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Report of theExternal Review Team
forBrookings School District
2130 8 Street SBrookingsSD 57006
US
Dr. Klint WillertSuperintendent
Date: November 30, 2014 - December 3, 2014
Document Generated On January 14, 2016
Copyright (c) 2016 by Advance Education, Inc. AdvancED™ grants to the Institution, which is the subject of the External Review Team Report, and its
designees and stakeholders a non-exclusive, perpetual, irrevocable, royalty-free license and release to reproduce, reprint, and distribute this report in
accordance with and as protected by the Copyright Laws of the United States of America and all foreign countries. All other rights not expressly
conveyed are reserved by AdvancED™.
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Table of Contents Introduction 4
Results 10
Teaching and Learning Impact 10
Standard 3 - Teaching and Assessing for Learning 11
Standard 5 - Using Results for Continuous Improvement 12
Student Performance Diagnostic 12
Effective Learning Environments Observation Tool (eleot™) 14
eleot™ Data Summary 16
Findings 19
Leadership Capacity 22
Standard 1 - Purpose and Direction 23
Standard 2 - Governance and Leadership 23
Stakeholder Feedback Diagnostic 24
Findings 24
Resource Utilization 26
Standard 4 - Resources and Support Systems 26
Findings 27
Conclusion 29
Accreditation Recommendation 32
Addenda 33
Individual Institution Results (Self-reported) 33
Team Roster 34
Next Steps 36
About AdvancED 37
References 38
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IntroductionThe External Review is an integral component of AdvancED Performance Accreditation and provides the
institution with a comprehensive evaluation guided by the results of diagnostic instruments, in-depth review of
data and documentation, and the professional judgment of a team of qualified and highly trained evaluators. A
series of diagnostic instruments examines the impact of teaching and learning on student performance, the
capacity of leadership to effect continuous improvement, and the degree to which the institution optimizes its
use of available resources to facilitate and support student success. The results of this evaluation are
represented in the Index of Education Quality (IEQ™) and through critical observations, namely, Powerful
Practices, Opportunities for Improvement, and Improvement Priorities.
Accreditation is a voluntary method of quality assurance developed more than 100 years ago by American
universities and secondary schools and designed primarily to distinguish schools adhering to a set of
educational standards. Today the accreditation process is used at all levels of education and is recognized for
its ability to effectively drive student performance and continuous improvement in education.
Institutions seeking to gain or retain accreditation must meet AdvancED Standards specific to their institution
type, demonstrate acceptable levels of student performance and the continuous improvement of student
performance, and provide evidence of stakeholder engagement and satisfaction. The power of AdvancED
Performance Accreditation lies in the connections and linkages between and among the conditions, processes,
and practices within a system that impact student performance and organizational effectiveness.
Standards help to delineate what matters. They provide a common language through which an education
community can engage in conversations about educational improvement, system effectiveness, and
achievement. They serve as a foundation for planning and implementing improvement strategies and activities
and for measuring success. AdvancED Standards were developed by a committee comprised of talented
educators and leaders from the fields of practice, research, and policy who applied professional wisdom, deep
knowledge of effective practice, and the best available research to craft a set of robust standards that define
institutional quality and guide continuous improvement. Prior to implementation, an internationally recognized
panel of experts in testing and measurement, teacher quality, and education research reviewed the standards
and provided feedback, guidance and endorsement.
The AdvancED External Review Team uses AdvancED Standards, associated indicators and criteria related to
student performance and stakeholder engagement to guide its evaluation. The Team examines adherence to
standards as well as how the institution functions as a whole and embodies the practices and characteristics
expected of an accredited institution. The Standards, indicators and related criteria are evaluated using
indicator-specific performance levels. The Team rates each indicator and criterion on a scale of 1 to 4. The
final scores assigned to the indicators and criteria represent the average of the External Review Team
members' individual ratings.
The External Review is the hallmark of AdvancED Performance Accreditation. It energizes and equips the
institution's leadership and stakeholders to achieve higher levels of performance and address those areas that
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may be hindering efforts to reach desired performance levels. External Review is a rigorous process that
includes the in-depth examination of evidence and relevant data, interviews with all stakeholder groups, and
extensive observations of learning, instruction, and operations.
Use of Diagnostic ToolsA key to examining the institution is the design and use of diagnostic tools that reveal the effectiveness with
which an institution creates conditions and implements processes and practices that impact student
performance and success. In preparation for the External Review the institution conducted a Self Assessment
that applied the standards and criteria for accreditation. The institution provided evidence to support its
conclusions vis a vis organizational effectiveness in ensuring acceptable and improving levels of student
performance.
an indicator-based tool that connects the specific elements of the criteria to evidence gathered by the
team;
a student performance analytic that examines the quality of assessment instruments used by the
institution, the integrity of the administration of the assessment to students, the quality of the learning
results including the impact of instruction on student learning at all levels of performance, and the
equity of learning that examines the results of student learning across all demographics;
a stakeholder engagement instrument that examines the fidelity of administration and results of
perception surveys seeking the perspective of students, parents, and teachers;
a state-of-the-art, learner-centric observation instrument, the Effective Learning Environments
Observation Tool (eleot™) that quantifies students' engagement, attitudes and dispositions organized
in 7 environments: Equitable Learning, High Expectations, Supportive Learning, Active Learning,
Progress Monitoring and Feedback, Well-Managed Learning, and Digital Learning. All evaluators
must be trained, reach acceptable levels of inter-rater reliability, and certified to use this research-
based and validated instrument.
The External Review Team's findings and critical observations are shared in this report through the IEQ™
results as well as through the identification of Powerful Practices, Opportunities for Improvement, and
Improvement Priorities.
Index of Education QualityIn the past, accreditation reviews resulted in an accreditation recommendation on status. Labels such as
advised, warned, probation, or all clear were used to describe the status of a school relative to the AdvancED
Standards and other evaluative criteria. Beginning in the 2013-14 school year, AdvancED introduced a new
framework to describe the results of an accreditation review. Consistent with the modern focus of accreditation
on continuous improvement with an emphasis on student success, AdvancED introduced an innovative and
state-of-the-art framework for diagnosing and revealing institutional performance called the Index of Education
Quality (IEQ™). The IEQ™ comprises three domains of performance: 1) the impact of teaching and learning
on student performance; 2) the capacity of leadership to guide the institution toward the achievement of its
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vision and strategic priorities; and 3) use of resources to support and optimize learning. Therefore, your
institution will no longer receive an accreditation status. Instead, your institution will be accredited with an
IEQ™ score. In the case where an institution is failing to meet established criteria, the accreditation will be
under review thereby requiring frequent monitoring and demonstrated improvement.
The three domains of performance are derived from the AdvancED Standards and associated indicators, the
analysis of student performance, and the engagement and feedback of stakeholders. Within each domain
institutions can connect to the individual performance levels that are applied in support of the AdvancED
Standards and evaluative criteria. Within the performance levels are detailed descriptors that serve as a
valuable source of guidance for continuous improvement. Upon review of the findings in this report and
building on their Powerful Practices, institutional leaders should work with their staff to review and understand
the evidence and rationale for each Opportunity for Improvement and Improvement Priority as well as the
corresponding pathway to improvement described in the performance levels of the selected indicator(s).
The IEQ™ provides a new framework that recognizes and supports the journey of continuous improvement. An
institution's IEQ™ is the starting point for continuous improvement. Subsequent actions for improvement and
evidence that these have had a positive impact will raise the institution's IEQ™ score.
Benchmark DataThroughout this report, AdvancED provides benchmark data for each indicator and for each component of the
evaluative criteria. These benchmark data represent the overall averages across the entire AdvancED Network
for your institution type. Thus, the AdvancED Network average provides an extraordinary opportunity for
institutions to understand their context on a global scale rather than simply compared to a state, region, or
country.
