accreditation report mandarin high school advanced...accreditation report mandarin high school duval...

Accreditation Report

Mandarin High School

Duval County School District

Dr. Donna Richardson, Principal

4831 Greenland Road Jacksonville, FL 32258-1500

Document Generated On March 30, 2014

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 7

Self Assessment

Introduction 9 Standard 1: Purpose and Direction 10 Standard 2: Governance and Leadership 12 Standard 3: Teaching and Assessing for Learning 17 Standard 4: Resources and Support Systems 25 Standard 5: Using Results for Continuous Improvement 31 Report Summary 34

Stakeholder Feedback Diagnostic

Introduction 36 Stakeholder Feedback Data 37 Evaluative Criteria and Rubrics 38

Areas of Notable Achievement 39 Areas in Need of Improvement 40 Report Summary 41

Student Performance Diagnostic

Introduction 43 Student Performance Data 44 Evaluative Criteria and Rubrics 45 Areas of Notable Achievement 46 Areas in Need of Improvement 48 Report Summary 50

AdvancED Assurances

Introduction 52 AdvancED Assurances 53

Executive Summary

Accreditation ReportMandarin High School

SY 2013-2014 Page 1© 2013 AdvancED www.advanc-ed.org

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the

strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of

how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to

reflect on how it provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Mandarin High School is a public high school located on the southside of Jacksonville, Florida that serves grades nine through twelve. It is

the second largest comprehensive high school in Duval County, serving more than 2600 students. While Mandarin High School primarily

serves students within the school boundaries, some students apply for a special assignment in order to attend our Medical Career Academy

magnet or Advanced International Certificate of Education (AICE) program. In addition, it serves a diverse population of more than 19

different languages. At Mandarin High School, we understand the importance of meeting the needs of every individual student and work

hard to achieve growth with our diverse population.

Over the last three years the school has undergone several changes. In 2010 - 2013, the school operated on an A/B Block with a skinny at

the end of the day. This consisted of three 90-minute classes on A-day (1st through 3rd periods), three different 90-minute classes on B-day

(4th through 6th periods), and a 45-minute "skinny" class (7th period) that met every day. Currently, the school is on an 8 period A/B Block

consisting of four 90-minute classes on each day. During this time period, the school has continued its tradition of excellence in education by

preparing students for post-secondary education and/or the workforce through the ongoing implementation of AICE, advanced placement,

honors and some dual enrollment courses. The dual enrollment program is in collaboration with Florida State College of Jacksonville

(FSCJ). Dual enrollment courses are offered on and off campus, with a large increase of on-site courses offered this school year. The

school also added three Industry Certification Courses this school year, and is in its second year of AVID, a college-bound focused program

aimed at average students not in the upper advanced courses.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. The school's purpose can be best described by examining the vision, mission and beliefs of Mandarin High School. The vision of Mandarin

High School states, "Mandarin High School will inspire, engage, and educate every student, every day, preparing him/her for graduation and

entry into post-secondary education and/or the workforce." The mission states, "Mandarin High School is dedicated to providing high quality

education for all students while we daily inspire well-rounded, literate, character-filled cohort of young people who will graduate on time with a

career choice in mind and have all the knowledge and skills necessary to succeed in a diverse and global society." The eleven guiding

principles help set the stage for teaching and learning when we follow our belief that all students will learn despite their disadvantages. The

following beliefs are…

Continuous academic improvement is imperative for the success of our students and school.

Student learning is our number one priority.

Students need to not only demonstrate an understanding of essential knowledge and skills, but also need to be actively engaged in solving

problems and producing quality work.

A safe and physically WELCOMING environment promotes student learning.

Reading, Math, and Writing proficiency are the instructional focus of Mandarin High School.

Curriculum and instructional practices should incorporate a variety of learning activities (differentiation) to accommodate students with

different learning styles and capabilities.

Inspiring Excellence and Challenging Expectations help increase individual student performance.

Each student is a valued individual with unique physical, social, emotional, and intellectual needs.

All areas of the school support a "critical thinking" culture.

Teachers, administrators, parents, and the community share the responsibility for promoting the school's VISION and mission.

Data and research-based best practices guide all curricular instruction.

The school embodies its purpose by providing programs and learning venues that promote academic achievements, career technical

opportunities, and holistic growth for each student. The overall goal of Mandarin High School is to create an exceptional environment that

engages, challenges, and supports all students so that they may thrive and achieve their academic potential every year while preparing them

to pursue college and career readiness opportunities. To achieve this goal our school has established research-based practices to support

the curriculum and to ensure instructional strategies are current and rigorous.

Mandarin High School is proud to sponsor the Advanced International Certificate of Education (AICE) program for the past eleven (11) years.

The Advanced International Certificate of Education (AICE) Program at Mandarin High School is part of the British GCE Advanced/Advanced

Subsidiary Level (A/AS level) examination system. Through completion of the AICE Curriculum and sitting for the appropriate AICE

examinations, Mandarin's students are afforded the opportunity to earn college credit through successfully passed exams. AICE is a rigorous,

internationally recognized pre-university curriculum that provides students with a broad, balanced preparation for college honors-degree

programs. AICE prepares students to enter college with up to 30 hours of college credit and provides skills required to be successful once

they become college students.

The Medical Career Academy is in its sixth year of existence, and continually growing strong. The program's mission is "To provide students



with the opportunity for exposure to a wide variety of health science career options through a series of classes, job shadowing, and subject

integration." The program currently has more than 400 students. The seniors do weekly internships with Baptist South Hospital.

AVID (Advancement Via Individual Determination) is in its second year of existence. AVID is designed to increase school wide learning and

performance. The mission of AVID is to ensure that all students, especially the least served students in the middle, complete a college

preparatory path. Some AVID activities include, but are not limited to the following:

- Writing, Inquiry, Collaboration, Reading (WICR) methodologies

- Students participate in field trips to colleges/universities; extracurricular activities and community service.

- College students act as role models and facilitate academic discussion in regularly scheduled tutorial groups

- Students develop academic and social skills for success in all subject areas including goal setting, Cornell Notes, time management and

organizational skills

- Guest speakers provide motivation and college and professional career information

- Assistance in completing college applications, searching for scholarships and securing financial aid is facilitated by the AVID teacher

- Regularly scheduled parent meetings

Mandarin High School's comprehensive curriculum includes: honors courses at all grade levels in four disciplines; a full range of advanced

placement courses; a comprehensive world language program; a fine arts department that offers visual arts, music, and drama; a health and

physical education program; special education and English as a second language support services. Each class period is intense, bell-to-bell

instruction driven by student data. Mandarin's extra-curricular programs provide extensive opportunities for students to participate in

athletics, performing arts, honor societies, community service and general interest clubs. With a wide variety of programs available for our

students they are guaranteed to be literate, well-rounded, character-filled and prepared for post-secondary education and/or the workforce.

