Office of Service Quality Accreditation (AdvancED) STANDARD #5: USING RESULTS FOR CONTINUOUS IMPROVEMENT Office of Service Quality Veda Hudge, Director Donna Boruch, Coordinator, School Improvement

IMPORTANCE OF ACCREDITATION • Accreditation lays the groundwork for success for schools and students. • Accreditation insures a rigorous, sound curriculum based on quality standards, a range of student activities and support services. • Accreditation focuses on increasing student achievement through a safe and enriching learning environment. • Accreditation requires that qualified teachers work to improve their methods and focus on student learning.

ACCREDITATION STANDARDS Standard 1: Purpose and Direction The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement. Standard 2: Governance and Leadership The system operates under governance and leadership that promote and support student performance and school effectiveness. Standard 3: Teaching and Assessing for Learning The system’s curriculum, instructional design and assessment practices guide and ensure teacher effectiveness and student learning. 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. 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.

AdvancEd 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.

INDICATORS FOR STANDARD #5: USING RESULTS FOR CONTINUOUS IMPROVEMENT Indicator 5.1 - The school 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. Indicator 5.3 - Professional and support staff are trained in the evaluation, interpretation, and use of data. Indicator 5.4 - The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. Indicator 5.5 - Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders.

EXAMPLES OF EVIDENCE FOR STANDARD #5 USING RESULTS FOR CONTINUOUS IMPROVEMENT: PRACTICES • The degree to which staff has analyzed results in the context of services provided and improvement plan interventions and strategies • A broad range of involvement by stakeholder groups in the design, management, and implementation of the school’s improvement plan • Alignment of the school’s improvement goals with needs identified in the profile and supported by data analysis • Professional development activities that are aligned with the school’s improvement plan • Indication that individual professional staff development plans are related to the goals of the school’s improvement plan • Reports from staff regarding the impact of professional development activities upon their ability to implement the school’s improvement strategies • Reported/observed changes in staff behaviors as a result of professional development activities delivered in support of the school’s improvement plan • A variety of baseline and interval data to describe progress toward the goals • The extent to which the improvement agenda has been widely discussed among stakeholders • A variety of communication techniques used to inform stakeholders regarding the school’s improvement efforts and successes

EXAMPLES OF EVIDENCE FOR STANDARD #5 USING RESULTS FOR CONTINUOUS IMPROVEMENT: PRACTICES • A continuous review process to ensure ongoing monitoring and adjustment of the improvement plan • A rigorous data analysis process to evaluate the degree of success in goal attainment • Success demonstrated in reaching goals of the school’s improvement plan • Evaluation of student learning and organizational effectiveness using a variety of assessments. • The degree to which the school has a school-wide focus on assessment and ongoing analysis and use of data • Efforts by the school to determine gaps between achievement goals and improvement expectations • A variety of ways to provide training on data analysis for individuals and groups of staff • Reports by staff about how data analysis, including analysis of assessment results, has been used to assist them in improving services to stakeholders or has altered services within the school • A school-wide process of ongoing data analysis and use of data to improve services and organizational effectiveness • Disaggregation of assessment data to reflect relevant groups in the school • A variety of ways that assessment data are communicated throughout the school • A variety of assessments that are directed both toward student achievement and organizational effectiveness • The inclusion of data analysis topic in the agenda of professional development activities • A comparative analysis of assessment data among similar schools  

EXAMPLES OF EVIDENCE FOR STANDARD #5 USING RESULTS FOR CONTINUOUS IMPROVEMENT: ARTIFACTS • Description of the school’s improvement process • School profile information • School’s improvement plan that focuses on student learning and organizational effectiveness • A plan that includes components that provide specific goals, a set of appropriate assessments, a set of interventions expected to cause growth to occur, and a plan for ensuring that the staff have the skills to implement the plan • Student performance and achievement data in the school • Agendas/minutes of meetings regarding improvement activities and results • Professional development plans • Evaluation data on impact of interventions • Communications to stakeholders regarding improvement activities and results • Description of staff induction and professional development expectations • Professional development plan and/or opportunities • Data regarding staff retention and recruitment • Written process describing how facilities are regularly inspected and maintained and data demonstrating the quality of these processes • Agendas/minutes of staff meetings • Stakeholder perceptions  

The BEST Blueprint & AdvancED Accreditation Standards Correlation 1. Purpose and Direction: The BEST Blueprint maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commits to high expectations for learning as well as shared values and beliefs about teaching and learning. 2. Governance and Leadership: The BEST Blueprint is a part of a system of governance and leadership that promotes and supports student performance and system effectiveness. 3. Teaching and Assessing for Learning: The BEST Blueprint supports the district’s practices for curriculum, instructional design, and assessment, ensuring teacher effectiveness and student learning across all grades and courses. 4. Resources and Support Systems: The BEST Blueprint leverages BCPS resources and provides services in all schools to support its purpose and direction to ensure success for all students. 5. Using Results for Continuous Improvement: The BEST Blueprint supports the district’s comprehensive assessment process that generates a wide range of data about student learning and system effectiveness and uses the results to guide continuous improvement.  

Office of Service Quality THANK YOU! Veda Hudge, Director Office of Service Quality 754-321-3850