Mr. Adolfo Costa, PrincipalDr. Nestor Diaz, APC

Ms. Jean Baril, APMr. Joseph Evans AP

AdvancED Self-AssessmentSummary

Overall Self-Assessment of Standards

STANDARD 2: GOVERNANCE AND LEADERSHIP—OPERATIONAL

STANDARD 3: TEACHING AND LEARNING—OPERATIONAL

STANDARD 4: DOCUMENTING AND USING RESULTS –OPERATIONAL

STANDARD 5: RESOURCES AND SUPPORT SYSTEMS--OPERATIONAL

STANDARD 6: STAKEHOLDER AND COMMUNICATION AND RELATIONSHIPS—OPERATIONAL

STANDARD 7: COMMITMENT TO CONTINUOUS IMPROVEMENT—HIGHLY FUNCTIONAL

ARTIFACTS Artifacts: Policy manuals; Improvement plans; Governing

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

STRENGTHS Curriculum with a broad and balanced range of subjects and activities Focus on intellectual, physical, spiritual, moral and social development A curriculum that prepares young people for adult and working life Emphasis on pupils' achievement of attainment targets High but realistic expectations Continuous assessment of learners’ performance Optimal use of teaching and learning time Well-organized teaching and learning through effective classroom

management Varied teaching methodology Effective and supportive timetabling Climate or atmosphere of trust and cooperation Contribution of the school to active citizenship Respect for human rights in the school and the community Participation of learners in responsibility and decision-making Partnership with parents Partnership with a supportive, participative and accountable governing

body Partnership with external institutions and organizations Good relations with the local community

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

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

Definition of the StandardThe school provides governance and leadership that promote student performance and school effectiveness.

In fulfillment of this standard the school:2.1 Establishes policies and procedures that provide for the effective operation of the school2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school2.3 Ensures compliance with applicable local, state, and federal laws, standards and regulations2.4. Employs a system that provides for analysis and review of student performance and school effectiveness2.5 Fosters a learning community2.6 Provides teachers and students opportunities to lead2.7 Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership2.8 Controls curricular and extracurricular activities that are sponsored by the school2.9 Responds to community expectations and stakeholder satisfaction2.10 Implements an evaluation system that provides for the professional growth of all personnel

2.1 Establishes policies and procedures that provide for the effective operation of the school What process is in place to add, remove or

revise governing body policies and procedures for the effective operation of the school?Operational: The governing body acts proactively to develop policies and procedures to address a variety of situations and updates them on a regular basis.

How do school teachers ensure full compliance with governing body policies and procedures?

Operational: School leaders collectively review and plan for implementation and monitoring of governing body procedures on an as-needed basis. Policies are consulted to support actions and decisions

How do school-based policies and procedures ensure equity of learning opportunities and support of innovation in the school?

Highly Functional: The school’s written policies procedures, and organizational conditions ensure equity of learning opportunities support for innovation, and are systematically embedded in the way the school functions.

RESULTS 2.2 Recognizes and preserves

the executive, administrative, and leadership prerogatives of the administrative head of the school What kinds of autonomy does school

leadership have to make operational choices about how to implement policy? Operational: The

governing body uses policies to establish parameters within which school leaders are allowed and encouraged to make operational choices about how to accomplish their goals.

RESULTS 2.3 Ensures compliance with

applicable local, state, and federal laws, standards and regulations How do school leaders assure that all

legal compliance requirements are met? Highly Functional: Leadership

systematically aligns school programs and initiatives with state , federal, or governing body accountability systems. Required reports are completed on time by persons qualified for and responsible for the practice being described. Time and resources are allocated for data collection and reflection about and comparison of findings from internal and external reviews.

RESULTS Employs a system that provides

for analysis and review of student performance and school effectiveness

2.4 In what ways do school leaders advocate for a culture that is interested in, and reliant on data?

Highly Functional: School leaders are seen in the interpretation of data required by governing bodies. Leaders model the use of data to improve the effectiveness of their own organizational administrative work. Staff members are proficient in the application of data, and work in collaborative teams to use results to formulate programmatic and instructional recommendations.

RESULTS 2.5 Fosters a learning community

How do adult learning principles shape professional development for instructional staff members, so that it takes into account their expertise, learning style, and needs?

Operational: Staff members are consulted about their needs in

the process of designing an ongoing series of professional

development opportunities that enhance their content knowledge

and ability to implement the school’s chosen improvement

strategies. They demonstrate that they are consistently

applying the new knowledge in the classroom.

How do adult learning principles shape professional development for the community of learners so that it takes account their expertise, learning style, and needs?