Our HIGH FIVE says it best as we FOCUS ON FIVE MAJOR THINGS: EXCELLENCE, CHARACTER, GRADUATION, GOOD CHOICES, &

BEING THE BEST YOU CAN BE.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Continuous Improvement Plan Results: Our Continuous Improvement Plan objectives were to meet the learning needs of all students while

preparing them for post-secondary readiness. For the past couple of years teachers have participated in staff development focused on the

implementation of best instructional practices. Classroom observations and informal conferences with teachers demonstrated that the staff

development opportunities positively impacted the construction and delivery of classroom assessments. Through the utilization of common

assessments teachers were able to better support student learning. Data collection and analysis in the areas of mathematics, reading, and

writing showed an increase in the percentage of students meeting high standards on the FCAT. We will continue to monitor student progress

and utilize data to support best instructional practices and the achievement of all students.

AICE Graduating Class

Class of 2010: 47 of 63 AICE students received the AICE Diploma




Class of 2014: 75 of 80 AICE students have met the requirements for the AICE Diploma based on exams passed as a junior. More AICE

Diplomas will be earned by graduation as the seniors will have an opportunity to take more AICE examinations in the Fall and in the Spring.

Medical Career Academy Graduating Class

Class of 2012: 22 of 22 CTE students passed the CMAA Industry Certification Exam



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. Mandarin High School is committed to the development of the whole child. As a comprehensive high school, we strive to inspire academic

excellence in every classroom, for every student, every day. In an effort to ensure that our students are prepared for the 21st century, we

have incorporated blended learning in several courses. This implementation will also help our students to obtain the online credit needed for

graduation. In addition, we have added more industry certification courses. Data, on the other hand, has helped us to maintain the

instructional focus of educational excellence on teaching and learning. Students, teachers and administrators routinely look at a variety of

data to check progress against goals and to change their practices. The students' know that the data will inform instruction, scheduling,

teacher assignments and other aspects of their school experience. At MHS, data is used to improve instruction and the consistent use of

data has become part of the culture of the school. We must continually build processes and systems as a part of a continuous improvement

cycle for school improvement.



Self Assessment



Introduction AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the

accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in

purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement

efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's

ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential

component of the preparation process for the institution's External Review.



Standard 1: Purpose and Direction

The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and

beliefs about teaching and learning.

Overall Rating: 4.0

Indicator Statement or Question Response Evidence Rating1.1 The school engages in a

systematic, inclusive, andcomprehensive process toreview, revise, and communicatea school purpose for studentsuccess.

The process for review, revision, andcommunication of the school's purposeis clearly documented, and a record ofthe use and results of the process ismaintained. The process is formalizedand implemented with fidelity on aregular schedule. The process includesparticipation by representatives selectedat random from all stakeholder groups.The purpose statement clearly focuseson student success.

•Survey results

•Examples ofcommunications tostakeholders about theschool's purpose (i.e.website, newsletters,annual report, studenthandbook)

•Communication plan tostakeholders regarding theschool's purpose

•Minutes from meetingsrelated to development ofthe school's purpose

•Documentation ordescription of the processfor creating the school'spurpose including the roleof stakeholders

•Purpose statements -past and present

•MHS has a SchoolImprovement Plan craftedby faculty, staff, andcommunity stakeholders.

Level 4

Indicator Statement or Question Response Evidence Rating1.2 The school's leadership and staff

commit to a culture that is basedon shared values and beliefsabout teaching and learning andsupports challenging, equitableeducational programs andlearning experiences for allstudents that includeachievement of learning, thinking,and life skills.

Commitment to shared values andbeliefs about teaching and learning isclearly evident in documentation anddecision making. This commitment isalways reflected in communicationamong leaders and staff. Challengingeducational programs and equitablelearning experiences are implemented ina measurable way so that all studentsachieve learning, thinking, and life skillsnecessary for success. Evidenceindicates a strong commitment toinstructional practices that include activestudent engagement, a focus on depthof understanding, and the application ofknowledge and skills. School leadershipand staff hold one another accountableto high expectations for professionalpractice.

•Agendas and/or minutesthat reference acommitment to thecomponents of theschool's statement ofpurpose

•Survey results

•The school's statement ofpurpose

•The school's vision andmission is revisited eachyear, as well as thebeliefs, to assure equitableeducational programs andlearning experiences for allstudents that includeachievement of learning,thinking, and life skills.

Level 4



Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following

questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.

Cite sources of evidence External Review team members may be interested in reviewing. Mandarin High School has challenging educational programs to include the Medical Career Academy, AICE (an International Baccalaureate

Program), AVID, College Board courses, Dual Enrollment courses through FSCJ and Embry-Riddle, and Industry Certification opportunities.

The school also has a commitment to shared values and beliefs that is evidence through monthly Shared Governance meetings, weekly

Leadership meetings, monthly Department Head meetings, monthly Faculty meetings, monthly PTSA/SAC meetings, monthly Career

Academy meetings. The Charlotte Danielson CAST Teacher Evaluation System include an application of knowledge and skill, depth of

knowledge, active student engagement, and personal professional development. School leadership and staff hold one another accountable

to high expectations for professional practice through analysis of data and Quarterly Curriculum Reviews conducted by administration with

faculty to hold one another accountable.

A systematic continuous improvement process for improving student learning is implemented through PLC's, SLC's, CPG's and Lesson

Study. Comprehensive data on student and school performance are viewed through the curriculum guide assessments, teacher made tests,

and formative/summative assessments to direct instructional practices. This assures that instruction is aligned based on the needs of the

individual students.

Indicator Statement or Question Response Evidence Rating1.3 The school's leadership

implements a continuousimprovement process thatprovides clear direction forimproving conditions that supportstudent learning.

School leaders require the use of adocumented, systematic continuousimprovement process for improvingstudent learning and the conditions thatsupport learning. All stakeholder groupswork collaboratively and consistently inauthentic and meaningful ways that buildand sustain ownership of the school'spurpose and direction. School personnelsystematically maintain, use, andcommunicate a profile with current andcomprehensive data on student andschool performance. The profile containsthorough analyses of a broad range ofdata used to identify goals for theimprovement of achievement andinstruction that are aligned with theschool's purpose. All improvement goalshave measurable performance targets.The process includes action planningthat identifies measurable objectives,strategies, activities, resources, andtimelines for achieving all improvementgoals. School personnel hold oneanother accountable for and evaluatethe overall quality of the implementationof all interventions and strategies. Theprocess is reviewed and evaluatedregularly. Documentation that theprocess is implemented with fidelity andyields improved student achievementand instruction is available andcommunicated to stakeholders.

•Survey results

•The school data profile

•Agenda, minutes fromcontinuous improvementplanning meetings

•Communication plan andartifacts that show two-way communication tostaff and stakeholders

•The school continuousimprovement plan

•Mandarin High School iscommitted to continuousimprovement. Allstakeholder groups, suchas, the teacher'sProfessional LearningCommunities, GuidanceCounselors, PTSA, SACand Business Partnershipswork collaboratively andconsistently in authenticand meaningful ways thatbuild and sustainownership of the school'spurpose and direction.

Level 4



Standard 2: Governance and Leadership

The school operates under governance and leadership that promote and support student performance and school effectiveness.

