning in tasks
  that call for inquiry, decision-making, and
  problem solving,.
• How do teachers provide students with
  opportunities to apply, practice, and deepen
  their understanding using authentic content and
  context?
• Operational Teachers provide students with
  opportunities to reflect and participate in
  thought-provoking active learning in order to
  deepen their understanding of new knowledge and
  apply their learning in meaningful real life
  contexts.

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RESULTS

• 3.3 Gathers, analyzes, and uses data and in
  making curricular and instructional choices
• How does the school ensure that classroom
  assessments align with the standards/expectations?
  
• Operational The instructional staff
  consistently evaluates as monitors student
  learning through the systematic use of multiple
  types of summative and formative assessments that
  are aligned with the standards/expectations in
  all four core subject areas. A process is in
  place that assures the development of assessments
  of student learning is based on a clear
  definition of the type of achievement to be
  assessed and alignment with the
  standards/expectations.
• To what extent are achievement data and teacher
  input used when developing or modifying
  curriculum or instructional programs, practices,
  or processes?
• Operational Teacher input and achievement data
  has helped to inform, develop, and implement
  evaluations of curriculum or instructional
  programs, practices, or processes in order to
  assess the effectiveness of teaching strategies,.
• How does the school support teachers in
  developing high quality assessments?
• Operational Formal professional development
  opportunities are provided to dialogue and learn
  about assessment development, including
  approaches that are formative and summative,
  authentic, and well matched to the kind of
  learning task. Teachers use this learning to
  develop and use high quality assessments.
• What kind of collaborative, reflective analysis
  of student work has been conducted by teachers?
• Operational Teacher teams within grade levels
  or content areas analyze and reflect on student
  work to enhance the achievement of individual
  students, as well as analyze and improve the
  instructional program,

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RESULTS

• 3.4 Designs and uses instructional strategies,
  innovations, and activities that are
  research-based and reflective of best practice
• How do teachers use current research and the
  strengths and characteristics of their students
  to design instruction?
• Operational Most instructional plans have
  components built from insights on learning
  research such as activities that activate prior
  student understanding, teaching of meta
  cognition, addressing student learning styles,
  and application of innovative teaching styles.
  School leaders assure that all staff members are
  kept up to date on current theory of best
  instructional practice and topics.
• How has the whole school planned and developed
  research-based instructional reform strategies to
  strengthen the core academic program, increase
  amount and quality of learning time, and provide
  additional supports to all students?
• Operational Several research-based methods and
  strategies aim to increase the quality and
  quantity of instruction. The school provides an
  enriched and accelerated curriculum for select
  students and plans to expand toward all students.
  A needs assessment guides the choice of
  strategies, and the school has a way to
  determine if these needs are met. The
  schoolwide program serves all students in the
  school, including those who are low achieving.
  The school is moving toward meeting the needs of
  all major subgroups.

• What is the process teachers use to prioritize
  expectations?
• Operational Peer learning communities at each
  grade level and/or content area provide
  opportunities for staff to meet and identify
  highest priority standards/expectations for which
  deep mastery is likely to contribute to other
  objectives. Essential content to be taught at
  each grade level is identified.
• How do teachers vary instructional delivery
  methods to meet diverse learning needs?
• Highly Functional Teachers in the school are
  consistent in the use of developmentally
  appropriate instructional practice. This
  includes the use multiple strategies when
  differentiating instruction in respect to
  cultural differences, learning styles and
  individual learner abilities., and providing
  active learning opportunities. Frequent review
  and re-teaching is built into lesson design.