It is important to understand that the AdvancED Network averages are provided primarily to serve as a tool for
continuous improvement and not as a measure of quality in and of itself. Benchmark data, when wisely
employed, have a unique capacity to help institutions identify and leverage their strengths and areas of
improvement to significantly impact student learning.
Powerful PracticesA key to continuous improvement is the institution's ability to learn from and build upon its most effective and
impactful practices. Such practices serve as critical leverage points necessary to guide, support and ensure
continuous improvement. A hallmark of the accreditation process is its commitment to identifying with
evidence, the conditions, processes and practices that are having the most significant impact on student
performance and institutional effectiveness. Throughout this report, the External Review Team has captured
and defined Powerful Practices. These noteworthy practices are essential to the institution's effort to continue
its journey of improvement.
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Opportunities for ImprovementEvery institution can and must improve no matter what levels of performance it has achieved in its past. During
the process of the review, the External Review Team identified areas of improvement where the institution is
meeting the expectations for accreditation but in the professional judgment of the Team these are
Opportunities for Improvement that should be considered by the institution. Using the criteria described in the
corresponding rubric(s) to the Opportunity for Improvement, the institution can identify what elements of
practice must be addressed to guide the improvement.
Improvement PrioritiesThe expectations for accreditation are clearly defined in a series of the rubric-based AdvancED Standards,
indicators and evaluative criteria focused on the impact of teaching and learning on student performance, the
capacity of the institution to be guided by effective leadership, and the allocation and use of resources to
support student learning. As such, the External Review Team reviewed, analyzed and deliberated over
significant bodies of evidence provided by the institution and gathered by the Team during the process. In the
professional judgment of the Team as well as the results of the diagnostic process, the Team defined, with
rationale, Improvement Priorities. The priorities must be addressed in a timely manner by the institution to
retain and improve their accreditation performance as represented by the IEQ™. Improvement Priorities serve
as the basis for the follow-up and monitoring process that will begin upon conclusion of the External Review.
The institution must complete and submit an Accreditation Progress Report within two years of the External
Review. The report must include actions taken by the institution to address the Improvement Priorities along
with the corresponding evidence and results. The IEQ™ will be recalculated by AdvancED upon review of the
evidence and results associated with the Improvement Priorities.
The ReviewThe AdvancED 5-person External Review Team assigned to the Brookings School District (BSD) arrived onsite
Sunday, 30 November, and conducted the oral/exit report in the district's auditorium to approximately 100+
BSD staff/administration at 2:45 p.m. on Wednesday, 3 December.
Prior to 30 November the Lead Evaluator made numerous phone and email contacts with team members to
ensure that all involved were completely understanding of the process and fully prepared for the visit (i.e. able
to access the Workspace, eleot certified, able to understand and use the workbook, etc.). Each team member
was also surveyed, as per the official welcome letter, to determine strengths and weaknesses, and therefore
assignments. Most importantly, the Lead Evaluator was in continual and frequent contact with the district's
primary contact person and the BSD's superintendent to also ensure that all would be ready and that there
would be no misunderstandings regarding such important issues/events such as: needed evidence, the often
edited visit schedule, system-wide presentations, interviews, classroom observations, etc. All of this pre-visit
preparation culminated in a smoothly run External Review Team visit that began with a Sunday evening dinner
followed by the Superintendent's Overview.
All visiting team members had access to the system-wide accreditation report and the individual building (5)
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reports prior to arriving onsite. The first team work session, 30 November at 4:30 p.m., included in-person
introductions and general discussions including team member comments regarding their first impressions of all
accreditation reports. Later that evening, after dinner with eight district personnel and the Superintendent's
Overview, the team reconvened its work session until approximately 9:30 p.m. This session was devoted to
processing the evening's information as presented by the superintendent, and confirming the next day's
agenda.
The first full day of the visit, Monday, 1 December, was devoted to hearing presentations from and having
discussions with system-wide personnel. The superintendent was available for follow-up discussions and all
building principals with their leadership teams, as well as system-wide administration (curriculum director,
special education director), were also available to present information on and discuss major issues including
the stakeholder feedback and student performance data documents.
On the afternoon of Monday, 1 December, the visiting team divided itself with three members visiting Hillcrest
Elementary School while two members visited Medary Elementary School. On Tuesday morning, 2 December,
the entire visiting team visited Brookings High School. During the afternoon of Tuesday, 2 December, the
team divided again with three members visiting Camelot Intermediate School and two members visiting
Mickelson Middle School. By the conclusion of all site visits 45 eleot classroom observations were completed.
Brookings School District was thoroughly prepared for the External Review Team's visit. All accreditation
reports (a system-wide report and 5 building reports) were completed in a thorough manner and submitted in a
timely fashion. Visiting team members reviewed all reports prior to arriving on site and were most impressed
with what was eventually confirmed to be an honest and forthright attempt to accurately portray the current
reality of the Brookings School District and its individual schools. Ultimately, the External Review Team's
report, in many regards affirmed what the Brookings School District said about itself.
In the days and weeks leading up to the visit the team's Lead Evaluator and the BSD primary contact
exchanged many emails and had numerous phone conversations. As previously mentioned, this open line of
communication ensured that BSD was fully prepared to receive the External Review Team. This preparation
included ensuring that all stakeholders, including parents and students, not only participated in the requisite
surveys, but also knew when the team would be arriving and what was the purpose of the visit. Upon arrival
on site each team member received a flash drive which contained pertinent district and building evidence. The
district's primary contact was always available to assist in understanding the evidence provided and to provide
additional evidence when and if needed.
Interviews in all buildings with all staff members revealed a very professional commitment to the process
including anecdotal comments praising the self-assessment, the indicators, the ratings, and most importantly,
the discussions that developed around them. All personnel expressed an understanding of and hope that this
process, and the visiting team report to follow, will ensure that the BSD continues on the path of continuous
improvement.
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Stakeholders were interviewed by members of the External Review Team to gain their perspectives on topics
relevant to the institution's effectiveness and student performance. The feedback gained through the
stakeholder interviews was considered with other evidences and data to support the findings of the External
Review. The following chart depicts the numbers of persons interviewed representative of various stakeholder
groups.
Stakeholder Interviewed Number
Superintendents 1
Board Members 4
Administrators 11
Instructional Staff 97
Support Staff 8
Students 37
Parents/Community/Business Leaders 23
Total 181
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ResultsTeaching and Learning ImpactThe impact of teaching and learning on student achievement is the primary expectation of every institution.
The relationship between teacher and learner must be productive and effective for student success. The
impact of teaching and learning includes an analysis of student performance results, instructional quality,
learner and family engagement, support services for student learning, curriculum quality and efficacy, and
college and career readiness data. These are all key indicators of an institution's impact on teaching and
learning.
A high-quality and effective educational system has services, practices, and curriculum that ensure teacher
effectiveness. Research has shown that an effective teacher is a key factor for learners to achieve their highest
potential and be prepared for a successful future. The positive influence an effective educator has on learning
is a combination of "student motivation, parental involvement" and the "quality of leadership" (Ding & Sherman,
2006). Research also suggests that quality educators must have a variety of quantifiable and intangible
characteristics that include strong communication skills, knowledge of content, and knowledge of how to teach
the content. The institution's curriculum and instructional program should develop learners' skills that lead them
to think about the world in complex ways (Conley, 2007) and prepare them to have knowledge that extends
beyond the academic areas. In order to achieve these goals, teachers must have pedagogical skills as well as
content knowledge (Baumert, J., Kunter, M., Blum, W., Brunner, M., Voxx, T., Jordan, A., Klusmann, U.,
Krauss, S., Nuebrand, M., & Tsai, Y., 2010). The acquisition and refinement of teachers' pedagogical skills
occur most effectively through collaboration and professional development. These are a "necessary approach
to improving teacher quality" (Colbert, J., Brown, R., Choi, S., & Thomas, S., 2008). According to Marks, Louis,
and Printy (2002), staff members who engage in "active organizational learning also have higher achieving
students in contrast to those that do not." Likewise, a study conducted by Horng, Klasik, and Loeb (2010),
concluded that leadership in effective institutions "supports teachers by creating collaborative work
environments." Institutional leaders have a responsibility to provide experiences, resources, and time for
educators to engage in meaningful professional learning that promotes student learning and educator quality.
