About District Accreditation Mrs. Sanchez & Mrs. Bethell Rickards Middle School 2015-16.

Slides:



Advertisements
Similar presentations
WV High Quality Standards for Schools
Advertisements

What is District Wide Accreditation? Ensure Desired Results Improve Teaching & Learning Foster a Culture of Improvement A powerful systems approach to.
What is District Wide Accreditation?
AdvancED District Accreditation Standards Assessment Report
PORTFOLIO.
Paulding County School District Stakeholder’s Meeting
Long Beach School District Stakeholder Survey Results Results from and Parent, Student, and Staff Surveys.
STRATEGIC PLAN Community Unit School District 300 7/29/
Presented by: Kelly Coxe & Mary Greene Thomasson.
April 6, 2011 DRAFT Educator Evaluation Project. Teacher Education and Licensure DRAFT The ultimate goal of all educator evaluation should be… TO IMPROVE.
STANDARDS FOR SCHOOL LEADERS DR. Robert Buchanan Southeast Missouri State University.
Quality Assurance Review Team Oral Exit Report School Accreditation Bayard Public Schools November 8, 2011.
New York State Professional Development Standards S/CDN 2010.
Bibb County Schools Standard 1: Vision and Purpose Standard: The system establishes and communicates a shared purpose and direction for improving.
Webinar: Leadership Teams October 2013: Idaho RTI.
Horizon Middle School June 2013 Balanced Scorecard In a safe, collaborative environment we provide educational opportunities that empower all students.
Iowa’s Teacher Quality Program. Intent of the General Assembly To create a student achievement and teacher quality program that acknowledges that outstanding.
PAULDING COUNTY SCHOOL DISTRICT AdvancED EXTERNAL REVIEW REPORT.
40 Performance Indicators. I: Teaching for Learning ST 1: Curriculum BE A: Aligned, Reviewed and Monitored.
Timberlane Regional School District
Presentation II A Discussion with School Boards: Raising the Graduation Rate, High School Improvement, and Policy Decisions.
CommendationsRecommendations Curriculum The Lakeside Middle School teachers demonstrate a strong desire and commitment to plan collaboratively and develop.
AdvancED TM External Review Exit Report Polk Pre-Collegiate Academy April 16– 17, 2014.
External Review Exit Report Springfield Platteview Community Schools March 2-4, 2015.
External Review Exit Report Anderson School District 4 November , 2014.
Quality Assurance Review Team Oral Exit Report District Accreditation Bibb County Schools February 5-8, 2012.
AdvancED District Accreditation Standards Assessment Report TUSCALOOSA COUNTY SCHOOLS Where Students Learn, Grow, and Achieve.
SACS-CASI Southern Association of Colleges and Schools Council on Accreditation and School Improvement FAMU DRS – QAR Quality Assurance Review April 27-28,
Distinguished Educator Initiative. 2 Mission Statement The Mission of the Distinguished Educator is to build capacity in school districts to enable students.
Making Plans for the Future April 29, 2013 Brenda M. Tanner, Ed.D.
Quality Assurance Review Team Oral Exit Report District Accreditation Murray County Schools February 26-29, 2012.
Quality Assurance Review Team Oral Exit Report District Accreditation Rapides Parish School District February 2, 2011.
Accreditation (AdvancED) STANDARD #1: PURPOSE AND DIRECTION Office of Service Quality Veda Hudge, Director Donna Boruch, Coordinator, School Improvement.
Readiness for AdvancED District Accreditation Tuscaloosa County School System.
AdvancEd Standards and Indicators November 19, 2012 Survey results.
Systems Accreditation Berkeley County School District School Facilitator Training October 7, 2014 Dr. Rodney Thompson Superintendent.
SELF-ASSESSMENT SURVEY: TRADEWINDS ELEMENTARY SCHOOL
Quality Assurance Review Team Oral Exit Report School Accreditation AUTEC School 4-8 March 2012.
Quality Assurance Review Team Oral Exit Report School Accreditation Center Grove High School 10 November 2010.
Enter System Name AdvancED TM External Review Exit Report Maxey Elementary December 9 and 10, 2013.
ANNOOR ISLAMIC SCHOOL AdvancEd Survey PURPOSE AND DIRECTION.
Accreditation (AdvancED) STANDARD #2: GOVERNANCE & LEADERSHIP
SACS/CASI District Accreditation  January 2007  April 2007  May 2007  January – April 2008  Board Approval for Pursuit of District Accreditation.
Staff All Surveys Questions 1-27 n=45 surveys Strongly Disagree Disagree Neutral Agree Strongly Agree The relative sizes of the colored bars in the chart.
School Improvement Plan & Accreditation
Loudon County Schools External Review Exit Report February 19-21, 2013.
Presented at the OSPA Summit 2012 January 9, 2012.
August 2, Welcome Who is the TSD Continuous Improvement Team ? What is the work of the TSD Continuous Improvement Team? What is.
Office of Service Quality
Quality Assurance Review Team Oral Exit Report School Accreditation Sugar Grove Elementary September 29, 2010.
Accreditation (AdvancED) STANDARD #4: RESOURCES & SUPPORT SYSTEMS
Office of Service Quality
Vision Statement We Value - An organization culture based upon both individual strengths and relationships in which learners flourish in an environment.
MAPLE VALLEY PUBLIC SCHOOLS DISTRICT PD January 18, 2016.
The Big Rocks: TLC, MTSS, ELI, C4K, and the Iowa Core School Administrators of Iowa July 2014 IOWA Department of Education.
External Review Exit Report Towns County School System October 4-7, 2015.
An Overview of Revisions to the Rhode Island Model
Indicator 5.4 Create and implement a documented continuous improvement process that describes the gathering, analysis, and use of student achievement.
External Review Report Westminster Public Schools April 24-27, 2016.
ADVANCED (SACS) SYSTEM SUMMARY FY15. STANDARD ONE INDICATORS 1.1-The system engages in a systematic, inclusive and comprehensive process to review, revise.
Note: In 2009, this survey replaced the NCA/Baldrige Quality Standards Assessment that was administered from Also, 2010 was the first time.
External Review Exit Report Campbell County Schools November 15-18, 2015.
Standard 1 Purpose and Direction
AdvancED Timeline Due Date AdvancED Accreditation Milestones
Clinical Practice evaluations and Performance Review
Accreditation External Review
Comprehensive Planning
Themes Collaboration – vertical and horizontal Autonomy at all levels
February 21-22, 2018.
Troy School District External Review Exit Report April 21-24, 2013.
Presentation transcript:

