 |
|
|
SACS Self-Assessment Menchville High School 2011-2012
Standard I: Vision and Purpose- The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school.
(1.1.a, 1.2.a, 1.3.a. 1.4.a, 1.4.b, 1.5.a, 1.6.a)
Standard II: Governance and Leadership- The School provides governance and leadership that promote student performance and school effectiveness.
(2.1.a, 2.1.b, 2.1.c, 2.2.a, 2.3.a, 2.4.a, 2.4.a, 2.5.b, 2.6.a, 2.6.b, 2.6.c, 2.7.a, 2.8.a, 2.9.a, 2.10.a, 2.10.b, 2.10.c)
Standard III: Teaching and Learning- The school provides research-based curriculum and instructional methods that facilitate achievement for all students.
(3.1.a, 3.1.b, 3.1.c, 3.1.d, 3.2.a, 3.2.b, 3.2.c, 3.3.a, 3.3.b, 3.3.c, 3.3.d, 3.4.a, 3.4.b, 3.4.c, 3.4.d, 3.5.a, 3.5.b, 3.5.c, 3.6.a, 3.7.a, 3.8.a, 3.8.b, 3.9.a, 3.9.b, 3.10.a, 3.11.a, 3.11.b)
Standard IV: Documenting and Using Results- The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.
(4.1.a, 4.1.b, 4.2.c, 4.2.a, 4.2.b, 4.3.a, 4.3.b, 4.4.a, 4.4.b, 4.4.c, 4.5.a, 4.5.b, 4.6.a, 4.7.a, 4.7.b, 4.7.c, 4.8.a)
Standard V: Resources & Support Systems-The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.
(5.1.a, 5.1.b, 5.1.c, 5.2.a, 5.3.a, 5.4.a, 5.5.a, 5.6a, 5.6.b, 5.7a, 5.7.b, 5.8.a, 5.9.a, 5.10.a, 5.10.b, 5.10.c)
Standard VI: Stakeholder Communication & Relationships- The school fosters effective communications and relationships with and among its stakeholders.
(6.1.a, 6.2.a, 6.3.a, 6.3.b, 6.3.c, 6.4.a, 6.5.a)
Standard VII: Commitment to Continuous Improvement- The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.
(7.1.a, 7.2.a, 7.3.a, 7.4.a, 7.5.a, 7.6.a, 7.6.b)
|
|
|
- (1.1.a) What is the process for establishing and building
understanding of the vision among-stakeholder?
Evidence:
.Minutes/attendance lists from school improvement team meetings
.Surveys
.Vision statement
.Schedule of school improvement team meetings*
|
- (1.2.a) How do stakeholders hear about, respond to, and
support the vision?
Evidence:
.Minutes/attendance lists from stakeholder meeting
.Newsletters containing information about vision
.Website addressing vision
.Annual report to community
.Handbooks reflect vision
.Surveys*
|
- (1.3.a) How do expectations for student performance grow
out of the vision?
Evidence:
.Curriculum guides and teacher lesson plans linked to the stated vision
.Staff member, parent, student familiarity with the vision and purpose
.School improvement plan
.Surveys
.Recovery programs when students are not successful*
|
- (1.4.a) What can you tell from the school's data-based
profile about how closely current organizational
effectiveness approaches the vision?
Evidence:
.School profile that includes organizational effectiveness measures*
|
- (1.4.b) What can you tell from the school's data-based
profile about how closely current student
achievement approaches the vision?
Evidence:
.School profile
.Current and trend data relating to student achievement
.Stakeholder surveys
.Staff member familiarity with appropriate data regarding student achievement and engagement
.School demographic and community profile information*
|
- (1.5.a) How are decisions about teaching and learning
guided by the vision?
Evidence:
Staff members' familiarity with appropriate data regarding student achievement, engagement, and student characteristics
.Minutes of stakeholder groups regarding analysis and use of data
.Lesson plans
.Curriculum guides
.Surveys
.Collaborative Learning Teams
*
|
- (1.6.a) When and how is the school's vision reviewed and renewed?
Evidence:
.Surveys/evaluation instruments and results
.School annual report to the community (or comparable document)
.lndication by parents, staff, students and community members that they are familiar with the process of review of vision, purpose, and goals
.lnvolvement of parents, staff, students, and community members in the formation and/or processing and review of the vision, purpose, and goals
.School showcase in front of the school/Main Entrance*
|
- (2.1.a) What process is in place to add, remove, or revise governing body policies and procedures for the effective operation of the school?