AdvancED has found that a successful institution implements a curriculum based on clear and measurable
expectations for student learning. The curriculum provides opportunities for all students to acquire requisite
knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in
the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real
world situations. Teachers give students feedback to improve their performance.
Institutions with strong improvement processes move beyond anxiety about the current reality and focus on
priorities and initiatives for the future. Using results, i.e., data and other information, to guide continuous
improvement is key to an institution's success. A study conducted by Datnow, Park, and Wohlstetter (2007)
from the Center on Educational Governance at the University of Southern California indicated that data can
shed light on existing areas of strength and weakness and also guide improvement strategies in a systematic
and strategic manner (Dembosky, J., Pane, J., Barney, H., & Christina, R., 2005). The study also identified six
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key strategies that performance-driven systems use: (1) building a foundation for data-driven decision making,
(2) establishing a culture of data use and continuous improvement, (3) investing in an information management
system, (4) selecting the right data, (5) building institutional capacity for data-driven decision making, and (6)
analyzing and acting on data to improve performance. Other research studies, though largely without
comparison groups, suggested that data-driven decision-making has the potential to increase student
performance (Alwin, 2002; Doyle, 2003; Lafee, 2002; McIntire, 2002).
Through ongoing evaluation of educational institutions, AdvancED has found that a successful institution uses
a comprehensive assessment system based on clearly defined performance measures. The system is used to
assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and
instruction, and determine strategies to improve student performance. The institution implements a
collaborative and ongoing process for improvement that aligns the functions of the school with the expectations
for student learning. Improvement efforts are sustained, and the institution demonstrates progress in improving
student performance and institution effectiveness.
Standard 3 - Teaching and Assessing for LearningThe system's curriculum, instructional design, and assessment practices guide and ensure teacher
effectiveness and student learning across all grades and courses.
Indicator Description Review TeamScore
AdvancEDNetworkAverage
3.1 The system's curriculum provides equitable and challenginglearning experiences that ensure all students have sufficientopportunities to develop learning, thinking, and life skills thatlead to success at the next level.
2.80 2.69
3.2 Curriculum, instruction, and assessment throughout the systemare monitored and adjusted systematically in response to datafrom multiple assessments of student learning and anexamination of professional practice.
2.00 2.55
3.3 Teachers throughout the district engage students in theirlearning through instructional strategies that ensureachievement of learning expectations.
2.60 2.54
3.4 System and school leaders monitor and support theimprovement of instructional practices of teachers to ensurestudent success.
2.00 2.70
3.5 The system operates as a collaborative learning organizationthrough structures that support improved instruction and studentlearning at all levels.
2.80 2.57
3.6 Teachers implement the system's instructional process insupport of student learning.
3.00 2.48
3.7 Mentoring, coaching, and induction programs supportinstructional improvement consistent with the system's valuesand beliefs about teaching and learning.
1.00 2.67
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Standard 5 - Using Results for Continuous ImprovementThe system implements a comprehensive assessment system that generates a range of data about student
learning and system effectiveness and uses the results to guide continuous improvement.
Student Performance DiagnosticThe quality of assessments used to measure student learning, assurance that assessments are administered
with procedural fidelity and appropriate accommodations, assessment results that reflect the quality of
Indicator Description Review TeamScore
AdvancEDNetworkAverage
3.8 The system and all of its schools engage families in meaningfulways in their children's education and keep them informed oftheir children's learning progress.
3.00 2.97
3.9 The system designs and evaluates structures in all schoolswhereby each student is well known by at least one adultadvocate in the student's school who supports that student'seducational experience.
3.00 2.46
3.10 Grading and reporting are based on clearly defined criteria thatrepresent the attainment of content knowledge and skills andare consistent across grade levels and courses.
2.00 2.57
3.11 All staff members participate in a continuous program ofprofessional learning.
2.00 2.60
3.12 The system and its schools provide and coordinate learningsupport services to meet the unique learning needs of students.
3.00 2.63
Indicator Description Review TeamScore
AdvancEDNetworkAverage
5.1 The system establishes and maintains a clearly defined andcomprehensive student assessment system.
2.00 2.67
5.2 Professional and support staff continuously collect, analyze andapply learning from a range of data sources, includingcomparison and trend data about student learning, instruction,program evaluation, and organizational conditions that supportlearning.
2.00 2.48
5.3 Throughout the system professional and support staff aretrained in the interpretation and use of data.
1.00 2.14
5.4 The school system engages in a continuous process todetermine verifiable improvement in student learning, includingreadiness for and success at the next level.
2.00 2.45
5.5 System and school leaders monitor and communicatecomprehensive information about student learning, schoolperformance, and the achievement of system and schoolimprovement goals to stakeholders.
2.40 2.85
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learning, and closing gaps in achievement among subpopulations of students are all important indicators for
evaluating overall student performance.
Evaluative Criteria Review TeamScore
AdvancED NetworkAverage
Assessment Quality 2.00
Test Administration 4.00 3.62
Equity of Learning 3.20 2.52
Quality of Learning 3.00 3.06
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Effective Learning Environments Observation Tool (eleot™)Every learner should have access to an effective learning environment in which she/he has multiple
opportunities to be successful. The Effective Learning Environments Observation Tool (eleot™) measures the
extent to which learners are in an environment that is equitable, supportive, and well-managed. An
environment where high expectations are the norm and active learning takes place. It measures whether
learners' progress is monitored and feedback is provided and the extent to which technology is leveraged for
learning.
Observations of classrooms or other learning venues are conducted for a minimum of 20 minutes per
observation. Every member of the External Review Team is required to be trained and pass a certification
exam that establishes inter-rater reliability. Team members conduct multiple observations during the review
process and provide ratings on 30 items based on a four-point scale (4=very evident; 3=evident; 2=somewhat
evident; and 1=not observed). The following provides the aggregate average score across multiple
observations for each of the seven learning environments included in eleot™ as well as benchmark results
across the AdvancED Network.
External Review Team members visited all five schools in the Brookings School District (BSD) and observed a
total of 45 classrooms including at least one classroom in each grade level. While 6 of the 7 domain ratings
(Domains A, B, C, D, F and G) were close to but below the AEN average ratings, Domain E, Progress
Monitoring and Feedback Environment, was rated above the AEN average (2.80 v 2.76). Domain G, Digital
Learning Environment, was rated the lowest overall and the lowest overall in relation to its corresponding AEN
eleot™ Results
Review Network
A. E
quita
ble
Lear
ning
B. H
igh
Expe
ctat
ions
C. S
uppo
rtive
Lea
rnin
g
D. A
ctiv
e Le
arni
ng
E. P
rogr
ess
Mon
itorin
g an
d
Feed
back
F. W
ell-M
anag
ed L
earn
ing
G. D
igita
l Lea
rnin
g
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
Per
form
ance
Lev
els
2.53 2.68 2.78 2.81 2.95 3.052.76
2.95 2.80 2.762.96 3.11
1.491.88
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Domain 7 (1.49 v 1.88). Domain B, Active Learning Environment, was rated the second lowest overall and,
more importantly, the second lowest in relation to its corresponding AEN Domain B (2.76 v 2.95). These
numerical values are very consistent with the overall visiting team observations of classrooms and interviews
with classroom teachers.