Operational: Most non-instructional staff members and

stakeholders actively participate in professional growth

opportunities that are congruent with the overall school

improvement plan and vision, on-site or off-campus, attend

job-alike meetings, share information with peers , and have

opportunities to demonstrate their efforts to implement new

learning.

RESULTS 2.6 Provides teachers and students the

opportunities to lead

How do teachers participate in decisions that shape the school? Operational: Teachers serve in

leadership capacities that guide the school’s instructional, programmatic, and fiscal practices.

How do students participate in decisions that shape the school?

Operational : School leaders provide opportunities for students to serve in a variety of leadership capacities that guide the school’s instructional and programmatic practices. Students are consulted in determining school priorities and policies. Student leadership forums are convened and input about the school is solicited and used.

How do teachers and students lead the school to ensure a safe, orderly environment in which behavior management is consistent school-wide?

Operational: All staff members demonstrate that they share the responsibility for student discipline; both adults and students can be observed supporting and encouraging respectful and collaborative behavior throughout the school.

RESULTS 2.7 Provides stakeholders

meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership

In what ways do stakeholders actively participate in and contribute to the school improvement process and other meaningful decision-making roles? Operational: Leaders ensure

collaboration and shared responsibility for school improvement among stakeholders by including a number of stakeholder groups that meet on a scheduled basis. Stakeholder input regarding student performance and school effectiveness is gathered and used during an ongoing collaborative planning process.

RESULTS 2.8 Controls curricular and

extracurricular activities that are sponsored by the school

How are decisions made regarding equity, level or participation, leadership roles, and allocation of resources in curricular and co-curricular activities? Operational: There is a

conscious effort on the part of school staff members to take into account the needs of students of differing cultures, abilities, and primary languages. Efforts are made to provide equal access to curricular and extracurricular activities for all students.

RESULTS 2.9 Responds to community

and stakeholder satisfaction How does the school learn about

and respond to stakeholder questions, concerns and satisfaction issues? Operational:

Stakeholders’ opinions are gathered through periodic surveys. Concerns are documented and acted upon in a timely way.

RESULTS 2.10 Implements an evaluation

system that provides for the professional growth of all personnel

What process do school leaders use to monitor instructional practices, provide feedback, encourage reflection, and make available opportunities for professional development that support instructional staff members’ needs? Highly Functional: School leaders

frequently visit classrooms to monitor classrooms practices. Leaders provide feedback to staff members regarding instructional practices and strategies in use.

What process do school leaders use to monitor and support non-instruction al staff members’ needs? Highly Functional: School leaders have a

constant visible presence throughout the entire school. A process is in place for monitoring and evaluation of non-instructional staff members. Leaders provide feedback regarding specific job-related tasks and suggestions for professional development.

What process is in place to monitor and support school leaders’ needs? Highly Functional: A formal,

comprehensive process for supporting school leaders; needs and assessing their performance is in place, but is not thoroughly understood. Leaders report that some of the feedback they receive is helpful for improving their practice. Opportunities are provided for professional development.

STANDARD 3: Teaching and Learning

Definition of the StandardThe school provides research-based curriculum and instructional methods that facilitate achievement for all students.

In fulfillment of this standard, the school:

3.1 Develops and implements curriculum based on clearly-defined expectations for student learning3.2 Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher order thinking skills and investigative new approaches to applying their learning3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity3.6 Allocates and protects instructional time to support student learning3.7 Provides for articulation and alignment between and among all levels of schools3.8 Implements interventions to help students meet expectations for student learning3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning3.10 Provides comprehensive information and media services that support the curricular and instructional programs3.11.Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program

RESULTS 3.1 Develops and implements curriculum based on

clearly-defined expectations for student learning How does the school ensure that current written

curriculum documents are aligned to state and national standards/expectations for all subject matter areas?

Operational: The school has created documents in multiple formats that illustrate the alignment of the curriculum with required standards/expectations in core subject areas (English Language Arts, mathematics, science , social studies).

How does the school ensure effective implementation of the curriculum so that teachers know what they are expected to teach in each grade level or course?

Operational: Local curriculum documents contain a scope and sequence providing a continuum of skills that demonstrates purposeful spiraling of content and skills throughout grade levels in all four core subject areas. Alignment of the standards/expectations includes detailed information that allows teachers to understand how their work fits into the curriculum of the entire school.

How is the curriculum evaluated and revised on a regular basis?