Evidence:
.Policy manuals*
|
- (2.1.b) How do school leaders ensure full compliance with
governing body policies and procedures?
Evidence:
.Correspondence reference policies
.Governing body and school policies
.Governing body meeting minutes*
|
- (2.1.c) How do school-based policies and procedures ensure equity of learning opportunities and support for innovalion in the school?
Evidence:
.Staff/student handbooks
.Surveys
.Agendas and minutes of stakeholder meetings*
|
- (2.2.a) What kinds of autonomy does school leadership have to make operational choices about how to implement policy?
Evidence:
.Meaningful leadership roles assigned
.Staff handbook
.Personnel evaluation plan
.School improvement plan
.Agendas and minutes of meeting*
|
- (2.3.a) How do school leaders assure that all legal compliance requirements are met?
Evidence:
.Criteria for selecting and terminating partners and contractors
.Compliance historical data
.Budget allocation documents
.Assurances, certifications
.Master calendar*
|
- (2.4.a) ln what ways do school leaders advocate for a culture that is interested in, and reliant on data?
Evidence:
.Role of leaders in use of data and interpretation
.Use of data for continuous improvement or decision-making
.Committee minutes
.PLC Data walls for benchmark performance*
|
- (2.5.a) How do adult learning principles shape professional development for instructional staff members, so that it takes into account their expertise, learning style and needs?
Evidence:
.Professional development plans and records
.Observational protocols
.Surveys*
|
- (2.5.b) How do adult learning principles shape professional
development for the community of learners so that it takes into account their expertise, learning style, and needs?
Evidence:
.Professional development calendar
.Minutesiattendance lists from professional development meetings
.Observational protocols
.Surveys*
|
- (2.6.a) How do teachers participate in decisions that shape the school?
Evidence:
.Organizational charts
.Procedures for purchasing materials and equipment that consult teachers
.Policies/Procedures that address leadership roles
.Meeting agendas, minutes*
|
- (2.6.b) How do students participate in decisions that shape the school?
Evidence:
.Agendas/meeting minutes of committees indicating student involvement
.Meeting rosters showing student involvement
.Student projects
.Surveys*
|
- (2.6.c) How do teachers and students lead the school to ensure a safe, orderly environment in which behavior management is consistent school-wide?
Evidence:
.Documentation of numbers of disruptive events-increase/decrease
.Behavioral policies*
|
- (2.7.a) In what ways do stakeholders actively participate in
and contribute to the school improvement process and other meaningful decision-making roles?
Evidence:
.Minutes/attendance lists from school improvement team meetings showing responsibilities of stakeholders
.Feedback/revision documents indicating responsiveness to feedback
.Schedule of school improvement planning meeting topics*
|
- (2.8.a) How are decisions made regarding equity, level of participation, leadership roles, and allocation of resources in curricular and co-curricular activities?
Evidence:
.Demographic distribution of students in special programs
.Lesson plans showing support for all students
.Class and activity rosters
.Distribution of qualified staff members
.Distribution of curriculum materials*
|
- (2.9.a) How does the school learn about and respond to stakeholder questions, concerns and satisfaction issues?
Evidence:
.Surveys and relaled data
.Logs of concerns expressed
.Newspaper articles and advertisements*
|
- (2.10.a) 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?
Evidence:
.Actions taken as a result of observations
.Documentation of collection of lesson plans and grade books
.Administrative classroom observation protocols and logs
.School practices and procedures*
|
- (2.10.b) What process do school leaders use to monitor and support non-instructional staff members' needs?
Evidence:
.Attendance rosters/minutes of professional development meetings
.Evaluation forms
.Surveys
.Job descriptions
.School practices and procedures*
|
- (2.10.c) Whal process is in place to monitor and support school leaders' needs?
Evidence:
.Altendance rosters/minutes of professional development meetings
.Continuum of administrative skills, job descriptions
.Evaluation forms
.Surveys
.Observation protocols
*
|
- (3.1.a) How does the school ensure that its curriculum is based on clear and measureable expectations for student learning?
Evidence:
.Classroom level observations documenting use of curriculum guides
.Lesson plans referencing objectives from curriculum
.Curriculum, instructional guides
.Curriculum mapping, scope and sequence guides
.Written curriculum documents*
|
- (3.1.b) How does the school ensure that current written curriculum documents are aligned to state and national standards or curriculum required by the governing body?