Overall Rating: 3.83

Indicator Statement or Question Response Evidence Rating2.1 The governing body establishes

policies and supports practicesthat ensure effectiveadministration of the school.

Policies and practices clearly anddirectly support the school's purpose anddirection and the effective operation ofthe school. Policies and practicesrequire and have mechanisms in placefor monitoring effective instruction andassessment that produce equitable andchallenging learning experiences for allstudents. There are policies andpractices requiring and giving directionfor professional growth of all staff.Policies and practices provide clearrequirements, direction for, andoversight of fiscal management.

•Student handbooks

•Governing body policies,procedures, and practices

•Staff handbooks

•Communications tostakeholder about policyrevisions

•School handbooks

•To insure the effectiveoperation of the school,the administration providesa teacher handbook thatidentifies expectations andpolicies to monitoreffective instruction andassessments that providechallenging learningexperiences for allstudents. Teachers areevaluated with anevaluation tool (CAST)and an IndividualProfessional DevelopmentPlan (IPDP) that assuresthat teachers have input totheir Professional Learningpath.

Level 4



Indicator Statement or Question Response Evidence Rating2.2 The governing body operates

responsibly and functionseffectively.

The governing body has a process toensure that its decisions and actions arein accordance with defined roles andresponsibilities, a code of ethics, andfree of conflict of interest. Governingbody members participate in asystematic, formal professionaldevelopment process regarding the rolesand responsibilities of the governingbody and its individual members. Thegoverning body complies with allpolicies, procedures, laws, andregulations and functions as a cohesiveunit.

•List of assigned staff forcompliance

•Proof of legal counsel

•Assurances, certifications

•Governing body trainingplan

•Findings of internal andexternal reviews ofcompliance with laws,regulations, and policies

•Historical compliancedata

•Governing body policieson roles andresponsibilities, conflict ofinterest

•Governing code of ethics

•The SAC (SchoolAdvisory Council)consisting of parents,students, teachers,community members,business members, andadministrators ensuresthat its decisions andactions are in accordancewith defined roles andresponsibilities, areethical, and free of conflictof interest. The governingbody complies with allpolicies, procedures, laws,and regulations andfunctions as a cohesiveunit.

Level 3



Indicator Statement or Question Response Evidence Rating2.3 The governing body ensures that

the school leadership has theautonomy to meet goals forachievement and instruction andto manage day-to-day operationseffectively.

The governing body consistentlyprotects, supports, and respects theautonomy of school leadership toaccomplish goals for achievement andinstruction and to manage day-to-dayoperations of the school. The governingbody maintains a clear distinctionbetween its roles and responsibilitiesand those of school leadership.

•Roles and responsibilitiesof school leadership

•School improvement plandeveloped by the school

•Stakeholder input andfeedback

•Maintenance ofconsistent academicoversight, planning, andresource allocation

•Communicationsregarding board actions

•Survey results regardingfunctions of the governingbody

•Agendas and minutes ofmeetings

•The District governingbody consistently protects,supports, and respects theautonomy of schoolleadership to accomplishgoals for achievement andinstruction and to manageday-to-day operations ofthe school and maintains aclear distinction betweenits roles andresponsibilities and thoseof school leadership.

Level 4

Indicator Statement or Question Response Evidence Rating2.4 Leadership and staff foster a

culture consistent with theschool's purpose and direction.

Leaders and staff deliberately andconsistently align their decisions andactions toward continuous improvementto achieve the school's purpose. Theyencourage, support, and expect allstudents to be held to high standards inall courses of study. All stakeholders arecollectively accountable for studentlearning. School leaders actively andconsistently support and encourageinnovation, collaboration, sharedleadership, and rigorous professionalgrowth. The culture is characterized bycollaboration and a sense of communityamong all stakeholders.

•Examples of collaborationand shared leadership

•Survey results

•Examples of decisionsaligned with the school'sstatement of purpose

•Examples of decisions insupport of the school'scontinuous improvementplan

•Leaders and staffconsistently align theirdecisions and actionstoward continuousimprovement to achievethe school's purpose. Allstakeholders areencouraged to collaborate,innovate and participate inrigorous professionalgrowth and are collectivelyaccountable for studentlearning.

Level 4



Indicator Statement or Question Response Evidence Rating2.5 Leadership engages stakeholders

effectively in support of theschool's purpose and direction.

Leaders consistently communicateeffectively with appropriate and variedrepresentatives from stakeholdergroups, provide opportunities forstakeholders to shape decisions, solicitfeedback and respond to stakeholders,work collaboratively on schoolimprovement efforts, and provide andsupport meaningful leadership roles forstakeholders. School leaders' proactiveand persistent efforts result inmeasurable, active stakeholderparticipation; positive engagement in theschool; a strong sense of community;and ownership.

•Minutes from meetingswith stakeholders

•Copies of surveys orscreen shots from onlinesurveys

•Survey responses

•Involvement ofstakeholders in a schoolimprovement plan

•Communication plan

•School leaders areproactive in engagingpositive and activestakeholder participation inthe school by involvingorganizations such as, thePTSA, SAC and VolunteerProgram in order toprovide a strong sense ofcommunity and ownership

Level 4

Indicator Statement or Question Response Evidence Rating2.6 Leadership and staff supervision

and evaluation processes resultin improved professional practiceand student success.

The primary focus of the criteria andprocesses of supervision and evaluationis improving professional practice andensuring student success. Supervisionand evaluation processes areconsistently and regularly implemented.The results of the supervision andevaluation processes are analyzedcarefully and used to monitor andeffectively adjust professional practiceand ensure student learning.

•Examples of professionaldevelopment offerings andplans tied specifically tothe results fromsupervision and evaluation

•Governing body policy onsupervision and evaluation

•Supervision andevaluation documents withcriteria for improvingprofessional practice andstudent success noted

•Job specific criteria

•Representativesupervision and evaluationreports

•It is the District'sexpectation that theAdministration use theadopted form of evaluation(CAST) to ensure aprocess of supervision andevaluation that isimproving professionalpractice and ensuringstudent success. Theresults of the supervisionand evaluation processesare analyzed carefully.The results are used tomonitor and effectivelyadjust professionalpractices to ensurestudent learning

Level 4





Cite sources of evidence External Review team members may be interested in reviewing. Mandarin High School implements a myriad of strategies to ensure that the governing body's policies, procedures, and practices are well

known by all stakeholders. The school's website is filled with information about our vision, mission and beliefs, and this is also reiterated on

our school-wide telephone greeting, and posted in all classrooms and offices at the school. Our School Advisory Council reviews our School

Improvement Plan and assists in its review and recommendations, as well as do the entire faculty and staff, who analyze the SIP and offer

input to ensure that all our student body's needs are met.

A Faculty Handbook enumerates all the policies and procedures of the school, and a Student Handbook does the same thing. We also have

a PARENT Newsletter that is placed on our website to offer information and guidance for parental concerns.



Standard 3: Teaching and Assessing for Learning

The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.


Indicator Statement or Question Response Evidence Rating3.1 The school's curriculum provides

equitable and challenginglearning experiences that ensureall students have sufficientopportunities to develop learning,thinking, and life skills that lead tosuccess at the next level.