Operational: The school has collaboratively developed and implemented a coherent, rigorous curriculum derived from research –based standards/expectations in all four core subject areas (English Language Arts, Mathematics, science, social studies) that provides opportunities for all students to acquire requisite knowledge, skills , and attitudes

How does the school ensure that its curriculum is based on clear measurable expectations for student learning?

Operational: Curriculum is evaluated and revised when required standards/expectations are modified with the participation of staff members and stakeholders. The chief criterion for evaluating effectiveness of achievement.

RESULTS 3.2 Promotes active involvement of

students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning How are students taught to use feedback from the

formative assessment process to guide their own learning?

Operational: Teachers conduct high quality formative assessments during the course of a lesson or unit to provide themselves and their students with concrete information on how to guide learning and improve individual student performance.

How do teachers provide students with opportunities to focus on higher order thinking skills such as critical and creative thinking, problem solving, and inquiry as learning strategies?

Operational: Teachers understand higher order thinking skills as an essential part of student achievement; opportunities exist for teachers to collaborate and exchange information about how they incorporate these skills into their classrooms. Students are provided with opportunities to apply their learning in tasks that call for inquiry, decision-making, and problem solving,.

How do teachers provide students with opportunities to apply, practice, and deepen their understanding using authentic content and context?

Operational: Teachers provide students with opportunities to reflect and participate in thought-provoking active learning in order to deepen their understanding of new knowledge and apply their learning in meaningful real life contexts.

RESULTS 3.3 Gathers, analyzes, and uses data and in making

curricular and instructional choices How does the school ensure that classroom assessments

align with the standards/expectations? Operational: The instructional staff consistently

evaluates as monitors student learning through the systematic use of multiple types of summative and formative assessments that are aligned with the standards/expectations in all four core subject areas. A process is in place that assures the development of assessments of student learning is based on a clear definition of the type of achievement to be assessed and alignment with the standards/expectations.

To what extent are achievement data and teacher input used when developing or modifying curriculum or instructional programs, practices, or processes?

Operational: Teacher input and achievement data has helped to inform, develop, and implement evaluations of curriculum or instructional programs, practices, or processes in order to assess the effectiveness of teaching strategies,.

How does the school support teachers in developing high quality assessments?

Operational: Formal professional development opportunities are provided to dialogue and learn about assessment development, including approaches that are formative and summative, authentic, and well matched to the kind of learning task. Teachers use this learning to develop and use high quality assessments.

What kind of collaborative, reflective analysis of student work has been conducted by teachers?

Operational: Teacher teams within grade levels or content areas analyze and reflect on student work to enhance the achievement of individual students, as well as analyze and improve the instructional program,

RESULTS 3.4 Designs and uses instructional strategies,

innovations, and activities that are research-based and reflective of best practice How do teachers use current research and the

strengths and characteristics of their students to design instruction?

Operational: Most instructional plans have components built from insights on learning research such as activities that activate prior student understanding, teaching of meta –cognition, addressing student learning styles, and application of innovative teaching styles. School leaders assure that all staff members are kept up to date on current theory of best instructional practice and topics.

How has the whole school planned and developed research-based instructional reform strategies to strengthen the core academic program, increase amount and quality of learning time, and provide additional supports to all students?

Operational: Several research-based methods and strategies aim to increase the quality and quantity of instruction. The school provides an enriched and accelerated curriculum for select students and plans to expand toward all students. A needs assessment guides the choice of strategies, and the school has a way to determine if these needs are met. The schoolwide program serves all students in the school, including those who are low achieving. The school is moving toward meeting the needs of all major subgroups.

What is the process teachers use to prioritize expectations? Operational: Peer learning

communities at each grade level and/or content area provide opportunities for staff to meet and identify highest priority standards/expectations for which deep mastery is likely to contribute to other objectives. Essential content to be taught at each grade level is identified.

How do teachers vary instructional delivery methods to meet diverse learning needs? Highly Functional: Teachers in the

school are consistent in the use of developmentally appropriate instructional practice. This includes the use multiple strategies when differentiating instruction in respect to cultural differences, learning styles and individual learner abilities., and providing active learning opportunities. Frequent review and re-teaching is built into lesson design.

RESULTS

RESULTS 3.5 Challenges each student to excel, reflects a

commitment to equity, and demonstrates an appreciation of diversity How does the school ensure that all staff members hold

high expectations for each student they work with, and encourage all students to achieve their full potential?

Operational: Professional development topics include information about how to teach challenging content in ways that engage students with diverse gifts and needs. The school has a system to identify students who are most at risk of not achieving their full potential and develop strategies to encourage and support them.

How does the school support students with special needs to fully participate in all aspects of its programs?