All classroom observations revealed that BSD students are well behaved and appear to be most comfortable
interacting with their teachers. These same observations also revealed that BSD teachers are well prepared
and quite willing to work with students on their understanding of the classroom lessons. Teachers expressed
clear expectations and in some cases not only asked questions, but follow-up questions as well. The ratings
for domains A, B, C, E, and F confirm these observations. Accordingly, and as previously noted, all five of the
ratings for these domains are either very close to their corresponding AEN rating or above it. However, many
of the classes observed revealed a preponderance of traditional instruction including little integration of
technology into the curriculum. The ratings for Domain D (Active Learning Environment) and G (Digital
Learning Environment) reflect these observations and helped inform the team's deliberations regarding
Standards 3 and 5, and in particular, Indicators 3.3, 3.4, 5.2, 5.3 and 5.4. Students, while quiet and attentive,
were often not involved, "engaged", in the lesson, neither being asked for or volunteering comments on the
material being discussed. Observations throughout the grade levels also revealed a lack of opportunities for
students to collaborate with each other and/or to use classroom technology in any original or authentic way.
Forty five eleot classroom observations reveal good and professional classroom instruction system-wide. But,
these same observations, along with a review of documents and stakeholder interviews, also reveal a need for
comprehensive professional development planning that includes opportunities for classroom teachers to
engage in discussions regarding the implications of student performance data. Specifically, a review of
system-wide accreditation reports reveals an often repeated belief that there is a need to focus on the
development of Professional Learning Communities (PLCs) because "...we do not have Professional learning
communities..." that would provide the necessary arena for professional discussions. The introduction and
availability of PLCs will promote discussions regarding student engagement and the effective and efficient
integration of technology into the K-12 curriculum.
Document Generated On January 14, 2016
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AdvancED Brookings School District
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AdvancED Brookings School District
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eleot™ Data Summary
A. Equitable Learning %
Item Average Description
Ver
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1. 2.22 Has differentiated learning opportunitiesand activities that meet her/his needs
8.89% 35.56% 24.44% 31.11%
2. 3.29 Has equal access to classroomdiscussions, activities, resources,technology, and support
40.00% 51.11% 6.67% 2.22%
3. 2.98 Knows that rules and consequences arefair, clear, and consistently applied
31.11% 40.00% 24.44% 4.44%
4. 1.62 Has ongoing opportunities to learnabout their own and other'sbackgrounds/cultures/differences
11.11% 6.67% 15.56% 66.67%
Overall rating on a 4 point scale: 2.53
B. High Expectations %
Item Average Description
Ver
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Evi
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1. 2.96 Knows and strives to meet the highexpectations established by the teacher
31.11% 37.78% 26.67% 4.44%
2. 3.04 Is tasked with activities and learning thatare challenging but attainable
26.67% 51.11% 22.22% 0.00%
3. 2.53 Is provided exemplars of high qualitywork
13.33% 40.00% 33.33% 13.33%
4. 2.91 Is engaged in rigorous coursework,discussions, and/or tasks
28.89% 42.22% 20.00% 8.89%
5. 2.47 Is asked and responds to questions thatrequire higher order thinking (e.g.,applying, evaluating, synthesizing)
17.78% 35.56% 22.22% 24.44%
Overall rating on a 4 point scale: 2.78
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AdvancED Brookings School District
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C. Supportive Learning %
Item Average Description
Ver
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Evi
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No
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1. 3.07 Demonstrates or expresses thatlearning experiences are positive
31.11% 48.89% 15.56% 4.44%
2. 3.20 Demonstrates positive attitude about theclassroom and learning
35.56% 51.11% 11.11% 2.22%
3. 2.96 Takes risks in learning (without fear ofnegative feedback)
33.33% 35.56% 24.44% 6.67%
4. 3.04 Is provided support and assistance tounderstand content and accomplishtasks
40.00% 33.33% 17.78% 8.89%
5. 2.47 Is provided additional/alternativeinstruction and feedback at theappropriate level of challenge for her/hisneeds
17.78% 31.11% 31.11% 20.00%
Overall rating on a 4 point scale: 2.95
D. Active Learning %
Item Average Description
Ver
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Evi
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Evi
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No
tO
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1. 2.96 Has several opportunities to engage indiscussions with teacher and otherstudents
35.56% 33.33% 22.22% 8.89%
2. 2.33 Makes connections from content to real-life experiences
26.67% 15.56% 22.22% 35.56%
3. 3.00 Is actively engaged in the learningactivities
28.89% 44.44% 24.44% 2.22%
Overall rating on a 4 point scale: 2.76
Document Generated On January 14, 2016
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AdvancED Brookings School District
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E. Progress Monitoring and Feedback %
Item Average Description
Ver
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1. 2.64 Is asked and/or quizzed about individualprogress/learning
20.00% 33.33% 37.78% 8.89%
2. 2.78 Responds to teacher feedback toimprove understanding
17.78% 51.11% 22.22% 8.89%
3. 3.00 Demonstrates or verbalizesunderstanding of the lesson/content
28.89% 48.89% 15.56% 6.67%
4. 2.73 Understands how her/his work isassessed
17.78% 46.67% 26.67% 8.89%
5. 2.84 Has opportunities to revise/improvework based on feedback
22.22% 53.33% 11.11% 13.33%
Overall rating on a 4 point scale: 2.80
F. Well-Managed Learning %
Item Average DescriptionV
ery
Evi
den
t
Evi
den
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No
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rved
1. 3.29 Speaks and interacts respectfully withteacher(s) and peers
44.44% 42.22% 11.11% 2.22%
2. 3.31 Follows classroom rules and works wellwith others
42.22% 46.67% 11.11% 0.00%
3. 2.91 Transitions smoothly and efficiently toactivities
35.56% 35.56% 13.33% 15.56%
4. 2.11 Collaborates with other students duringstudent-centered activities
17.78% 20.00% 17.78% 44.44%
5. 3.20 Knows classroom routines, behavioralexpectations and consequences
37.78% 44.44% 17.78% 0.00%
Overall rating on a 4 point scale: 2.96
Document Generated On January 14, 2016
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AdvancED Brookings School District
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AdvancED Brookings School District
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AdvancED Brookings School District
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FindingsImprovement PriorityDevelop and implement a system wide, comprehensive professional development plan to train teachers in the
process of collecting, analyzing, and using student performance data to inform classroom instruction and
curriculum review.
(Indicator 3.11, Indicator 5.2, Indicator 5.3)
Evidence and Rationale
A review of the system's and building's accreditation reports, interviews with stakeholders, and as evidenced
by the 45 eleot observations indicate the need to provide professional training for the faculty and staff in
analyzing, interpreting, and using student performance data. In fact, the system's accreditation report self-
assessed 5.3 at a Level 1. The focus on data driven decision-making has increased in the BSD, but interviews
reveal that many teachers feel they have not been properly trained to effectively implement changes in their
instruction based on their interpretation of student performance data. Nor are there currently opportunities for
teachers system-wide to engage in professional discussions (PLCs) regarding enhancing student engagement
and verifying student performance and learning.
A review/revision of the current system-wide and aligned building professional development plans that includes
a staff members' "needs assessment" will greatly help BSD develop and implement a comprehensive multi-
faceted professional development that promotes data driven decision-making.
Improvement PriorityDevelop and implement a system wide, formalized, comprehensive process to utilize student assessment data
to verify student learning and adjust curriculum and instruction.
G. Digital Learning %
Item Average Description
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1. 1.67 Uses digital tools/technology to gather,evaluate, and/or use information forlearning
8.89% 17.78% 4.44% 68.89%
2. 1.42 Uses digital tools/technology to conductresearch, solve problems, and/or createoriginal works for learning
8.89% 4.44% 6.67% 80.00%
3. 1.38 Uses digital tools/technology tocommunicate and work collaborativelyfor learning
8.89% 2.22% 6.67% 82.22%
Overall rating on a 4 point scale: 1.49
Document Generated On January 14, 2016
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AdvancED Brookings School District
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(Indicator 3.2, Indicator 5.1, Indicator 5.4)
Evidence and Rationale
A review of documents, reports, and interviews with stakeholders reveal the need for the development and
implementation of a system-wide method for student performance data collection. This need is spoken to
directly in the system's self-assessment: "We don't have a formalized plan to use data", "We are currently
struggling with the flux of data sources at the state level", "Lack of data retreats." This need is heightened as
the state is transitioning from one type of testing to another and therefore has not recently provided BSD with
the usual student performance data used to verify student learning. While some teachers in each building are
collecting some student performance data and making needed adjustments to meet their students’ needs,
there is currently no embedded process to ensure that this important professional task is taking place system-
wide.