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RESULTS
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RESULTS

• 3.5 Challenges each student to excel, reflects a
  commitment to equity, and demonstrates an
  appreciation of diversity
• How does the school ensure that all staff members
  hold high expectations for each student they work
  with, and encourage all students to achieve their
  full potential?
• Operational Professional development topics
  include information about how to teach
  challenging content in ways that engage students
  with diverse gifts and needs. The school has a
  system to identify students who are most at risk
  of not achieving their full potential and develop
  strategies to encourage and support them.
• How does the school support students with special
  needs to fully participate in all aspects of its
  programs?
• Operational Students with differing needs are
  fully integrated into mainstream classrooms. All
  students (including those with special needs)
  have equal access to the full curriculum and to
  activities that focus on higher order thinking.
  The curriculum includes a variety of aligned
  teaching strategies, materials, and assessments
  designed to meet individual needs and abilities.
• In what ways does the school assure that
  differing cultures and languages of students and
  families are taken into account?
• Operational Diverse cultures, languages, and
  backgrounds of all students are respected. All
  students (including those acquiring English
  language skills have equal access to all
  curriculum and to activities that focus on higher
  order thinking. Appropriate interventions are
  made available. Important parent communications
  are translated into the most prevalent second
  languages.

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RESULTS

• 3.6 Allocates and protects instructional time to
  support student learning
• In what ways does the school maximize the use of
  time for instruction?
• Operational School leaders base decisions about
  the allocation of instructional time on student
  achievement data, policy compliance, and related
  research. Staff members coordinate instructional
  practice and scheduling to maximize student
  learning.

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RESULTS

• 3.7 Provides for articulation and alignment
  between and among all levels of schools
• How do teachers, interact, plan, and share with
  others teaching similar subjects across grade
  levels and between schools?
• Operational Teachers at different grade levels
  in each subject area use student achievement
  results data to analyze learning expectations at
  each level, and agree on instructional
  priorities.

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RESULTS

• 3.8 Implements interventions to help students
  meet expectations for student learning
• How does the system of support individualize
  interventions and differentiate instruction for
  identified students whose pace/style of learning
  differs in some way?
• Operational Most teachers use pre-assessment as
  a basis for differentiation of instruction in
  reading, writing, and mathematics.
  Differentiation of research-based instruction is
  observable in a majority of classroom programs.
  Review and reteaching occur through
  individualized interventions.
• How has the school planned and implemented
  schoolwide research-based instructional
  strategies that provide timely additional
  instruction for those who are experiencing the
  greatest degree of difficulty mastering the
  governing bodys academic achievement
  standards/expectations?
• Operational The school has a process in place
  to identify students experiencing the greatest
  degree of difficulty mastering the governing
  bodys academic achievement standards/expectations
  . Additionally timely, effective,
  research-based, and differentiated assistance
  is provided to these students

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RESULTS

• 3.9 Monitors school climate and takes appropriate
  steps to ensure that it is conducive to student
  learning
• What evidence shows that a sense of belonging and
  self-esteem exist in the school?
• Operational Generally, the interaction of staff
  members with students is caring, responsive,
  supportive and respectful. Most students trust
  staff members. Staff members and students feel
  they are respected and valued. Parents and the
  community perceive the school as trustworthy and
  helpful. Morale is high among staff members.
• How does the school ensure that its classrooms
  are safe and orderly?
• Operational Most teachers have clearly
  established behavioral expectations and routines.
  Staff members demonstrate that they have
  responsibility for student discipline, and both
  adults and students can be observed supporting
  and encouraging respectful behavior throughout
  the school.

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RESULTS

• 3.10 Provides comprehensive information and media
  services that support the curricular and
  instructional programs
• In what ways does the school provide
  comprehensive resources, technology, multimedia,
  and other learning tools to support the
  curriculum?
• Operational Comprehensive resources, materials,
  and learning tools ( e.g. technology,
  multi-media) that address a variety of learning
  styles are aligned with the written curriculum of
  the school.

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RESULTS

• 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
• To what extent is technology integrated into the
  instructional program in all classrooms to meet
  the needs of all learners?
• Operational School leaders provide technology
  and related resources to instructional staff
  members to support curriculum, instruction, and
  assessment. Staff members use technology
  resources to enhance their instruction and
  provide opportunities for students to use
  technology. Some classes teach students to
  evaluate the credibility of information from the
  Internet.
• What expectations does the school hold for the
  level of technological sophistication and comfort
  adults should be able to model for students?
• Operational School leaders provide updated
  professional development training focused on
  technology use most teachers use technology in
  their own work.