Operational: Students with differing needs are fully integrated into mainstream classrooms. All students (including those with special needs) have equal access to the full curriculum and to activities that focus on higher order thinking. The curriculum includes a variety of aligned teaching strategies, materials, and assessments designed to meet individual needs and abilities.

In what ways does the school assure that differing cultures and languages of students and families are taken into account?

Operational: Diverse cultures, languages, and backgrounds of all students are respected. All students (including those acquiring English language skills have equal access to all curriculum and to activities that focus on higher order thinking. Appropriate interventions are made available. Important parent communications are translated into the most prevalent second languages.

RESULTS 3.6 Allocates and protects

instructional time to support student learning In what ways does the school

maximize the use of time for instruction? Operational: School

leaders base decisions about the allocation of instructional time on student achievement data, policy compliance, and related research. Staff members coordinate instructional practice and scheduling to maximize student learning.

RESULTS 3.7 Provides for articulation and

alignment between and among all levels of schools How do teachers, interact, plan,

and share with others teaching similar subjects across grade levels and between schools? Operational: Teachers at

different grade levels in each subject area use student achievement results data to analyze learning expectations at each level, and agree on instructional priorities.

RESULTS 3.8 Implements interventions to help

students meet expectations for student learning How does the system of support individualize

interventions and differentiate instruction for identified students whose pace/style of learning differs in some way?

Operational: Most teachers use pre-assessment as a basis for differentiation of instruction in reading, writing, and mathematics. Differentiation of research-based instruction is observable in a majority of classroom programs. Review and reteaching occur through individualized interventions.

How has the school planned and implemented schoolwide research-based instructional strategies that provide timely additional instruction for those who are experiencing the greatest degree of difficulty mastering the governing body’s academic achievement standards/expectations?

Operational: The school has a process in place to identify students experiencing the greatest degree of difficulty mastering the governing body’s academic achievement standards/expectations. Additionally timely, effective, research-based, and differentiated assistance is provided to these students

RESULTS 3.9 Monitors school climate and takes

appropriate steps to ensure that it is conducive to student learning What evidence shows that a sense of

belonging and self-esteem exist in the school?

Operational: Generally, the interaction of staff members with students is caring, responsive, supportive and respectful. Most students trust staff members. Staff members and students feel they are respected and valued. Parents and the community perceive the school as trustworthy and helpful. Morale is high among staff members.

How does the school ensure that its classrooms are safe and orderly?

Operational: Most teachers have clearly established behavioral expectations and routines. Staff members demonstrate that they have responsibility for student discipline, and both adults and students can be observed supporting and encouraging respectful behavior throughout the school.

RESULTS 3.10 Provides comprehensive

information and media services that support the curricular and instructional programs In what ways does the school

provide comprehensive resources, technology, multimedia, and other learning tools to support the curriculum? Operational:

Comprehensive resources, materials, and learning tools ( e.g. technology, multi-media) that address a variety of learning styles are aligned with the written curriculum of the school.

RESULTS 3.11 Ensures that all students and

staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program To what extent is technology

integrated into the instructional program in all classrooms to meet the needs of all learners? Operational: School leaders provide

technology and related resources to instructional staff members to support curriculum, instruction, and assessment. Staff members use technology resources to enhance their instruction and provide opportunities for students to use technology. Some classes teach students to evaluate the credibility of information from the Internet.

What expectations does the school hold for the level of technological sophistication and comfort adults should be able to model for students? Operational: School leaders provide

updated professional development training focused on technology use; most teachers use technology in their own work.

Standard 4: Documenting and Using Results

Definition of the Standard

The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve

student performance and school effectiveness.

In fulfillment of this standard, the school:

4.1 Establishes performance measures for student learning that yield information that is reliable , valid and bias free

4.2 Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning

4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning processes

4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance

4.5 Communicates the results of student performance and school effectiveness to all stakeholders

4.6 Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness

4.7 Demonstrates verifiable growth in student performance

4.8 Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations

RESULTS 4.1 Establishes performance measures for student

learning that yield information that is reliable, valid and bias free

To what extent has the school agreed upon assessments that measure progress toward its established learning expectations in each core subject area:?

Operational: All four core subject areas have assessments that have been explicitly aligned to the school’s written expectations.

What performance measures has the school established to determine the effectiveness and efficiency of its governance, support, and administrative functions?

Operational The school applies the same principles of continuous improvement to its governance, support, and administrative functions as to its core mission of student learning. It has undertaken at least one systematic improvement in an non-academic area.