Curriculum and learning experiences ineach course/class provide all studentswith challenging and equitableopportunities to develop learning skills,thinking skills, and life skills that alignwith the school's purpose. Evidenceclearly indicates curriculum and learningexperiences prepare students forsuccess at the next level. Likecourses/classes have the same highlearning expectations. Learning activitiesare individualized for each student in away that supports achievement ofexpectations.

•Survey results

•Lesson plans

•Graduate follow-upsurveys

•Learning expectations fordifferent courses

•Posted learningobjectives

•Representative samplesof student work acrosscourses

•Course schedules

•Enrollment patterns forvarious courses

•Course descriptions

•Descriptions ofinstructional techniques

Level 4

Indicator Statement or Question Response Evidence Rating3.2 Curriculum, instruction, and

assessment are monitored andadjusted systematically inresponse to data from multipleassessments of student learningand an examination ofprofessional practice.

Using data from student assessmentsand an examination of professionalpractice, school personnel monitor andadjust curriculum, instruction, andassessment to ensure vertical andhorizontal alignment and alignment withthe school's goals for achievement andinstruction and statement of purpose.There is a process in place to ensurealignment each time curriculum,instruction, and/or assessments arereviewed or revised. The continuousimprovement process ensures thatvertical and horizontal alignment as wellas alignment with the school's purposeare maintained and enhanced incurriculum, instruction, and assessment.

•Curriculum guides

•A description of thesystematic review processfor curriculum, instruction,and assessment

•Common assessments

•Surveys results

•Curriculum writingprocess

•Products – scope andsequence, curriculummaps

•Lesson plans aligned tothe curriculum

Level 3



Indicator Statement or Question Response Evidence Rating3.3 Teachers engage students in

their learning throughinstructional strategies thatensure achievement of learningexpectations.

Teachers are consistent and deliberatein planning and using instructionalstrategies that require studentcollaboration, self-reflection, anddevelopment of critical thinking skills.Teachers personalize instructionalstrategies and interventions to addressindividual learning needs of eachstudent. Teachers consistently useinstructional strategies that requirestudents to apply knowledge and skills,integrate content and skills with otherdisciplines, and use technologies asinstructional resources and learningtools.

•Teacher evaluationcriteria

•Agenda items addressingthese strategies

•Professional developmentfocused on thesestrategies

•Authentic assessments

•Examples of teacher useof technology as aninstructional resource

•Examples of student useof technology as a learningtool

•Student workdemonstrating theapplication of knowledge

•Findings from supervisorwalk-thrus andobservations

•Surveys results

•Interdisciplinary projects

Level 4

Indicator Statement or Question Response Evidence Rating3.4 School leaders monitor and

support the improvement ofinstructional practices of teachersto ensure student success.

School leaders formally and consistentlymonitor instructional practices throughsupervision and evaluation proceduresbeyond classroom observation to ensurethat they 1) are aligned with the school'svalues and beliefs about teaching andlearning, 2) are teaching the approvedcurriculum, 3) are directly engaged withall students in the oversight of theirlearning, and 4) use content-specificstandards of professional practice.

•Documentation ofcollection of lesson plansand grade books

•Supervision andevaluation procedures

•Peer or mentoringopportunities andinteractions

•Recognition of teacherswith regard to thesepractices

•Surveys results

•Examples ofimprovements toinstructional practicesresulting from theevaluation process

•Administrative classroomobservation protocols andlogs

Level 4



Indicator Statement or Question Response Evidence Rating3.5 Teachers participate in

collaborative learningcommunities to improveinstruction and student learning.

All members of the school staffparticipate in collaborative learningcommunities that meet both informallyand formally. Collaboration often occursacross grade levels and content areas.Staff members have been trained toimplement a formal process thatpromotes discussion about studentlearning. Learning from, using, anddiscussing the results of inquirypractices such as action research, theexamination of student work, reflection,study teams, and peer coaching occurregularly among most school personnel.School personnel indicate thatcollaboration causes improvementresults in instructional practice andstudent performance.

•Examples of crosscurricular projects,interdisciplinaryinstruction, and classroomaction research project

•Common language,protocols and reportingtools

•Agendas and minutes ofcollaborative learningcommittees

•Calendar/schedule oflearning communitymeetings

•Survey results

•Peer coaching guidelinesand procedures

•Examples ofimprovements to contentand instructional practiceresulting fromcollaboration

Level 3

Indicator Statement or Question Response Evidence Rating3.6 Teachers implement the school's

instructional process in support ofstudent learning.

All teachers use an instructional processthat informs students of learningexpectations and standards ofperformance. Exemplars are oftenprovided to guide and inform students.The process includes multiple measures,including formative assessments, toinform the ongoing modification ofinstruction and provide data for possiblecurriculum revision. The processprovides students with specific andtimely feedback about their learning.

•Examples of learningexpectations andstandards of performance

•Examples ofassessments thatprompted modification ininstruction

•Samples of exemplarsused to guide and informstudent learning

Level 3



Indicator Statement or Question Response Evidence Rating3.7 Mentoring, coaching, and

induction programs supportinstructional improvementconsistent with the school'svalues and beliefs about teachingand learning.

School personnel are engaged inmentoring, coaching, and inductionprograms that are consistent with theschool's values and beliefs aboutteaching, learning, and the conditionsthat support learning. These programsset expectations for all school personneland include measures of performance.

•Records of meetings andwalk thrus/feedbacksessions

•Professional learningcalendar with activities forinstructional support ofnew staff

•Descriptions andschedules of mentoring,coaching, and inductionprograms with referencesto school beliefs andvalues about teaching andlearning

•Personnel manuals withinformation related to newhires including mentoring,coaching, and inductionpractices

•Our new teacher programfollows the county's MINTprogram and calendar totrain new teachers.Mentors are usuallychosen because ofclassroom experience andare paired according to acombination of experienceand subject area with amentee. All Mentees havegone through the CETTraining done by theDistrict to certify them asmentors. Many timesproximity on campus is afactor in facilitating thementors' and mentees'ability to meet, discussand observe.

Level 3



Indicator Statement or Question Response Evidence Rating3.8 The school engages families in

meaningful ways in theirchildren's education and keepsthem informed of their children'slearning progress.

Programs that engage families inmeaningful ways in their children'seducation are designed, implemented,and evaluated. Families have multipleways of staying informed of theirchildren's learning progress.

•Volunteer program withvariety of options forparticipation

•List of varied activitiesand communicationsmodes with families, e.g.,info portal, online,newsletters, parentcenters, academic nights,open house, early releasedays

•Calendar outlining whenand how families areprovided information onchild's progress

•Mandarin High invites theparents and families toparticipate in many eventssuch as Orientation andOpen House at thebeginning of the academicyear. Parents and familiesreceive quarterly progressreports and reports cards.Grades are posted on anonline Grade Portal whichcan be accessed atanytime. Newsletters anda calendar of events areposted on the schoolwebsite. Guidance willhold grade level ParentNights to ensure clearinformation dissemination.Volunteering isencouraged.