Developing a system-wide process will assist teachers as they review and revise their classroom strategies to
ensure student engagement.
Improvement PriorityDevelop, implement and monitor a formalized system-wide process for inducting, mentoring, coaching and
retaining staff.
(Indicator 3.7)
Evidence and Rationale
A review of accreditation reports and interviews across the system disclosed that there is no formalized
process to teacher induction, mentoring, coaching and retaining of staff. Interviews with first year teachers as
well as experienced teachers new to the system or transferring from one building to another all indicate that
there is only minimal formal and informal support. Data from Central Office indicate that the past two years
have had 30-40 employees either new to the system or to their school assignment.
Although recruitment and retention does not currently appear to be an issue, the retention of employees is
always better ensured when an organization provides a formal induction, mentoring, and coaching process that
is supported by informal collegiality.
Improvement PriorityDevelop, implement, and monitor a system-wide plan that ensures the understanding and consistent
application of the new teacher evaluation plan.
(Indicator 2.6, Indicator 3.4)
Evidence and Rationale
A review of documents (building and system accreditation reports) and stakeholder interviews reveal a wide
variety of opinions regarding the current teacher evaluation system, whether or not it is consistently applied
and whether or not it is used to develop more effective classroom instruction. One report indicates that a
"...uniform evaluation model needs to be established and consistently implemented across the system," while
Document Generated On January 14, 2016
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AdvancED Brookings School District
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AdvancED Brookings School District
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AdvancED Brookings School District
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still another report indicates that "Our staff evaluation processes are consistently implemented and focus on
improving professional practice and student success." A third opinion states that "...an evaluations schedule
and policies regarding teacher evaluations are in place; however, the time administrators have to devote to
teacher evaluations is a concern."
Brookings School District (BSD), like many others across the state and the country, is doing its best to be in
compliance with their state's laws, regulations and mandates as they appear. Along with meeting these
demands BSD has also adopted the Danielson Model for teacher evaluations. It is currently being
implemented throughout the district, but not to the same degree in each of the five, soon to be six, buildings.
Therefore, understanding how important a consistently applied teacher evaluation system is to classroom
instruction and student performance, there is a real need to focus on developing, implementing, and monitoring
a system-wide plan that ensures the understanding and consistent application of the teacher evaluation plan.
Opportunity For ImprovementDevelop, implement and monitor a system-wide grading and reporting process with defined criteria that is
consistent across grade levels and courses.
(Indicator 3.10)
Evidence and Rationale
A review of school accreditation reports and interviews with staff verify and support a need for a system-wide
grading and reporting philosophy and related processes. Interviews with staff members from different buildings
reveal varying degrees of disparity regarding how student performance is graded and reported. Although
some staff indicated an interest in implementing standards-based grading (an example of a grading and
reporting process), this does not appear to be a current initiative of the district.
Adopting and implementing systemic grading and reporting processes will lead to system-wide cohesiveness
and ensure greater stakeholder understanding of and support for their own educational programming.
Document Generated On January 14, 2016
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AdvancED Brookings School District
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AdvancED Brookings School District
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AdvancED Brookings School District
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Leadership CapacityThe capacity of leadership to ensure an institution's progress towards its stated objectives is an essential
element of organizational effectiveness. An institution's leadership capacity includes the fidelity and
commitment to its institutional purpose and direction, the effectiveness of governance and leadership to enable
the institution to realize its stated objectives, the ability to engage and involve stakeholders in meaningful and
productive ways, and the capacity to enact strategies to improve results of student learning.
Purpose and direction are critical to successful institutions. A study conducted in 2010 by the London-based
Chartered Institute of Personnel and Development (CIPD) reported that "in addition to improving performance,
the research indicates that having a sense of shared purpose also improves employee engagement" and that
"lack of understanding around purpose can lead to demotivation and emotional detachment, which in turn lead
to a disengaged and dissatisfied workforce."
AdvancED has found through its evaluation of best practices in more than 32,000 institutions around the world
that a successful institution commits to a shared purpose and direction and establishes expectations for
student learning that are aligned with the institutions' vision and supported by internal and external
stakeholders. These expectations serve as the focus for assessing student performance and overall institution
effectiveness.
Governance and leadership are key factors in raising institutional quality. Leaders, both local administrators
and governing boards/authorities, are responsible for ensuring all learners achieve while also managing many
other facets of an institution. Institutions that function effectively do so without tension between the governing
board/authority, administrators, and educators and have established relationships of mutual respect and a
shared vision (Feuerstein & Opfer, 1998). In a meta-analysis of educational institution leadership research,
Leithwood and Sun (2012) found that leaders (school and governing boards/authority) can significantly
"influence school conditions through their achievement of a shared vision and agreed-on goals for the
organization, their high expectations and support of organizational members, and their practices that
strengthen school culture and foster collaboration within the organization." With the increasing demands of
accountability placed on institutional leaders, leaders who empower others need considerable autonomy and
involve their communities to attain continuous improvement goals. Leaders who engage in such practices
experience a greater level of success (Fink & Brayman, 2006). Similarly, governing boards/authorities that
focus on policy-making are more likely to allow institutional leaders the autonomy to make decisions that
impact teachers and students and are less responsive to politicization than boards/authorities that respond to
vocal citizens (Greene, 1992).
AdvancED's experience, gained through evaluation of best practices, has indicated that a successful institution
has leaders who are advocates for the institution's vision and improvement efforts. The leaders provide
direction and allocate resources to implement curricular and co-curricular programs that enable students to
achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school
improvement among stakeholders. The institution's policies, procedures, and organizational conditions ensure
equity of learning opportunities and support for innovation.
Document Generated On January 14, 2016
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AdvancED Brookings School District
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AdvancED Brookings School District
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Standard 1 - Purpose and DirectionThe system maintains and communicates at all levels of the organization a purpose and direction for
continuous improvement that commit to high expectations for learning as well as shared values and beliefs
about teaching and learning.
Standard 2 - Governance and LeadershipThe system operates under governance and leadership that promote and support student performance and
system effectiveness.
Indicator Description Review TeamScore
AdvancEDNetworkAverage
1.1 The system engages in a systematic, inclusive, andcomprehensive process to review, revise, and communicate asystem-wide purpose for student success.
2.60 2.67
1.2 The system ensures that each school engages in a systematic,inclusive, and comprehensive process to review, revise, andcommunicate a school purpose for student success.
2.00 2.69
1.3 The school leadership and staff at all levels of the systemcommit to a culture that is based on shared values and beliefsabout teaching and learning and supports challenging, equitableeducational programs and learning experiences for all studentsthat include achievement of learning, thinking, and life skills.
2.80 2.87
1.4 Leadership at all levels of the system implement a continuousimprovement process that provides clear direction for improvingconditions that support student learning.
2.00 2.64
Indicator Description Review TeamScore
AdvancEDNetworkAverage
2.1 The governing body establishes policies and supports practicesthat ensure effective administration of the system and itsschools.
3.00 2.96
2.2 The governing body operates responsibly and functionseffectively.
2.00 2.99
2.3 The governing body ensures that the leadership at all levels hasthe autonomy to meet goals for achievement and instruction andto manage day-to-day operations effectively.