How does the school ensure reliability, validity, and freedom from bias in the data collected to measure performance?

Operational: The school has a process for examining the technical quality of its measure; it has confidence that –or is implementing an improvement strategy designed to ensure that—any technical concerns are being remedied.

RESULTS 4.2 Develops and implements a

comprehensive assessment system for assessing progress toward meeting the expectations for student learning To what extent does the school’s data system

incorporate all types of data—student records, demographics, results data, and perception data?

Student achievement data and organizational effectiveness data are gathered over time, analyzed, and used for the school’s self-defined continuous improvement purposes. Demographic data are maintained for each student, and used to identify significant subgroups of students in need of assistance. Process data track program and administrative activity designed to generate results in order to determine what worked and what needs to be changed. Perception data are gathered and used to understand stakeholder concerns and satisfaction with programs, improvement efforts, and results. ‘Student records associate achievement results with program/process history.

How broad a range of stakeholders have been involved in the design and utilization of the school’s data system? Operational: The school’s

information system is designed to meet needs of both school-level and district-level users, including teachers, school leaders, central office personnel, and support professionals (i.e. guidance counselors, school psychologists, social workers). Usage data indicate that these potential users are aware of and active in tapping the data gathered for their use.

RESULTS

RESULTS 4.3 Uses student assessment data for

making decisions for continuous improvement of teaching and learning processes To what extent are classroom

assessments developed and shared school-wide, so that results can be analyzed across classrooms?

Operational: Some formative and summative classroom assessments are shared, and results are informally discussed. There is a plan to collaboratively develop assessments and analyze results in grade level/subject groups across the school.

How do overall achievement results drive decision-making about teaching and learning in the school?

Operational: Data are used to support and shape key decisions about students, classroom practices, and school-wide processes and programs,.

RESULTS 4.4 Conducts a systematic analysis of

instructional and organizational effectiveness and uses the results to improve student performance To what degree does the school maintain and

implement a process for analyzing data and turning it into useful information?

Highly Functional: The school’s protocol for analyzing data begins with using criteria to select strategically important results from achievement and organizational effectiveness data. It includes collaborative efforts to probe for further information, to identify and test assumptions, and to propose interpretations of the data. Implications that could be drawn from the data are widely discussed, understood, and generally agreed upon before actions are taken in response to the conclusions.

Do staff members have the skills to analyze and use data?

Operational: The majority of staff members are skilled in the analysis and interpretations of multiple types of data and in making comparisons across groups.

To what extent do school staff members process the collaborative skills necessary to undertake difficult self-examination and make meaningful information out of data?

Operational: All teachers and many other staff members are engaged in collaborative teams that structure and facilitate dialogue about the meaning of data; many staff members have skills and are gaining experience in difficult dialogue so that challenging topics can quite often be explored productively. Shared group norms for deep conversations exist.

RESULTS

RESULTS 4.5 Communicates the results of student

performance and school effectiveness to all stakeholders How easily can stakeholders and

decision-makers get access to data that is appropriate for their use?

Operational: Internal stakeholders, including teachers, have direct access to the data system as appropriate for their use; there is a shared understanding of which types of data are appropriate and accessible to which users.

How are successes celebrated and feedback provided to students?

Highly Functional: Students receive individualized results from all local and governing body achievement assessments. Reward systems provide acknowledgment of outstanding performance and include incremental successes that are recognized and celebrated in creative ways. Students feel valued and important and extraordinary efforts are made by the school to honor their work.

RESULTS 4.6 Uses comparison and trend data

of student performance from comparable schools in evaluating its effectiveness What can be learned about the

school’s effectiveness and student achievement by looking at trends across time and at other comparable schools in the community/region? Operational: The school has

analyzed its own longitudinal performance, and the school community has a shared story about what improvement strategies have been tried over time and with what success. The school has drawn useful conclusions from this analysis and has identified viable strategies from comparison with schools it considers to be serving comparable populations.

RESULTS 4.7 Demonstrates verifiable growth

in student performance Do student achievement results regularly

show improvement across all core subject areas?

Operational: The school’s achievement results have maintained or improved in two out of the last three years in at least two core subject areas .

Do student achievement results for all grade levels show improvement?

Operational: The school’s achievement results have maintained or improved in two out of the last three years in half of the grade levels.

Do student achievement results for all subgroups show improvement?

Emerging: Achievement results for fewer than half of the school’s subgroups including gender, ethnic minority, special needs, and economically disadvantaged students have maintained or improved in two of the last three years,

RESULTS 4.8 Maintains a secure,

accurate, and complete student record system in accordance with state and federal regulations Describe the policies that exist

to regulate the security of data systems, student records, and their authorized users Highly Functional: Policies

exist and are enforced that ensure that authorized users (and only those users) have access to data for which they have permission. The ability to edit data or make changes is carefully defined, controlled, and monitored.