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Standard 4 Documenting and Using Results

• Definition of the Standard
• The school enacts a comprehensive assessment
  system that monitors and documents performance
  and uses these results to improve
• student performance and school effectiveness.
• In fulfillment of this standard, the school
• 4.1 Establishes performance measures for student
  learning that yield information that is reliable
  , valid and bias free
• 4.2 Develops and implements a comprehensive
  assessment system for assessing progress toward
  meeting the expectations for student learning
• 4.3 Uses student assessment data for making
  decisions for continuous improvement of teaching
  and learning processes
• 4.4 Conducts a systematic analysis of
  instructional and organizational effectiveness
  and uses the results to improve student
  performance
• 4.5 Communicates the results of student
  performance and school effectiveness to all
  stakeholders
• 4.6 Uses comparison and trend data of student
  performance from comparable schools in evaluating
  its effectiveness
• 4.7 Demonstrates verifiable growth in student
  performance
• 4.8 Maintains a secure, accurate, and complete
  student record system in accordance with state
  and federal regulations

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RESULTS

• 4.1 Establishes performance measures for student
  learning that yield information that is reliable,
  valid and bias free
• To what extent has the school agreed upon
  assessments that measure progress toward its
  established learning expectations in each core
  subject area?
• Operational All four core subject areas have
  assessments that have been explicitly aligned to
  the schools written expectations.
• What performance measures has the school
  established to determine the effectiveness and
  efficiency of its governance, support, and
  administrative functions?
• Operational The school applies the same
  principles of continuous improvement to its
  governance, support, and administrative functions
  as to its core mission of student learning. It
  has undertaken at least one systematic
  improvement in an non-academic area.
• How does the school ensure reliability, validity,
  and freedom from bias in the data collected to
  measure performance?
• Operational The school has a process for
  examining the technical quality of its measure
  it has confidence that or is implementing an
  improvement strategy designed to ensure thatany
  technical concerns are being remedied.

33
RESULTS

• 4.2 Develops and implements a comprehensive
  assessment system for assessing progress toward
  meeting the expectations for student learning
• To what extent does the schools data system
  incorporate all types of datastudent records,
  demographics, results data, and perception data?
• Student achievement data and organizational
  effectiveness data are gathered over time,
  analyzed, and used for the schools self-defined
  continuous improvement purposes. Demographic
  data are maintained for each student, and used to
  identify significant subgroups of students in
  need of assistance. Process data track program
  and administrative activity designed to generate
  results in order to determine what worked and
  what needs to be changed. Perception data are
  gathered and used to understand stakeholder
  concerns and satisfaction with programs,
  improvement efforts, and results. Student
  records associate achievement results with
  program/process history.

• How broad a range of stakeholders have been
  involved in the design and utilization of the
  schools data system?
• Operational The schools information system is
  designed to meet needs of both school-level and
  district-level users, including teachers, school
  leaders, central office personnel, and support
  professionals (i.e. guidance counselors, school
  psychologists, social workers). Usage data
  indicate that these potential users are aware of
  and active in tapping the data gathered for their
  use.

34
RESULTS
35
RESULTS

• 4.3 Uses student assessment data for making
  decisions for continuous improvement of teaching
  and learning processes
• To what extent are classroom assessments
  developed and shared school-wide, so that results
  can be analyzed across classrooms?
• Operational Some formative and summative
  classroom assessments are shared, and results are
  informally discussed. There is a plan to
  collaboratively develop assessments and analyze
  results in grade level/subject groups across the
  school.
• How do overall achievement results drive
  decision-making about teaching and learning in
  the school?
• Operational Data are used to support and shape
  key decisions about students, classroom
  practices, and school-wide processes and
  programs,.