1.80 3.20
2.4 Leadership and staff at all levels of the system foster a cultureconsistent with the system's purpose and direction.
3.00 3.00
2.5 Leadership engages stakeholders effectively in support of thesystem's purpose and direction.
2.00 2.69
Document Generated On January 14, 2016
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AdvancED Brookings School District
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AdvancED Brookings School District
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AdvancED Brookings School District
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Stakeholder Feedback DiagnosticStakeholder Feedback is the third of three primary areas of evaluation in AdvancED's Performance
Accreditation model. The AdvancED surveys (student, parent, and teacher) are directly correlated to the
AdvancED Standards and indicators. They provide not only direct information about stakeholder satisfaction
but also become a source of data for triangulation by the External Review Team as it evaluates indicators.
Institutions are asked to collect and analyze stakeholder feedback data, then submit the data and the analyses
to the External Review Team for review. The External Review Team evaluates the quality of the administration
of the surveys by institution, survey results, and the degree to which the institution analyzed and acted on the
results.
FindingsImprovement PriorityDevelop, implement, and monitor a system-wide plan that ensures the understanding and consistent
application of the new teacher evaluation plan.
(Indicator 2.6, Indicator 3.4)
Evidence and Rationale
A review of documents (building and system accreditation reports) and stakeholder interviews reveal a wide
variety of opinions regarding the current teacher evaluation system, whether or not it is consistently applied
and whether or not it is used to develop more effective classroom instruction. One report indicates that a
"...uniform evaluation model needs to be established and consistently implemented across the system," while
still another report indicates that "Our staff evaluation processes are consistently implemented and focus on
improving professional practice and student success." A third opinion states that "...an evaluations schedule
and policies regarding teacher evaluations are in place; however, the time administrators have to devote to
teacher evaluations is a concern."
Brookings School District (BSD), like many others across the state and the country, is doing its best to be in
Indicator Description Review TeamScore
AdvancEDNetworkAverage
2.6 Leadership and staff supervision and evaluation processesresult in improved professional practice in all areas of thesystem and improved student success.
2.00 2.78
Evaluative Criteria Review TeamScore
AdvancED NetworkAverage
Questionnaire Administration 4.00 3.43
Stakeholder Feedback Results and Analysis 3.00 3.12
Document Generated On January 14, 2016
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AdvancED Brookings School District
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AdvancED Brookings School District
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AdvancED Brookings School District
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compliance with their state's laws, regulations and mandates as they appear. Along with meeting these
demands BSD has also adopted the Danielson Model for teacher evaluations. It is currently being
implemented throughout the district, but not to the same degree in each of the five, soon to be six, buildings.
Therefore, understanding how important a consistently applied teacher evaluation system is to classroom
instruction and student performance, there is a real need to focus on developing, implementing, and monitoring
a system-wide plan that ensures the understanding and consistent application of the teacher evaluation plan.
Powerful PracticeThe system leadership supports and cultivates a culture of shared values and equitable learning experiences
consistent with the system’s purpose and mission.
(Indicator 1.3, Indicator 2.4)
Evidence and Rationale
All stakeholder group interviews (leadership, teachers, students and parents) revealed that the system
supports and provides extra-curricular opportunities that meet the needs of all students and provide an
equitable opportunity for all to participate. There is a notable strong participation and pride in the Fine Arts.
After school educational programming provides assistance for at risk students and also those who would
benefit from enrichment. It was noted that at the K-3 level there is a strong interest in reinstating gifted
education and support. Additionally, and perhaps most notably, all system-wide stakeholder interviews
revealed a strong community-wide embracing of the values and beliefs consistent with the Brookings School
District established purpose and mission. This strong system-wide support will help ensure forward the
continual development, implementation and support for equitable and challenging learning opportunities for all
BSD students.
Document Generated On January 14, 2016
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AdvancED Brookings School District
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AdvancED Brookings School District
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AdvancED Brookings School District
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Resource UtilizationThe use and distribution of resources must be aligned and supportive of the needs of an institution and the
students served. Institutions must ensure that resources are aligned with the stated mission and are distributed
equitably so that the needs of students are adequately and effectively addressed. The utilization of resources
includes an examination of the allocation and use of resources, the equity of resource distribution to need, the
ability of the institution to ensure appropriate levels of funding and sustainability of resources, as well as
evidence of long-range capital and resource planning effectiveness.
Institutions, regardless of their size, need access to sufficient resources and systems of support to be able to
engage in sustained and meaningful efforts that result in a continuous improvement cycle. Indeed, a study
conducted by the Southwest Educational Development Laboratory (Pan, D., Rudo, Z., Schneider, C., & Smith-
Hansen, L., 2003) "demonstrated a strong relationship between resources and student success... both the
level of resources and their explicit allocation seem to affect educational outcomes."
AdvancED has found through its own evaluation of best practices in the more than 32,000 institutions in the
AdvancED Network that a successful institution has sufficient human, material, and fiscal resources to
implement a curriculum that enables students to achieve expectations for student learning, meets special
needs, and complies with applicable regulations. The institution employs and allocates staff members who are
well qualified for their assignments. The institution provides a safe learning environment for students and staff.
The institution provides ongoing learning opportunities for all staff members to improve their effectiveness and
ensures compliance with applicable governmental regulations.
Standard 4 - Resources and Support SystemsThe system has resources and provides services in all schools that support its purpose and direction to ensure
success for all students.
Indicator Description Review TeamScore
AdvancEDNetworkAverage
4.1 The system engages in a systematic process to recruit, employ,and retain a sufficient number of qualified professional andsupport staff to fulfill their roles and responsibilities and supportthe purpose and direction of the system, individual schools, andeducational programs.
2.00 2.98
4.2 Instructional time, material resources, and fiscal resources aresufficient to support the purpose and direction of the system,individual schools, educational programs, and systemoperations.
3.00 2.98
4.3 The system maintains facilities, services, and equipment toprovide a safe, clean, and healthy environment for all studentsand staff.
3.00 3.05
4.4 The system demonstrates strategic resource management thatincludes long-range planning in support of the purpose anddirection of the system.
3.00 2.67
Document Generated On January 14, 2016
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AdvancED Brookings School District
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AdvancED Brookings School District
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AdvancED Brookings School District
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FindingsOpportunity For ImprovementUtilize a system-wide technology team to create, implement, and regularly evaluate a comprehensive district
technology plan.
(Indicator 4.5, Indicator 4.6)
Evidence and Rationale
A review of system documents and interviews with stakeholders revealed that while there seems to be a
relatively sound technology infrastructure with supporting equipment in place, there is a lack of a
comprehensive, system-wide technology plan. To fully leverage 21st century technology to support learning
and student performance the system must develop and implement a comprehensive plan for the integration of
technology into the curriculum. Proactive system-wide technology plans are aligned with the system's mission
and vision and based upon stakeholder input.
These plans ensure that technology supports and strengthens existing curricula and promotes meaningful,
engaging learning for all students.
Powerful PracticeThe district constructs and maintains educationally efficient buildings and provides appropriate support
services, including educational equipment and safe, clean facilities, for the school system stakeholders.
(Indicator 4.3)
Evidence and Rationale
Facility tours, classroom observations, and stakeholder interviews revealed that there is a commitment to the
construction and maintenance of quality school facilities and learning environments. Current and nearly
completed school facilities confirm that the governing body and system-wide leadership have a vision to keep
up with projected student growth. The team also observed that each school building entered had a secure
Indicator Description Review TeamScore
AdvancEDNetworkAverage
4.5 The system provides, coordinates, and evaluates theeffectiveness of information resources and related personnel tosupport educational programs throughout the system.
2.00 2.82
4.6 The system provides a technology infrastructure and equipmentto support the system's teaching, learning, and operationalneeds.
2.60 2.64
4.7 The system provides, coordinates, and evaluates theeffectiveness of support systems to meet the physical, social,and emotional needs of the student population being served.