STANDARD 5: Resources and Support Systems

Definition of the Standard

The school has the resources and services necessary to support its vision and purpose

and to ensure achievement for all students.

In fulfillment of this standard, the school:

5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities

5.2 Assigns professional staff responsibilities based on their qualifications (i.e. professional preparation, ability, knowledge, and experience)

5.3 Ensures that all staff participate in a continuous program of professional development

5.4 Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school

5.5 Budgets sufficient resources to support its educational programs and to implement its plans for improvement

5.6 Monitors all financial transactions through a recognized, regularly audited accounting system

5.7 Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly

5.8 Possesses a written security and crisis management plan with appropriate training for stakeholders

5.9 Ensures that each student has access to guidance services that include, but are not limited to, counseling , and , appraisal, mentoring, staff consulting, referral, and educational and career planning

5.10 Provides appropriate support for students with special needs

RESULTS 5.1 Recruits, employs, and mentors

qualified professional staff that are capable of fulfilling assigned roles and responsibilities. What is the process for attracting highly

qualified teachers to this school? Highly Functional: All

instructional staff members are certified as Highly Qualified under the No Child Left Behind in any area in which they teach. The school/governing body has a comprehensive recruitment program in place to attract and retain highly qualified teachers.

How do school leaders ensure that staff members meet governing body requirements and possess appropriate expertise for their role in the school?

Highly Functional: The qualifications of all staff meet governing body certification requirements in the content areas and grade levels. All teaching staff demonstrate competency in their content area and/or grade level through documented teaching practices, collaborative planning, and shared materials development.

What is the process for induction, mentoring, and coaching of new staff members? Operational: A structured and

substantive induction program for all new instructional staff occurs prior to the formal teaching experience. Each new staff member is assigned a mentor chosen from the experienced teachers of the school for at least a three-year period during which the mentor provides modeling and feedback on the mentee’s instructional practice.

RESULTS

RESULTS 5.2 Assigns professional staff

responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience) What criteria are used to ensure

that staffing assignments match staff qualifications to student needs and the school improvement plan? Operational: School

leaders base their allocation of human resources primarily upon data that maximizes the contribution the staff member can make to the student achievement goals.

RESULTS 5.3 Ensures that all staff

members participate in a continuous program of professional development How do school leaders encourage

collaboration reflection, investigation, and inquiry about teaching practices? Operational: The school is

organized into collaborative teams that meet at least on a weekly basis. The majority of staff members participate in inquiry practices such as classroom action research study teams and peer coaching. Periodic collaboration occurs across grade levels and content areas.

RESULTS 5.4 Provides and assigns staff

that are sufficient in number to meet the vision and purpose of the school In what ways are data used to

evaluate the sufficiency of student to staff ratios? Operational: School

leaders work with staff to determine appropriate staffing levels based on data gathered about student needs. Use of space, fiscal resources, and number and type of staff are key factors addressed.

RESULTS 5.5 Budgets sufficient resources to

support its educational programs and to implement its plan for improvement How do school leaders ensure that

the allocation of financial resources is supportive of the school’s vision, educational program, and plans for school improvement? Operational: The

improvement of student achievement is the primary determinant of the allocation of fiscal resources. Data are gathered on a yearly basis that inform decisions to reallocate these resources. Decisions on fiscal resource allocation are made at least yearly. There is an ongoing effort to seek supplemental funds to support student achievement improvement.

RESULTS 5.6 Monitors all financial

transactions through a recognized , regularly audited accounting system How does the school ensure that a

regularly audited accounting system is used?

Operational: There is an established accounting and budgeting system for allocating and managing fiscal resources. Records are audited on a regular basis and internal controls are consistently followed.

What is the process for ensuring that all funds are spent in accordance with regulations?

Highly Functional : A process is in place that assures that on a regular basis school leaders collectively review and plan for implementation and monitoring of all funds in the light of mandates, regulations and rules. The school ensures compliance with all regulations.

RESULTS 5.7 Maintains the site, facilities,

services, and equipment to provide an environment that is safe and orderly for all occupants How does the leadership ensure that

the facilities, services, and equipment are safe and orderly for students and staff?

Operational: Policies and procedures are in place to ensure the safety and orderliness of the school. The school’s physical plant is well maintained and areas considered unsafe are upgraded and continually monitored.