36
RESULTS

• 4.4 Conducts a systematic analysis of
  instructional and organizational effectiveness
  and uses the results to improve student
  performance
• To what degree does the school maintain and
  implement a process for analyzing data and
  turning it into useful information?
• Highly Functional The schools protocol for
  analyzing data begins with using criteria to
  select strategically important results from
  achievement and organizational effectiveness
  data. It includes collaborative efforts to probe
  for further information, to identify and test
  assumptions, and to propose interpretations of
  the data. Implications that could be drawn from
  the data are widely discussed, understood, and
  generally agreed upon before actions are taken in
  response to the conclusions.
• Do staff members have the skills to analyze and
  use data?
• Operational The majority of staff members are
  skilled in the analysis and interpretations of
  multiple types of data and in making comparisons
  across groups.

• To what extent do school staff members process
  the collaborative skills necessary to undertake
  difficult self-examination and make meaningful
  information out of data?
• Operational All teachers and many other staff
  members are engaged in collaborative teams that
  structure and facilitate dialogue about the
  meaning of data many staff members have skills
  and are gaining experience in difficult dialogue
  so that challenging topics can quite often be
  explored productively. Shared group norms for
  deep conversations exist.

37
RESULTS
38
RESULTS

• 4.5 Communicates the results of student
  performance and school effectiveness to all
  stakeholders
• How easily can stakeholders and decision-makers
  get access to data that is appropriate for their
  use?
• Operational Internal stakeholders, including
  teachers, have direct access to the data system
  as appropriate for their use there is a shared
  understanding of which types of data are
  appropriate and accessible to which users.
• How are successes celebrated and feedback
  provided to students?
• Highly Functional Students receive
  individualized results from all local and
  governing body achievement assessments. Reward
  systems provide acknowledgment of outstanding
  performance and include incremental successes
  that are recognized and celebrated in creative
  ways. Students feel valued and important and
  extraordinary efforts are made by the school to
  honor their work.

39
RESULTS

• 4.6 Uses comparison and trend data of student
  performance from comparable schools in evaluating
  its effectiveness
• What can be learned about the schools
  effectiveness and student achievement by looking
  at trends across time and at other comparable
  schools in the community/region?
• Operational The school has analyzed its own
  longitudinal performance, and the school
  community has a shared story about what
  improvement strategies have been tried over time
  and with what success. The school has drawn
  useful conclusions from this analysis and has
  identified viable strategies from comparison with
  schools it considers to be serving comparable
  populations.

40
RESULTS

• 4.7 Demonstrates verifiable growth in student
  performance
• Do student achievement results regularly show
  improvement across all core subject areas?
• Operational The schools achievement results
  have maintained or improved in two out of the
  last three years in at least two core subject
  areas .
• Do student achievement results for all grade
  levels show improvement?
• Operational The schools achievement results
  have maintained or improved in two out of the
  last three years in half of the grade levels.
• Do student achievement results for all subgroups
  show improvement?
• Emerging Achievement results for fewer than half
  of the schools subgroups including gender,
  ethnic minority, special needs, and economically
  disadvantaged students have maintained or
  improved in two of the last three years,

41
RESULTS

• 4.8 Maintains a secure, accurate, and complete
  student record system in accordance with state
  and federal regulations
• Describe the policies that exist to regulate the
  security of data systems, student records, and
  their authorized users
• Highly Functional Policies exist and are
  enforced that ensure that authorized users (and
  only those users) have access to data for which
  they have permission. The ability to edit data
  or make changes is carefully defined, controlled,
  and monitored.