Level 4



Indicator Statement or Question Response Evidence Rating3.9 The school has a formal structure

whereby each student is wellknown by at least one adultadvocate in the school whosupports that student'seducational experience.

School personnel participate in astructure that gives them long-terminteraction with individual students,allowing them to build strongrelationships over time with the student.All students may participate in thestructure. The structure allows theschool employee to gain insight into andserve as an advocate for the student'sneeds regarding learning skills, thinkingskills, and life skills.

•List of students matchedto adult advocate

•Curriculum and activitiesof formal adult advocatestructure

•Master schedule with timefor formal adult advocatestructure

•Description of formaladult advocate structures

•Many of the programsinclude a LeadershipFocus Mentoring Group,which are a subgroup ofat-risk black male seniorsthat are being mentored bythe administration to instillin them the benefits ofobtaining a postsecondaryeducation, character traitsand leadership skills asfuture leaders of oursociety. Additionalprograms include, but arenot limited to the GenreFan Fair, Lunch and Lap,Excellence Awards, the NoLuncheon, Honor Rollrecognitions, MotivatingMentors and ChallengeDay.

Level 3

Indicator Statement or Question Response Evidence Rating3.10 Grading and reporting are based

on clearly defined criteria thatrepresent the attainment ofcontent knowledge and skills andare consistent across gradelevels and courses.

All teachers consistently use commongrading and reporting policies,processes, and procedures based onclearly defined criteria that representeach student's attainment of contentknowledge and skills. These policies,processes, and procedures areimplemented without fail across all gradelevels and all courses. All stakeholdersare aware of the policies, processes,and procedures. The policies,processes, and procedures are formallyand regularly evaluated.

•Evaluation process forgrading and reportingpractices

•Sample report cards foreach grade level and forall courses

•Sample communicationsto stakeholders aboutgrading and reporting

•Policies, processes, andprocedures on grading andreporting

•The Common PlanningGroups meet consistentlyto discuss commongrading and reportingpolicies, processes, andprocedures based onclearly defined criteria thatrepresent each student'sattainment of contentknowledge and skills.These policies, processes,and procedures areimplemented throughoutthe CPG's course. Allstakeholders are aware ofthe policies, processes,and procedures.

Level 4



Indicator Statement or Question Response Evidence Rating3.11 All staff members participate in a

continuous program ofprofessional learning.

All staff members participate in arigorous, continuous program ofprofessional learning that is aligned withthe school's purpose and direction.Professional development is based onan assessment of needs of the schooland the individual. The program buildsmeasurable capacity among allprofessional and support staff. Theprogram is rigorously and systematicallyevaluated for effectiveness in improvinginstruction, student learning, and theconditions that support learning.

•Results of evaluation ofprofessional learningprogram.

•Evaluation tools forprofessional learning

•Survey results

•Brief explanation ofalignment betweenprofessional learning andidentified needs

•Crosswalk betweenprofessional learning andschool purpose anddirection

•All staff membersparticipate in a rigorous,continuous program ofprofessional learning thatis aligned with the school'spurpose and direction.Professional developmentis based on anassessment of needs ofthe school and theindividual. The programbuilds measurablecapacity among allprofessional and supportstaff. The program isevaluated for effectivenessin improving instruction,student learning, and theconditions that supportlearning.

Level 4





Cite sources of evidence External Review team members may be interested in reviewing. Students are required to take the District Baseline Assessment at the beginning of the year or semester. At the end of each quarter the

students take a Curriculum Guided Assessment. Students also take the I-READY test for Mathematics, the IOWA E and the DAR for reading

to glean additional data about the student's grade level aptitude for the math and reading. The data from these assessments is reviewed by

the teachers, instructional coaches and administration. From this data, a plan is formulated to address areas of weaknesses for instructional

purposes. Teachers work with their Common Planning Groups to design common lessons and common assessments for whole class

instruction as well as the individual student.

Continuous professional learning is offered to teachers on early dismissal days throughout the year in their Professional Learning

Communities.

Our new teacher program follows the county's MINT program and calendar to train new teachers. Mentors are usually chosen because of

classroom experience and are paired according to a combination of experience and subject area with a mentee. All Mentors have gone

through CET Training done by the District to certify them as mentors. Many times proximity on campus is a factor in facilitating the mentors'

and mentees' ability to meet, discuss and observe.

Indicator Statement or Question Response Evidence Rating3.12 The school provides and

coordinates learning supportservices to meet the uniquelearning needs of students.

School personnel systematically andcontinuously use data to identify uniquelearning needs of all students at alllevels of proficiency as well as otherlearning needs (such as secondlanguages). School personnel staycurrent on research related to uniquecharacteristics of learning (such aslearning styles, multiple intelligences,personality type indicators) and provideor coordinate related individualizedlearning support services to all students.

•List of learning supportservices and studentpopulation served by suchservices

•Training and professionallearning related toresearch on uniquecharacteristics of learning

•Data used to identifyunique learning needs ofstudents

•The CPG's designscommon lessons andanalyzes the data basedon assessments. TheCPG then identifies thestudents in need and thendiscusses differentiationstrategies that will addressthose needs. At the nextmeeting, the CPG furtheridentifies any studentswho still have failed tomeet the standard. Atwhich point, a variety ofintervention strategiesinvolving the student,parent and teacher areimplemented to meet theindividual need of thestudents thus following themulti-tier.

Level 4



Standard 4: Resources and Support Systems

The school has resources and provides services that support its purpose and direction to ensure success for all students.


Indicator Statement or Question Response Evidence Rating4.1 Qualified professional and

support staff are sufficient innumber to fulfill their roles andresponsibilities necessary tosupport the school's purpose,direction, and the educationalprogram.

Clearly defined policies, processes, andprocedures ensure that school leadershave access to, hire, place, and retainqualified professional and support staff.School leaders use a formal, systematicprocess to determine the number ofpersonnel necessary to fill all the rolesand responsibilities necessary to supportthe school purpose, educationalprograms, and continuous improvement.Sustained fiscal resources are availableto fund all positions necessary toachieve the purpose and direction of theschool.

•School budgets for thelast three years

•Policies, processes,procedures and otherdocumentation related tothe hiring, placement andretention of professionaland support staff

•Assessments of staffingneeds

•Documentation of highlyqualified staff

•Mandarin High Schoolhas a very rigorous and in-depth method of hiring andretaining qualifiedteachers. We use the BBImethod which is theBehavior-Based Interviewmethod. We also employthe PAR and STARmethods to assess andevaluate candidates. OurPrincipal, Principal ofCurriculum andDepartment Head sit in oninterviews. HumanResources and Open HRprovide viable candidatesfor hire, and the school'sreputation as anoutstanding institutionhelps to bring candidatesto our door.

Level 4



Indicator Statement or Question Response Evidence Rating4.2 Instructional time, material

resources, and fiscal resourcesare sufficient to support thepurpose and direction of theschool.