2.60 2.65
4.8 The system provides, coordinates, and evaluates theeffectiveness of services that support the counseling,assessment, referral, educational, and career planning needs ofall students.
3.00 2.64
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AdvancED Brookings School District
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AdvancED Brookings School District
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AdvancED Brookings School District
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entrance and visitor check-in procedure to keep students and staff safe. It was also clear that each building
was clean and well maintained. The emergency packets/crisis manuals located in classrooms are a great
resource to each staff member in the case of an emergency. Interviews with both teachers and staff, as well
as the viewing of various documents, revealed that support programs such as Special Education and the
Encore classes do a great job of providing additional support to students and provide a great supplement to the
core curriculum.
Document Generated On January 14, 2016
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ConclusionBrookings School District (BSD), a community of approximately 23,000 residents, is located along the I-29
corridor and is home to South Dakota State University. Currently, there is a system-wide K-12 enrollment of
3,300 students supported by a full time staff of 410 including 236 instructional and administrative staff. There is
a Superintendent, a Business Manager, a Director of Special Education, and a Director of Instruction. BSD
has two, soon to be three, elementary schools, an intermediate school, a middle school, and a high school. All
schools, even those approximately 45 years old, are well maintained and fully functioning. It is clear that the
BSD governing body and all other system-wide stakeholder groups understand the importance of providing an
inviting educational environment for staff and students alike. In fact, high school student surveys reveal that
they "…felt safe at Brookings High school and that the atmosphere or environment is what they "liked" best
about our building…"
BSD has developed and lives by a strong mission statement that is supported by a strong set of beliefs. The
mission statement and beliefs were developed as a result of school personnel, parent, and community
stakeholder input. It is being reviewed as a part of the current BSD strategic planning process.
BSD prides itself on providing a comprehensive and multi-faceted educational program for all of its students,
including those in need of special services. The system's Accreditation Report indicates that "…we provide
junior kindergarten, customized and project based learning, Project Lead the Way, STEM courses, AP
Courses, dual credit, a variety of CTE courses, and online courses. We also have an outstanding special
education program with behavior specialists in each building, plus credit recovery options, and an alternative
school (The South Dakota "Little Red Schoolhouse" award for the Alternative Learning Center)." A review of
documents, classroom observations, and stakeholder interviews verified this statement with the one caveat
that project based learning, while offered and utilized by some teachers in some buildings, is not embedded
system-wide.
BSD has a long and justifiably proud tradition of educational excellence. Its' most recent academic
achievements include the highest ACT scores in South Dakota (approximately 80% of eligible BSD students
take the exam), 9 National Merit Semi-Finalists out of 40 from the entire state, and a Blue Ribbon designated
school. These are significant achievements and clearly indicate that BSD has an abundance of student and
professional talent. As previously mentioned, a reoccurring theme throughout the visit was the willingness of
students to seek out teachers for academic support and correspondingly, the willingness of teachers
throughout the system to be available to help and support their BSD students. Classroom observations and
interviews with students and parents confirmed these team observations and perceptions. Students were
observed staying after classes to have questions answered and information clarified, and many teachers were
observed moving throughout their classrooms to talk to individual students. However, there were very few
classroom observations of students actively engaged in student collaboration or with any type of technology.
Specifically, while teachers were observed delivering organized lesson plans, very few of these plans included
activities designed to engage students beyond the asking and answering of a question. A related theme that
also emerged is that while there is no formal system-wide embedded process to ensure that every BSD
student is known well by an adult in his/her school, all students interviewed expressed the belief that they had
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a number of adults (teachers, counselors, administrators) in their respective buildings to seek and confide in
when necessary.
Interviews with staff and administration in each building reveal that there is a system-wide understanding of the
importance of having a comprehensive professional development plan. Additionally, interviews also reveal that
some BSD staff members are involved in the gathering, analyzing, and using student performance data to
inform classroom instruction and curriculum review. However, interviews and a review of accreditation reports
also reveal that system-wide personnel believe there is much work to be done including the need to "…design
a professional learning community template that best fits our staff and the needs of our students", "…(develop)
a systematic response to data from multiple assessments…," and while "…most staff members participate in a
program of professional learning that is aligned with the school purpose and direction…there is no formal
professional development program…" Specifically, staff member interviews reveal a need for a formal,
system-wide, monitored process to train BSD teachers in data driven decision making including the use of
multiple data points. This is of particular importance in light of the current lack of available state gathered and
distributed student performance data as the state transitions from Dakota STEP to Smarter Balanced
assessments. Therefore, visiting team members affirm these system-wide self-assessments and believe that
developing a comprehensive professional development plan will ensure that the good work that is currently
taking place among some staff in some buildings will be embedded system-wide and therefore help a
successful school system become even better.
BSD, like many school systems throughout the state and country, is grappling with either enhanced or
completely new teacher evaluation systems. Interviews with building personnel reveal that a new teacher
evaluation system based on the Danielson model is currently being introduced throughout the system. The
visiting team agrees with one building's accreditation report as it states that "…as we continue to transition to
the new "teacher effectiveness" model our staff will need extended professional development on Student
Learning Objects (SLO's), how to implement them, and evaluate how they affect the instruction."
The current BSD budget is fiscally sound and includes set aside monies for necessary facilities enhancements.
But, this does not mean that there is enough money to speak to all of the system's needs. As is the case with
the vast majority of public school systems nationwide, there never is enough money. Therefore, the challenge
is to develop and utilize comprehensive and pertinent needs assessment instruments to identify stakeholder
needs and concerns. This type of formalized process will lead to the most efficient use of limited resources.
A review of the building accreditation reports, the system accreditation report and stakeholder interviews reveal
an almost unanimous belief that there is a need to establish a professional development plan/program that is
based on system-wide and/or building level needs as opposed to current educational trends. Interviews
confirm that these building and system-wide needs also include a desire for teacher training regarding the new
evaluation system. Also, as previously established, while there are teachers committed to data driven decision
making, there does not appear to be an embedded, system-wide commitment to the concept, to the needed
training, or to a formal process. Interviews with staff and administration concede that having three different
Directors of Instruction over the past five years has had an adverse affect on the system's ability to establish
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and commit to important professional development and curriculum review. Additionally, interviews reveal a
system-wide optimism because the current director has been able to bring stability to the position and its
important responsibilities. The challenge for BSD is to leverage these stakeholder beliefs and desires into
action by formalizing and broadening what is happening in some buildings to all buildings system-wide.
Finally, interviews also reveal a type of system-wide planning paralysis brought about by state level uncertainty
(i.e. funding, regulations, testing, etc.) and BSD's decision to simultaneously commit to the AdvancED process
as well as strategic planning. Accordingly, there is a system-wide understanding of the critical need to identify
commonalities from these processes in order to develop and implement a coherent long-range plan.
The External Review Team has developed four Improvement Priorities, all of which emphasize a common
theme - develop and implement system-wide processes. As noted earlier, the visiting team was impressed
with the forthrightness of all of the self-assessments and has essentially confirmed what BSD has said about
itself - that there are many good, professional best practices being utilized by professional staff, to one degree
or another, throughout the schools in the system. However, and as accurately referred to in the accreditation
reports, there is a lack of developed, implemented, and embedded processes system-wide. The visiting team
believes that by implementing the Improvement Priorities and thereby focusing on developing and
implementing system-wide processes based on building and system-wide needs assessments, BSD will better
position itself to serve all students throughout the system in a more consistent manner.
Improvement PrioritiesThe institution should use the findings from this review to guide the continuous improvement process. The
institution must address the Improvement Priorities listed below:
Develop and implement a system wide, comprehensive professional development plan to train teachers
in the process of collecting, analyzing, and using student performance data to inform classroom
instruction and curriculum review.
Develop and implement a system wide, formalized, comprehensive process to utilize student
assessment data to verify student learning and adjust curriculum and instruction.
Develop, implement and monitor a formalized system-wide process for inducting, mentoring, coaching
and retaining staff.