42
STANDARD 5 Resources and Support Systems

• Definition of the Standard
• The school has the resources and services
  necessary to support its vision and purpose
• and to ensure achievement for all students.
• In fulfillment of this standard, the school
• 5.1 Recruits, employs, and mentors qualified
  professional staff that are capable of fulfilling
  assigned roles and responsibilities
• 5.2 Assigns professional staff responsibilities
  based on their qualifications (i.e. professional
  preparation, ability, knowledge, and experience)
• 5.3 Ensures that all staff participate in a
  continuous program of professional development
• 5.4 Provides and assigns staff that are
  sufficient in number to meet the vision and
  purpose of the school
• 5.5 Budgets sufficient resources to support its
  educational programs and to implement its plans
  for improvement
• 5.6 Monitors all financial transactions through
  a recognized, regularly audited accounting system
• 5.7 Maintains the site, facilities, services,
  and equipment to provide an environment that is
  safe and orderly
• 5.8 Possesses a written security and crisis
  management plan with appropriate training for
  stakeholders
• 5.9 Ensures that each student has access to
  guidance services that include, but are not
  limited to, counseling , and , appraisal,
  mentoring, staff consulting, referral, and
  educational and career planning
• 5.10 Provides appropriate support for students
  with special needs

43
RESULTS

• 5.1 Recruits, employs, and mentors qualified
  professional staff that are capable of fulfilling
  assigned roles and responsibilities.
• What is the process for attracting highly
  qualified teachers to this school?
• Highly Functional All instructional staff
  members are certified as Highly Qualified under
  the No Child Left Behind in any area in which
  they teach. The school/governing body has a
  comprehensive recruitment program in place to
  attract and retain highly qualified teachers.
• How do school leaders ensure that staff members
  meet governing body requirements and possess
  appropriate expertise for their role in the
  school?
• Highly Functional The qualifications of all
  staff meet governing body certification
  requirements in the content areas and grade
  levels. All teaching staff demonstrate
  competency in their content area and/or grade
  level through documented teaching practices,
  collaborative planning, and shared materials
  development.

• What is the process for induction, mentoring, and
  coaching of new staff members?
• Operational A structured and substantive
  induction program for all new instructional staff
  occurs prior to the formal teaching experience.
  Each new staff member is assigned a mentor chosen
  from the experienced teachers of the school for
  at least a three-year period during which the
  mentor provides modeling and feedback on the
  mentees instructional practice.

44
RESULTS
45
RESULTS

• 5.2 Assigns professional staff responsibilities
  based on their qualifications (i.e., professional
  preparation, ability, knowledge, and experience)
• What criteria are used to ensure that staffing
  assignments match staff qualifications to student
  needs and the school improvement plan?
• Operational School leaders base their
  allocation of human resources primarily upon data
  that maximizes the contribution the staff member
  can make to the student achievement goals.

46
RESULTS

• 5.3 Ensures that all staff members participate in
  a continuous program of professional development
• How do school leaders encourage collaboration
  reflection, investigation, and inquiry about
  teaching practices?
• Operational The school is organized into
  collaborative teams that meet at least on a
  weekly basis. The majority of staff members
  participate in inquiry practices such as
  classroom action research study teams and peer
  coaching. Periodic collaboration occurs across
  grade levels and content areas.

47
RESULTS

• 5.4 Provides and assigns staff that are
  sufficient in number to meet the vision and
  purpose of the school
• In what ways are data used to evaluate the
  sufficiency of student to staff ratios?
• Operational School leaders work with staff to
  determine appropriate staffing levels based on
  data gathered about student needs. Use of space,
  fiscal resources, and number and type of staff
  are key factors addressed.

48
RESULTS

• 5.5 Budgets sufficient resources to support its
  educational programs and to implement its plan
  for improvement
• How do school leaders ensure that the allocation
  of financial resources is supportive of the
  schools vision, educational program, and plans
  for school improvement?
• Operational The improvement of student
  achievement is the primary determinant of the
  allocation of fiscal resources. Data are
  gathered on a yearly basis that inform decisions
  to reallocate these resources. Decisions on
  fiscal resource allocation are made at least
  yearly. There is an ongoing effort to seek
  supplemental funds to support student achievement
  improvement.