About District Accreditation Mrs. Sanchez & Mrs. Bethell Rickards Middle School

To be accredited, the system must: 1) Meet the AdvancED Accreditation Standards The standards require that the district and its schools have a clear vision and purpose; have effective and responsive leadership; have a rigorous curriculum taught through sound, research-based methods; collect, report, and use performance results; provide adequate resources and support for its educational programs; and value and communicate with their stakeholders.

2) Engage in continuous improvement To demonstrate continuous improvement, the district and its schools must implement an improvement plan based on student performance and school/community data that includes clear goals for raising the achievement of all students. The district and its schools also must document growth in student performance and organizational effectiveness.

3) Demonstrate quality assurance through external review Districts must be evaluated by a team of professionals from outside the district on a periodic basis. The team engages the district staff in a healthy, professional dialogue about district improvement efforts, validates that the district meets the standards for accreditation, and provides feedback and makes recommendations concerning future efforts to improve student performance and organizational effectiveness.

Standard 1: Purpose 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 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success. Indicator 1.2 The system ensures that each school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. Indicator 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. Indicator 1.4 Leadership at all levels of the system implement a continuous improvement process that provides clear direction for improving conditions that support student learning.

Standard 2: Governance and Leadership The system operates under governance and leadership that promote and support student performance and system effectiveness. Indicator 2.1 The governing body establishes policies and supports practices that ensure effective administration of the system and its schools. Indicator 2.2 The governing body operates responsibly and functions effectively. Indicator 2.3 The 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.

Standard 2: Governance and Leadership (cont’d.) Indicator 2.4 Leadership and staff at all levels of the system foster a culture consistent with the system’s purpose and direction. Indicator 2.5 Leadership engages stakeholders effectively in support of the system’s purpose and direction. Indicator 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success.

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 3.1 The 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. Indicator 3.2 Curriculum, 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. Indicator 3.3 Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectations. Indicator 3.4 System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success

Standard 3: Teaching and Assessing for Learning Indicator 3.5 The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels. Indicator 3.6 Teachers implement the system’s instructional process in support of student learning. Indicator 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the system’s values and beliefs about teaching and learning. Indicator 3.8 The 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.

Indicator 3.9 The 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. Indicator 3.10 Grading 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. Indicator 3.11 All staff members participate in a continuous program of professional learning. Indicator 3.12 The system and its schools provide and coordinate learning support services to meet the unique learning needs of students.

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 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. Indicator 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. Indicator 4.3 The system maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. Indicator 4.4 The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system.

Standard 4: Resources and Support Systems Indicator 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. Indicator 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. Indicator 4.3 The system maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. Indicator 4.4 The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system.

Standard 4: Resources and Support Systems (cont’d.) Indicator 4.5 The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system. Indicator 4.6 The system provides a technology infrastructure and equipment to support the system’s teaching, learning, and operational needs. Indicator 4.7 The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served. Indicator 4.8 The system provides, coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students.

Standard 5: Using Results for Continuous Improvement Indicator 5.1 The system establishes and maintains a clearly defined and comprehensive student assessment system. Indicator 5.2 Professional and support staff continuously 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. Indicator 5.3 Throughout the system professional and support staff are trained in the interpretation and use of data. Indicator 5.4 The system engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. Indicator 5.5 System and school leaders monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals to stakeholders.