Instructional time, material resources,and fiscal resources are focused solelyon supporting the purpose and directionof the school. Instructional time isfiercely protected in policy and practice.School leaders exhaust every option tosecure material and fiscal resources tomeet the needs of all students. Schoolleaders measurably demonstrate thatinstructional time, material resources,and fiscal resources are allocated sothat all students have equitableopportunities to attain challenginglearning expectations. Efforts toward thecontinuous improvement of instructionand operations concentrate on achievingthe school's purpose and direction.

•Examples of efforts ofschool leaders to securenecessary material andfiscal resources

•Survey results

•School schedule

•Alignment of budget withschool purpose anddirection

•School calendar

•Academic success is ofparamount importance tothe Mandarin High Schoolcommunity. MandarinHigh School strategicallyand systematically focuson excellence throughteaching and learning inan effort to improvestudent achievement. Thisyear's theme centeraround "inspiringexcellence every day".The funds received insupport of these effortscome from variouscommunity sources. Theyhelp with building theculture and climate of ourentire school and are usedas incentives for ourfaculty,

Level 4



Indicator Statement or Question Response Evidence Rating4.3 The school maintains facilities,

services, and equipment toprovide a safe, clean, and healthyenvironment for all students andstaff.

School leaders have adopted or createdclear expectations for maintaining safety,cleanliness, and a healthy environmentand have shared these definitions andexpectations with stakeholders. Schoolpersonnel and students are accountablefor maintaining these expectations.Measures are in place that allow forcontinuous tracking of these conditions.Improvement plans are developed andimplemented by appropriate personnelas necessary to improve theseconditions. Results of improvementefforts are evaluated.

•Records of depreciationof equipment

•Survey results

•Documentation ofcompliance with local andstate inspectionsrequirements

•Documentation ofemergency proceduressuch as fire drills,evacuation and otheremergency procedures.

•System for maintenancerequests

•Maintenance schedules

•Safety committeeresponsibilities, meetingschedules, and minutes

•The administration hasdeveloped an extensiveplan for emergencyprocedures which hasbeen communicated to thefaculty, staff and studentpopulation. Theseprocedures are practicedon a regular basis toidentify and correct anypossible issues should anemergency present itself.The Foundationscommittee meets on aregular basis to identifyand address safetyconcerns.

Level 3



Indicator Statement or Question Response Evidence Rating4.4 Students and school personnel

use a range of media andinformation resources to supportthe school's educationalprograms.

Students and school personnel haveaccess to media and informationresources necessary to achieve theeducational programs of the school.Qualified personnel are available toassist students and school personnel inlearning about the tools and locations forfinding and retrieving information.

•Budget related to mediaand information resourceacquisition

•Data on media andinformation resourcesavailable to students andstaff

•The media center is opento students and staff.Instructional personnel canschedule time in thecomputer labs for studentsto conduct research andaccess educationalprograms related to theircourses. The Instructionalcoaches, the SchoolTechnology Coordinator,and Administration assistschool personnel inlearning about the toolsand locations for findingand retrieving informationrelated to their coursesthrough classroom visitsand professionaldevelopment.

Level 3

Indicator Statement or Question Response Evidence Rating4.5 The technology infrastructure

supports the school's teaching,learning, and operational needs.

The technology infrastructure is modern,fully functional, and meets the teaching,learning, and operational needs of allstakeholders. School personnel developand administer needs assessments anduse the resulting data to develop andimplement a technology plan tocontinuously improve technologyservices and infrastructure.

•Technology plan andbudget to improvetechnology services andinfrastructure

•Assessments to informdevelopment of technologyplan

•Survey results

•Policies relative totechnology use

•The technologyinfrastructure meets theteaching, learning, andoperational needs of allstakeholders. Faculty andstaff are surveyed andneeds are communicatedusing the resulting data todevelop and implement atechnology plan tocontinuously improvetechnology services andinfrastructure.

Level 4



Indicator Statement or Question Response Evidence Rating4.6 The school provides support

services to meet the physical,social, and emotional needs ofthe student population beingserved.

School personnel implement a clearlydefined process to determine thephysical, social, and emotional needs ofeach student in the school. Schoolpersonnel provide or coordinateprograms to meet the needs of allstudents. Valid and reliable measures ofprogram effectiveness are in place, andschool personnel use the data fromthese measures to regularly evaluate allprograms. Improvement plans related tothese programs are designed andimplemented to more effectively meetthe needs of all students.

•Student assessmentsystem for identifyingstudent needs

•Agreements with schoolcommunity agencies forstudent-family support

•Schedule of familyservices, e.g., parentclasses, survival skills

•Social classes andservices, e.g., bullying,character education

•List of support servicesavailable to students

•Parent Academy wasestablished and meetsmonthly and provides toolsto more effectivelyenhance parenting,advocacy, and leadershipskills. The ParentAcademy also suppliesparents and caregiverswith the tools to promotestudents' academicachievement, and navigatethe school system. Theadministration hasassemblies to discussbullying and charactereducation. The ChallengeDay program which meetsyearly provides a venuefor students to discussstudent needs, charactereducation.

Level 4





Cite sources of evidence External Review team members may be interested in reviewing. Counselors encourage students to take the Choices Interest Inventory or ASVAB to explore various career opportunities in their areas of

interest. Counselors meet individually with students to discuss their course selections and align the courses that they take in high school with

their future postsecondary plans. Seniors meet individually with their counselors to discuss college and career plans to help them prepare for

their postsecondary education.

We also offer numerous CTE elective courses which will allow students to be certified in various technical programs that will assist them in

their future careers.

Indicator Statement or Question Response Evidence Rating4.7 The school provides services that

support the counseling,assessment, referral, educational,and career planning needs of allstudents.

School personnel implement a clearlydefined, systematic process todetermine the counseling, assessment,referral, educational, and careerplanning needs of all students. Schoolpersonnel provide or coordinateprograms necessary to meet the needsof all students. Valid and reliablemeasures of program effectiveness arein place, and school personnel use thedata from these measures to regularlyevaluate all programs. Improvementplans related to these programs aredesigned and implemented to moreeffectively meet the needs of allstudents.

•List of services availablerelated to counseling,assessment, referral,educational, and careerplanning

•Survey results

•Budget for counseling,assessment, referral,educational and careerplanning

•Description of IEPprocess

•Description of referralprocess

•Counselors encouragestudents to take theChoices Interest Inventoryor ASVAB to explorevarious careeropportunities in their areasof interest. Counselorsmeet individually withstudents to discuss theircourse selections andalign the courses that theytake in high school withtheir future postsecondaryplans. Seniors meetindividually with theircounselors to discusscollege and career plansto help them prepare fortheir postsecondaryeducation.

Level 4



Standard 5: Using Results for Continuous Improvement

The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness

and uses the results to guide continuous improvement.

Overall Rating: 3.8

Indicator Statement or Question Response Evidence Rating5.1 The school establishes and

maintains a clearly defined andcomprehensive studentassessment system.

School personnel maintain andconsistently use a comprehensiveassessment system that produces datafrom multiple assessment measures,including locally developed andstandardized assessments aboutstudent learning and schoolperformance. The system ensuresconsistent measurement across allclassrooms and courses. Allassessments are proven reliable andbias free. The system is regularly andsystematically evaluated for reliabilityand effectiveness in improvinginstruction, student learning, and theconditions that support learning.