49
RESULTS

• 5.6 Monitors all financial transactions through
  a recognized , regularly audited accounting
  system
• How does the school ensure that a regularly
  audited accounting system is used?
• Operational There is an established accounting
  and budgeting system for allocating and managing
  fiscal resources. Records are audited on a
  regular basis and internal controls are
  consistently followed.
• What is the process for ensuring that all funds
  are spent in accordance with regulations?
• Highly Functional A process is in place that
  assures that on a regular basis school leaders
  collectively review and plan for implementation
  and monitoring of all funds in the light of
  mandates, regulations and rules. The school
  ensures compliance with all regulations.

50
RESULTS

• 5.7 Maintains the site, facilities, services,
  and equipment to provide an environment that is
  safe and orderly for all occupants
• How does the leadership ensure that the
  facilities, services, and equipment are safe and
  orderly for students and staff?
• Operational Policies and procedures are in
  place to ensure the safety and orderliness of the
  school. The schools physical plant is well
  maintained and areas considered unsafe are
  upgraded and continually monitored.
• How are decisions made about the use of space?
• Operational School leaders have a process in
  place that uses data about the safety of the
  facility and instructional goals from the school
  improvement plan as drivers for assigning space
  usage. Changes occur when needed to meet the
  needs of plan priorities.

51
RESULTS

• 5.8 Possesses a written security and crisis
  management plan with appropriate training for
  stakeholders,
• How comprehensive and well understood is the
  schools crisis management plan?
• Operational Staff members, students, parents,
  and community agencies/organizations are
  consulted on a periodic basis to inform policy
  and procedural decisions regarding security and
  crisis management plans at the school The school
  has detailed written security and crisis
  management plans in place and has developed
  relationships with law enforcement and other key
  agencies in the community. Staff and students
  have received training and information about the
  schools security and crisis management plans.

52
RESULTS

• 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
• What process is used to ensure and monitor that
  each student gets the counseling, appraisal,
  mentoring, staff consulting, referral, and
  educational and career planning s/he needs?
• Operational A suitable variety of social and
  support services is made available through the
  school and partnering agencies and organizations
  within the community. The availability of
  services is communicated to staff members,
  students, and stakeholders. Teachers and staff
  members make referrals as appropriate.
  Stakeholder surveys indicate satisfaction with
  access to and quality of services provided.

53
RESULTS

• 5.10 Provides appropriate support for students
  with special needs
• What process is in place to identify students
  with special needs?
• Operational Teachers regularly conduct formative
  assessments during the course of a lesson or
  unit to help target instruction and diagnose
  student performance challenges. Teachers use the
  results of these assessments along with student
  behavior patterns to identify students in need of
  additional intervention. A system for tracking
  and communicating assessment results to students
  and parents is in place. In cases where students
  with special needs have been identified for
  intervention, a team of the student, his/her
  parents and guardians, and teachers is convened
  to develop a customized plan for addressing the
  students needs.

• How does the school ensure that the appropriate
  interventions are selected?
• Operational Instructional plans have components
  built from insights on modern learning research
  that is differentiated, documented, and developed
  by teachers and staff working in consultation
  with the student, parent, and other key
  individuals. A system is in place to monitor and
  evaluate the effectiveness of the interventions
  selected.
• How are the interventions monitored and
  evaluated?
• Operational Individual plans for student
  intervention include success measures and plans
  fro evaluation. School leaders are involved in
  monitoring implementation of teacher-led
  interventions through systematic record keeping
  and review of data. School leaders provide
  periodic feedback to staff and students regarding
  data gathered during their monitoring efforts.

54
RESULTS
55
STANDARD 6 Stakeholder Communication and
Relationships

• Definition of the Standard
• The school fosters effective communications and
  relationships with and among its stakeholders.
• In fulfillment of this standard, the school
• 6.1 Fosters collaboration with community
  stakeholders to support student learning
• 6.2 Has formal channels to listen to and
  communicate with stakeholders
• 6.3 Solicits the knowledge and skills of
  stakeholders to enhance the work of the school
• 6.4. Communicates the expectations for student
  learning and goals for improvement to all
  stakeholders
• 6.5 Provides information about students, their
  performance, and school effectiveness