Develop, implement, and monitor a system-wide plan that ensures the understanding and consistent
application of the new teacher evaluation plan.
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Accreditation RecommendationIndex of Education QualityThe Index of Education Quality (IEQ™) provides a holistic measure of overall performance based on a
comprehensive set of indicators and evaluative criteria. A formative tool for improvement, it identifies areas of
success as well as areas in need of focus.
The IEQ™ comprises three domains: 1) the impact of teaching and learning on student performance; 2) the
leadership capacity to govern; and 3) the use of resources and data to support and optimize learning.
The overall and domain scores can range from 100-400. The domain scores are derived from: the AdvancED
Standards and indicators ratings; results of the Analysis of Student Performance; and data from Stakeholder
Feedback Surveys (students, parents, and staff).
The IEQ™ results include information about how the institution is performing compared to expected criteria as
well as to other institutions in the AdvancED Network. The institution should use the information in this report,
including the corresponding performance rubrics, to identify specific areas of improvement.
Consequently, the External Review Team recommends to the AdvancED Accreditation Commission that the
institution earn the distinction of accreditation for a five-year term. AdvancED will review the results of the
External Review to make a final determination including the appropriate next steps for the institution in
response to these findings.
External Review IEQScore
AdvancED NetworkAverage
Overall Score 249.27 282.79
Teaching and Learning Impact 241.90 274.14
Leadership Capacity 251.67 296.08
Resource Utilization 265.00 286.32
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AddendaIndividual Institution Results (Self-reported)
Other System InstitutionsThe following institutions did not utilize ASSIST to complete the Accreditation Report for this External Review.
Therefore self-reported results are not included as part of this report. Some institutions appearing below may
have been required to submit the Accreditation Report outside of ASSIST.
Institution Name Teaching andLearning Impact
LeadershipCapacity
ResourceUtilization
Overall IEQScore
Brookings High School 233.33 272.73 200.00 238.46
Camelot Intermediate School 238.10 272.73 242.86 248.72
George Mickelson MiddleSchool
257.14 290.91 271.43 269.23
Hillcrest Elementary School 223.81 290.91 257.14 248.72
Medary Elementary School 271.43 290.91 271.43 276.92
Institution Institution
Dakota Prairie Elementary
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Team Roster
Member Brief Biography
Mr. Richard Parkin Rich Parkin is the Associate Director for AdvancED's Northeast Region. Richretired from a public school district after 35 years of service as a classroomteacher, assistant principal, principal, and district curriculum specialist. He hasalso been an adjunct professor working with aspiring principals as they pursuetheir certificates and graduate degrees. Rich holds a Bachelors of Science, aMasters of Education and K-12 administrator certifications. Rich becameinvolved in the accreditation process over 35 years ago and has since workedwith schools in all phases of the candidacy and accreditation process. He hasworked with schools in the Virgin Islands, Puerto Rico, the Middle East, andthroughout the United States consulting directly with them as they attempt toachieve continuous improvement through the accreditation process. Rich hasworked with public, private, faith based, and corporate schools of all grade levels,including distance learning and supplemental educational organizations.
Mr. Michael W Radke Mike Radke is currently serving his fourth year as the assistant principal forHuron High School in Huron, South Dakota. He is also the Director of Careerand Technical Education and Alternative Education for the Huron School District.Mike earned his bachelors and master's degrees from Northern State Universityand is currently working on his specialist degree through the University of SiouxFalls.
Dr. Drew Moore Drew Moore began his teaching career as an elementary music teacher inShreveport, Louisiana. In 1978 he moved to the Middle Laboratory School atNorthwestern State University adding multiple subjects to his teaching repertoireand began working in accreditation through the Southern Association of Collegesand Schools (SACS) which accredited his school. Professional experiencesinclude public school education, media director at a residential high school forthe gifted in math, science, and performing arts; instructor for the local universityand university laboratory school administrator. Retired after thirty-three years inpublic and higher education, he now chairs and serves as Team Member onExternal Review Teams at the school, district, distance learning, and corporatelevels. Drew also serves on the Louisiana State AdvancED/SACS committeeand the AdvancED Accreditation Commission. Degrees include: Bachelor ofMusic Education, Master’s in Music, Specialist Degree in Public SchoolAdministration and Doctorate in Education Technologies from NorthwesternState University in Louisiana and additional graduate work at Memphis StateUniversity in Tennessee and Louisiana State University- Shreveport.
Mrs. Angie Bickett Angie is currently teaching third grade at Jolley Elementary School in Vermillion,South Dakota. She has been employed by the Vermillion Public School for 17years, and has been an active member on several district committees. Angieholds degrees from Dakota State University in Madison, SD and the University ofSouth Dakota in Vermillion, SD.
Ms. Jean Chrostoski Jean is currently the Superintendent of Goshen County School District inTorrington, WY. She is completing her third year at the district. Jean came toWyoming with 18 years in the superintendency in rural central Illinois, in additionto 10 years as a building principal.Jean is a former Jr.Sr. High School teacher, taught for the correctional system inthe evening, and held duties as special ed director, athletic director, andtransportation director.She holds degrees from Eastern Illinois University, Southern Illinois Universityand Illinois State University with major emphasis in Speech Communication,Journalism, and Educational Administration.
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Member Brief Biography
Kirk Easton I am in my first year as the superintendent in the Lennox School District inLennox, SD. My last 12 years where spent as the high school principal andsuperintendent in the Warner School District in Warner, SD. Prior to Warner, Itaught at the Topeka Juvenile Correctional Facility in Topeka, KS for 7 years. Ihave earned degrees at Black Hills State University in Spearfish, SD; WashburnUniversity in Topeka, KS; and the University of Sioux Falls in Sioux Falls, SD.
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1.
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Next StepsReview and discuss the findings from this report with stakeholders.
Ensure that plans are in place to embed and sustain the strengths noted in the Powerful Practices
section to maximize their impact on the institution.
Consider the Opportunities for Improvement identified throughout the report that are provided by the
team in the spirit of continuous improvement and the institution’s commitment to improving its capacity
to improve student learning.
Develop action plans to address the Improvement Priorities identified by the team. Include methods for
monitoring progress toward addressing the Improvement Priorities.
Use the report to guide and strengthen the institution's efforts to improve student performance and
system effectiveness.
Following the External Review, submit the Accreditation Progress Report detailing progress made
toward addressing the Improvement Priorities. Institutions are required to respond to all Improvement
Priorities. The report will be reviewed at the appropriate state, national, and/or international levels to
monitor and ensure that the system has implemented the necessary actions to address the
Improvement Priorities. The accreditation status will be reviewed and acted upon based on the
responses to the Improvement Priorities and the resulting improvement.
Continue to meet the AdvancED Standards, submit required reports, engage in continuous
improvement, and document results.
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About AdvancEDAdvancED is the world leader in providing improvement and accreditation services to education providers of all
types in their pursuit of excellence in serving students. AdvancED serves as a trusted partner to more than
32,000 public and private schools and school systems – enrolling more than 20 million students - across the
United States and 70 countries.
In 2006, the North Central Association Commission on Accreditation and School Improvement (NCA CASI),
the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS
CASI), both founded in 1895, and the National Study of School Evaluation (NSSE) came together to form
AdvancED: one strong, unified organization dedicated to education quality. In 2011, the Northwest
Accreditation Commission (NWAC) that was founded in 1917 became part of AdvancED.
Today, NCA CASI, NWAC and SACS CASI serve as accreditation divisions of AdvancED. The Accreditation
Divisions of AdvancED share research-based quality standards that cross school system, state, regional,
national, and international boundaries. Accompanying these standards is a unified and consistent process
designed to engage educational institutions in continuous improvement.
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Colbert, J., Brown, R., Choi, S., & Thomas, S. (2008). An investigation of the impacts of teacher-driven
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Datnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data: How high-performing school
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