•Documentation ordescription of evaluationtools/protocols

•Brief description ofstudent assessmentsystem including range ofdata produced fromstandardized and localassessments on studentlearning and schoolperformance

•Evidence thatassessments are reliableand bias free

Level 4

Indicator Statement or Question Response Evidence Rating5.2 Professional and support staff

continuously collect, analyze, andapply learning from a range ofdata sources, includingcomparison and trend data aboutstudent learning, instruction,program evaluation, andorganizational conditions.

Systematic processes and proceduresfor collecting, analyzing, and applyinglearning from all data sources aredocumented and used consistently byprofessional and support staff. Datasources include comparison and trenddata that provide a comprehensive andcomplete picture of student learning,instruction, the effectiveness ofprograms, and the conditions thatsupport learning. All school personneluse data to design, implement, andevaluate continuous improvement plansto improve student learning, instruction,the effectiveness of programs, andorganizational conditions.

•Written protocols andprocedures for datacollection and analysis

•Examples of use of datato design, implement, andevaluate continuousimprovement plans andapply learning

•List of data sourcesrelated to student learning,instruction, programeffectiveness, andconditions that supportlearning

Level 4

Indicator Statement or Question Response Evidence Rating5.3 Professional and support staff are

trained in the evaluation,interpretation, and use of data.

All professional and support staffmembers are regularly andsystematically assessed and trained in arigorous, individualized professionaldevelopment program related to theevaluation, interpretation, and use ofdata.

•Policies specific to datatraining

•Professional learningschedule specific to theuse of data

•Documentation ofattendance and trainingrelated to data use

•Survey results

•Training materials specificto the evaluation,interpretation, and use ofdata

Level 4





Cite sources of evidence External Review team members may be interested in reviewing.

Indicator Statement or Question Response Evidence Rating5.4 The school engages in a

continuous process to determineverifiable improvement in studentlearning, including readiness forand success at the next level.

Policies and procedures describe aprocess for analyzing data thatdetermine verifiable improvement instudent learning, including readiness forand success at the next level. Resultsindicate improvement, and schoolpersonnel consistently use these resultsto design, implement, and evaluate theresults of continuous improvementaction plans related to student learning,including readiness for and success atthe next level.

•Student surveys

•Agendas, minutes ofmeetings related toanalysis of data

•Description of process foranalyzing data todetermine verifiableimprovement in studentlearning

•Examples of use ofresults to evaluatecontinuous improvementaction plans

•Evidence of studentreadiness for the next level

•Evidence of studentgrowth

•Evidence of studentsuccess at the next level

Level 3

Indicator Statement or Question Response Evidence Rating5.5 Leadership monitors and

communicates comprehensiveinformation about studentlearning, conditions that supportstudent learning, and theachievement of schoolimprovement goals tostakeholders.

Leaders monitor comprehensiveinformation about student learning,conditions that support student learning,and the achievement of schoolimprovement goals. Leaders regularlycommunicate results using multipledelivery methods and in appropriatedegrees of sophistication for allstakeholder groups.

•Minutes of boardmeetings regardingachievement of studentlearning goals

•Communication planregarding student learning,conditions that supportlearning, and achievementof school improvementgoals to stakeholders

•Sample communicationsto stakeholders regardingstudent learning,conditions that supportlearning, and achievementof school improvementgoals

•School quality controlprocedures for monitoringinformation about studentlearning, conditions thatsupport learning, and theachievement of schoolimprovement goals

•Executive summaries ofstudent learning reports tostakeholder groups

Level 4



Students are required to take the District Baseline Assessment at the beginning of the year or semester. At the end of each quarter the

students take a Curriculum Guided Assessment. Students also take the I-READY test for Mathematics, the IOWA E and the DAR for reading

to glean additional data about the student's grade level aptitude for the math and reading. The data from these assessments is reviewed by

the teachers, instructional coaches and administration. From this data, a plan is formulated to address areas of weaknesses for instructional

purposes. Teachers work with their Common Planning Groups to design lessons for whole class instruction as well as the individual student.

Strengths include our Reading Enrichment I, II, III, and FCAT Retake classes and the ACT/SAT Preparation Course being offered during the

day each day. Math also has remedial courses during the day and reviews twice a week after school. There is after school remediation and

credit recovery offered to the student body. Another strength would be our Summer Bridge Program which lasts two weeks each summer

and orients our incoming new Freshmen to our school, and to our curriculum offerings.

Certainly our AICE, Medical Career Academy, and AVID Program are all strengths that draw academically oriented students to our school

and assist in continuous improvement across the board.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Standard 1: Purpose and Direction

Standard 2: Governance and Leadership

Standard 3: Teaching and Assessing for Learning

Standard 4: Resources and Support Systems

Standard 5: Using Results for Continuous Improvement

4

3.83

3.58

3.71

3.8



Stakeholder Feedback Diagnostic



Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.



Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes MHS Stakeholder Diagnostic data

is attached.MHS StakeholderDiagnostic



Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating1. Questionnaire Administration All required AdvancED questionnaires were

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withcomplete fidelity to the appropriateadministrative procedures. In every instance,the stakeholders to whom these questionnaireswere administered fully represented thepopulations served by the institution.Appropriate accommodations were provided asnecessary for all participants.

Level 4

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? Purpose and Direction, standard number 1, was rated a 3.86 on a 5.0 scale by parents, students and faculty. This shows that Mandarin High

School is headed in the right direction for academic achievement. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? Both, standard 1 and standard 4, dealing with purpose, direction, supprt and resources show a favorable trend toward increasing stakeholder

satisfaction. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Looking at our FAME data and Climate Survey - both show high marks in resources and support with a 93% approval rating. These data

sources also show a high rating in governance and leadership with 94% approval of the school's leadership. Governance and Leadership

(standard 2) was the third highest ranked category for the stakeholder feedback diagnostic survey.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval?

Standard 5, Using Results for Continuous Improvement, resulted in 3.49 and showed the need for data awareness of all stakeholders. This

will be a an area for better communication. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? Standard 3, Teaching and Assessing for Learning, trended lower for parents and students, than for faculty and staff. This is a relationship

issue that can be addressed through continuous professional development and teacher assessment. What are the implications for these stakeholder perceptions? The implications are that our teachers are not focusing enough energy on teaching and assessing, but they truthfully are. It is a relationship

and communication opportunity for improvement. Parents and students need to be able to see the efforts and recognize the improvement

within the culture of the school. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? The FAME data and Climate Survey correlate to some degree with the AdvancEd Stakeholder Survey; to include the area around Teaching

and Assessing for Learning. Individualized instruction must be highlighted and encouraged for every student every day with every parent

kept informed on student progress. The report card cannot be the only achievement warning as better written and oral feedback must be

provided to both parents and students on a continuous basis.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.5



Student Performance Diagnostic



Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.



Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes MHS PACT Data



Evaluative Criteria and Rubrics

Overall Rating: 3.0

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the majority of those curricular aimsregarded as high-priority instructional targets.The documentation provided in support of thisalignment is relatively persuasive. Most of theassessments used are accompanied byevidence demonstrating that they satisfyaccepted technical requirements.