How are decisions made about the use of space?

Operational: School leaders have a process in place that uses data about the safety of the facility and instructional goals from the school improvement plan as drivers for assigning space usage. Changes occur when needed to meet the needs of plan priorities.

RESULTS 5.8 Possesses a written security and

crisis management plan with appropriate training for stakeholders, How comprehensive and well understood

is the school’s crisis management plan? Operational: Staff members,

students, parents, and community agencies/organizations are consulted on a periodic basis to inform policy and procedural decisions regarding security and crisis management plans at the school The school has detailed written security and crisis management plans in place and has developed relationships with law enforcement and other key agencies in the community. Staff and students have received training and information about the school’s security and crisis management plans.

RESULTS 5.9 Ensures that each student has

access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral and educational and career planning What process is used to ensure and

monitor that each student gets the counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning s/he needs? Operational: A suitable variety

of social and support services is made available through the school and partnering agencies and organizations within the community. The availability of services is communicated to staff members, students, and stakeholders. Teachers and staff members make referrals as appropriate. Stakeholder surveys indicate satisfaction with access to and quality of services provided.

RESULTS 5.10 Provides appropriate support for

students with special needs What process is in place to identify

students with special needs? Operational: Teachers regularly

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

How does the school ensure that the appropriate interventions are selected? Operational: Instructional plans

have components built from insights on modern learning research that is differentiated, documented, and developed by teachers and staff working in consultation with the student, parent, and other key individuals. A system is in place to monitor and evaluate the effectiveness of the interventions selected.

How are the interventions monitored and evaluated?

Operational: Individual plans for student intervention include success measures and plans fro evaluation. School leaders are involved in monitoring implementation of teacher-led interventions through systematic record keeping and review of data. School leaders provide periodic feedback to staff and students regarding data gathered during their monitoring efforts.

RESULTS

STANDARD 6: Stakeholder Communication and Relationships

Definition of the StandardThe school fosters effective communications and relationships

with and among its stakeholders.

In fulfillment of this standard, the school:

6.1 Fosters collaboration with community stakeholders to support student learning

6.2 Has formal channels to listen to and communicate with stakeholders

6.3 Solicits the knowledge and skills of stakeholders to enhance the work of the school

6.4. Communicates the expectations for student learning and goals for improvement to all stakeholders

6.5 Provides information about students, their performance, and school effectiveness that is meaningful and useful to stakeholders

RESULTS 6.1 Fosters collaboration with

community stakeholders to support student learning What is the system in place for

identifying community experiences, resources, and willingness to support student learning? Operational: The school

partners and communicates with a variety of businesses, non-profit and governmental agencies, and other community organizations. Some joint activities and communications have occurred, allowing for an effective sharing of resources in support of students’ interests and aptitudes.

RESULTS 6.2 Has formal channels to listen

to and communicate with stakeholders What process is in place to

communicate information and gather feedback form all stakeholders about students, their performance, and school effectiveness?

Operational: A process is in place to engage and communicate with and receive relevant information from stakeholders. A variety of communication vehicles are used. Feedback is acted upon and used to influence decisions. Special efforts are made to reach out to parents and community groups that reflect the diversity of the school population.

RESULTS 6.3 Solicits the knowledge and skills of

stakeholders to enhance the work of the school What is the system in place for identifying

parents’ expertise and willingness to volunteer? Operational: The school has an

organized volunteer program that invites and encourages parents and community members to participate in volunteer opportunities that include multiple roles.

In what ways does the school encourage families to support children as learners, (including development of a parent compact if one is used)?

Operational: The school sets and communicates expectations for parent and family involvement. Parent/family involvement activities are frequent. Surrounding neighborhoods and community organizations co-sponsor some activities. Parents have some opportunities to participate in classes, and interact directly with their child’s teacher. Parents of lower-achieving children have access to resources that help them support their child at home. In addition, a written parent compact is in place.

How representative of the school population is the active parent population?

Operational: Parent/family involvement activities have generally good levels of participation by a representative cross-section of the school’s population. Similarly, volunteers taking part in campus activities and working to support student learning both inside and outside of school are representative of the socioeconomic and cultural makeup of the school’s population.

RESULTS

RESULTS 6.4 Communicates the expectations

for student learning and goals for improvement to all stakeholders How are student expectations

communicated to parents/stakeholders in a manner that is timely and understandable? Operational: Information

about goals and objectives, learning activities. And assessments related to each unit of study are provided up front and discussed with the school community. Effective methods are used to share, clarify, and discuss curriculum/expectation/assessments with students and parents at the beginning of each unit of study. Students, parents, and community leaders are knowledgeable about student expectations at the school.