Level 3

Statement or Question Response Rating2. Test Administration Most of the assessments used by the institution

to determine students' performances have beenadministered with reasonable fidelity to theadministrative procedures appropriate for eachassessment. In most instances, the students towhom these assessments were administeredare essentially representative of the studentsserved by the institution. Appropriateaccommodations have been provided for mostassessments so that valid inferences can bemade about most students' status with respectto most of the institution's targeted curricularoutcomes.

Level 3

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and these achievement gaps havenoticeably declined.

Level 3



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? We experienced remarkable increases in most key areas of our school grade. Our largest gains occurred in the first 800 points we

experienced learning gains in FCAT Reading by 11 points and math learning gains increased by 17 points. In the second 800 points we had

our largest gain in our At Risk graduation rate. We went from 45% to 68% graduation rate for our At Risk students. Describe the area(s) that show a positive trend in performance. Mandarin High School data show positive trends in Reading proficiency in the following subgroups: African American, White, English

Language Learners and low socioeconomic status.

We also have had a positive trend in our Science overall proficiency - 61, 75, 79 Which area(s) indicate the overall highest performance? Our highest performing areas that included the overall learning gains in Reading that went from 58% to 69 % in one year and our Science

proficiency that went from 57% to 79%. In addition our African American students went from 36 to 43 percent and the SES went from 39 to

48 percent in Reading. Also, our lowest 25% made gains went from 55 to 62%.

Which subgroup(s) show a trend toward increasing performance? Our African American population went from 36 to 43 percent proficiency in Reading, while the SES population went from 39 to 48 percent in

Reading. Also, our lowest 25% made gains went from 55 to 62%. There was a slight increase in our ELL population in Reading. The white

students are progressing. Over the last three years they have gone from 58 to 64 to 68 percent proficiency in Reading. In athe area of

Mathematics our overall learning gains went from 47 ot 64 percent.

Between which subgroups is the achievement gap closing? The achievement gap is closing in Reading proficiency between the Asian and White, the SES and White and the Asian and African

American.



Which of the above reported findings are consistent with findings from other data sources? From the findings listed above Reading and Math increases align with our Reading and Math for college readiness scores, which have

consistently gone up over the last three years; to include Reading from 72 to 75 to 78 percent (from 2011-2013), and Math from 66 to 66 to

69 percent proficiency (from 2011-2013). The graduation data also support these academic gains, as the four year graduation rate has gone

from 82 to 86 percent in two years and our at-risk graduation rate went from 45 to 68 percent the last two school years. Our state "real"

points went from 585 to 601 points overall for our school grade, which was an A for 2013.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? FCAT Writing - Even though the passing score increased from 3.0 to 3.5 and we had a sharp decrease in passing proficiency (from 94% to

76%), we still see this as an area of concern. Writing is an academic focus for this school year across the curriculum.

Math proficiency continues to be an area of concern. It's hard to compare the data from year to year because all three are not based on the

same measure. In 2011, the data came from the math FCAT. In 2012 the data was based on the Algebra I EOC. In 2013, the data was also

based on the Algebra I and Geometry EOC results. Curriculum Guide assessments and Algebra 1 Retake data both corroborate the need

for continuous math remediation. Describe the area(s) that show a negative trend in performance. There is a slight noticeable negative trend in reading performance for our EESS students as they dipped from 27 to 24 percent proficiency in

Reading. Our Hispanic population went from 50 to 45 percent according to the NCLB Reading category. Even our Asian population, which

is only 5% of our population, dropped from 79 to 63 percent according to the National Annual Measurable Objectives (AMO) for Mandarin

High School. Which area(s) indicate the overall lowest performance? Math overall continues to be our weakest performing area. Specifically, we are working on our Algebra I EOC pass rate. This was 33% last

school year. Algebra 1 Retake data only showed a 13% passage rate for the Winter Algebra 1 Retake administration. Thia is an area that

we are addressing immediately. Which subgroup(s) show a trend toward decreasing performance? Our ESE students in Reading proficiency have gone from 27% proficient to 24% last year. It is the subgroup with the greatest decline; even

though the 10% of Hispanics that attend our school went from 50 to 45 percent. Between which subgroups is the achievement gap becoming greater? When looking at the Hispanic and White subgroups for Mandarin High School, the achievement gap was 14% in 2012, and in 2013 the gap

increased to 23%. The African American and White gaps actually decreased during those two years from 28% to 25%. MHS continues to

emphasize differentiation and student by student instruction to eliminate these subgroup gaps altogether.



Which of the above reported findings are consistent with findings from other data sources? ACT college readiness data is provided to Mandarin High School annually. When these results are reviewed to determine consistency with

Florida Comprehensive Assessment Test data, we find that based on the comparison of disaggregated data reported by the state second

800 point report for 2012-2013, there has been a positive trend for percentage considered "college ready' for all Mandarin students with a 3%

increase in both math and reading. In reviewing our National Annual Measurable Objectives (AMO), all students showed a 14% increase

over the target set by the state.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3



AdvancED Assurances



Introduction AdvancED Policies and Procedures outline certain requirements that all institutions must meet in order to be in compliance. Institutions are

required to verify whether or not they meet these requirements by answering a series of questions and in some cases, attaching evidence for

review.

By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not

meet each of the Assurances for Accreditation.



AdvancED Assurances

Label Assurance Response Comment Attachment1. The institution has read, understands, and

complies with the AdvancED Policies andProcedures.

Yes

Label Assurance Response Comment Attachment2. The institution has reported all substantive

changes in the institution that affect the scopeand/or have an impact on the institution's abilityto meet the AdvancED standards and policies.Such changes include, but are not limited to:- Restructuring (merging, opening, or closing) ofthe institution or institution(s) within itsjurisdiction- Mission and purpose of the institution- Governance structure of the institution,including changing to a charter school/schoolsystem, being the subject of a state takeover, ora change in ownership- Grade levels served by the institution- Staffing, including administrative and othernon-teaching professionals personnel- Available facilities, including upkeep andmaintenance- Level of funding- School day or school year- Establishment of an additional locationgeographically apart from the main campus- Student population that causes program orstaffing modification(s)- Available programs, including fine arts,practical arts and student activities

Yes Mandarin HighSchool's CourseMaster 1314

Label Assurance Response Comment Attachment3. The institution implements a written security

and crisis management plan which includesemergency evacuation procedures andappropriate training for stakeholders. Attach thesecurity and crisis management plan. (optional)

Yes Mandarin HighSchool's SafeSchool Plan 2013-14

Label Assurance Response Comment Attachment4. The institution monitors all financial transactions

through a recognized, regularly auditedaccounting system.

Yes

Label Assurance Response Comment Attachment5. The institution engages in a continuous

improvement process and implements animprovement plan. Attach the improvement planif the plan is not located in AdvancED'sAdaptive System of School ImprovementSupport Tools (ASSIST).

Yes SIP Mandarin HIghSchool 2013-2014



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