RESULTS 6.5 Provides information

about students, their performance, and school effectiveness that is meaningful and useful to stakeholders How are improvement efforts

and evaluation results communicated with parents and other stakeholders on a regular basis? Operational: The school

communicates its improvement efforts and evaluation results and solicits feedback using multiple methods that are specific, straightforward, and easily understood.

STANDARD 7: Commitment to Continuous Improvement

Definition of the Standard The school establishes, implements, and monitors a continuous

process of improvement that focuses on student performance.

In fulfillment of this standard, the school:

7.1 Engages in a continuous process of improvement that articulates the vision and purpose the school is pursuing (Vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform what happens next (Results)

7.2 Engages stakeholders in the processes of continuous improvement

7.3 Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning

7.4 Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals

7.5. Monitors and communicates the results of improvement efforts to stakeholders

7.6 Evaluates and documents the effectiveness and impact of its continuous process of improvement

RESULTS 7.1 Engages in a continuous process of

improvement that articulates the vision and purpose the school is pursuing (vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (profile); employs goals and interventions to improve student performance (plan); and documents and uses the results to inform what happens next (results) How does the school work through all the parts

of a systematic school improvement planning cycle, beginning with gathering and analyzing data, and then using that information to establish a vision, set goals, choose strategies, develop a plan, implement the plan, and monitor and evaluate results?

Highly Functional: On a regular basis, the school community works through a systematic cycle of continuous improvement, which aligns all functions of the school with expectations for student learning. The chosen strategies are incorporated into a written plan that is responsive to the school’s particular profile and vision, and they are specific enough to measure and evaluate. Data are collected that can be used to evaluate the strategies and inform the next cycle of planning.

RESULTS 7.2 Engages stakeholders in the

processes of continuous improvement How do internal and external

stakeholders hear about the school improvement process?

Highly Functional: The school’s strategies and tools for communicating with internal and external stakeholders about the improvement process and goals are two-way; they involve both explanation and listening. Stakeholders participate meaningfully in decision-making in all stages of the school improvement process (vision, profile, plan, results). Particular efforts have been made to reach to reach out to parents and community groups that reflect the diversity of the school population

RESULTS 7.3 Ensures that plans for

continuous improvement are aligned with the vision and purpose of the school and expectations for student learning How do the school’s improvement

plan goals, strategies, and activities align with and/or capitalize on existing programmatic elements to maximize student success? Highly Functional: The process

followed by the team that develops the school improvement plan includes a step that assesses and strengthens the alignment of goals, strategies, and activities, with other school programs. Non-instructional programs in the school are explicitly reviewed to identify potential contributions to school improvement goals.

RESULTS 7.4 Provides professional

development for school personnel to help them implement improvement interventions to achieve achievement goals How do professional development

activities support strategies that are based on student needs and address the school improvement plan goals? Highly Functional:

Professional development opportunities ensure that all staff members have the requisite skills to implement the school’s chosen improvement strategies and to deliver student-centered instruction in a variety of ways in the classroom, including providing applied and relevant activities, demonstrating high expectations for all students, differentiating instruction, conducting authentic assessments, and displaying cultural sensitivity.

RESULTS 7.5 Monitors and communicates the

results of improvement efforts to stakeholders How does the leadership ensure that

the improvement plan is implemented, monitored, achieved, communicated to stakeholders, and used for future improvement? Highly Functional: The

leadership has developed clear procedures to regularly monitor instructional and organizational systems in an effort to evaluate their success in raising student achievement. The data collected are used as the basis for modifications and future improvement efforts. Relevant, appropriate, and meaningful results are recognized and communicated in a consistent, ongoing manner to all stakeholders.

RESULTS 7.6 Evaluates and documents the effectiveness

and impact of its continuous process of improvement What is the school’s plan to analyze and evaluate

the impact and effectiveness of its strategies and interventions on student achievement and organizational effectiveness?

Operational : The school improvement plan identifies tools for outcome evaluation that are linked to stated goals, strategies, and interventions. Data measuring student performance and organizational effectiveness are analyzed on a periodic basis. Staff members use evaluation data to guide their professional practice.

How is the information gained from the evaluation of the plan used for making decisions about student learning?

Highly Functional: Outcome data from the evaluation of continuous improvement strategies are used to inform future changes to the design of the school improvement plan. Process data point to areas where implementation could be improved through standardization, increased clarity, or changes in protocols or practice. Satisfaction data suggest improvements in stakeholder involvement or communication.