Evidence:
.Curriculum maps that reference standards/expectations
.Curriculum guides
.Alignment documents
.Guides that contain scope and sequence*
|
- (3.1.c) 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?
Evidence:
.Written units or lesson plans
.lnstructional documents and activities that are aligned both vertically and horizontally
.Curriculum documents that show scope and sequence
.Listing of skills within content areas and across grade levels*
|
- (3.1.d) How is the curriculum evalualed and revised on a regular basis?
Evidence:
.Reports from curriculum development focus groups
.Agendas and minutes of curriculum committees and grade level committees*
|
- (3.2.a) How are students taught to use feedback from the formative assessment process to guide their own learning?
Evidence:
.Samples of exemplars, models, rubrics, and other formative assessments
.Lesson plans*
|
- (3.2.b) How do teachers provide sludents with opportunities
lo focus on higher order thlnking skills such as critical and creative thinking, problem solvinq, and inquiry as learning strategies?
Evidence:
.Program/project descriptions
.Examples of student engagement in the classroom
.Lesson plans
.Degree of teacher engagement in innovative approaches to learning
.School leadership investigation of new strategies for innovative instruction*
|
- (3.2.c) How do teachers provide students with opportunities to apply, practice, and deepen their understanding of new knowledge using authentic content and context?
Evidence:
.Internships and job shadow opportunities for students
.Lesson plans
.Extracurricular opportunities tied to curriculum
.Guest speakers, special presentations, mentors
.Students' self-descriptions of their own gifts and interests (resulting in informed approaches to academic and career planning)*
|
- (3.3.a) How does the school ensure that classroom assessments align with the standards/expectations in the curriculum?
Evidence:
.Formative and summative classroom assessments
.Local assessment items align with standards/expectations
.Description of process used to adopt and analyze assessments*
|
- (3.3.b) To what extent are achievement data and teacher input used when developing or modifying curriculum or instructional programs, practices, or processes?
Evidence:
.Program modifications and rationale
.Evaluation documents
.Changes in lessons or programs to accommodate evaluation conclusions*
|
- (3.3.c) How does the school support teachers in developing high quality assessments?
Evidence:
.Classroom assessments
.Meeting agendas and minutes
.Peer feedback documentation*
|
- (3.3.d) What kind of collaboralive, reflective analysis of student work has been conducted by teachers?
Evidence:
.Exemplars and models of performance levels
.Minutes of collaborative meetings, descriptions of analysis of work
.Protocols for analysis and reflection
.Descriptions of lessons revised based upon analysis of student work*
|
- (3.4.a) How do teachers use currenl research and the strengths and characteristics of their students to design instruction?
Evidence:
.Research citations in lesson plans
.Lesson plans
.Walkthrough logs (protocols)*
|
- (3.4.b) How has the whole school planned and developed research-based instructional reform strateqies to strengthen the core academic program, increase amount and quality of learning time, and provide additional supports to all students?
Evidence:
.School improvement team meeting minutes
.Comprehensive needs assessment
.Lesson plans
.School improvement plan
.Curriculum showing enrichment/acceleration elements
.Subgroup gap analysis
.*
|
- (3.4.c) What is the process teachers use to prioritize expectations?
Evidence:
.Curriculum documents that identify highest priority expectations
.Curriculum maps
.Agendas and minutes from peer learning community meetings
.Pacing guides*
|
- (3.4.d) How do teachers vary instructional delivery methods
to meet diverse learning needs?
Evidence:
.School leadership investigation of strategies for improved instruction
.lntervention for improvement designed for students of all performance levels
.Differentiated instruction provided to students with specific needs
.Variety of learning opportunities provided to students with *
|
- (3.5.a) How does the school ensure that all statf members hold high expectations for each student thev work with, and encourage all students to achieve their full potential?
Evidence:
.Meeting minutes that describe teacher collaboration and discussion of strategies
.Lesson plans indicating individualized strategies
.List of students identified as needing support*
|
- (3.5.b) How does the school support sludents with special
needs to fully participate in all aspects of its programs?
Evidence:
.Curriculum documents
.lndividual accommodations and adaptive equipment
.Lesson plans
.lndividualized Education Plans*
|
- (3.5.c) In what ways does the school assure that differing cultures and languages of students and families are taken into account?
Evidence:
.Classroom rosters
.Language support services for students learning in a non-native language
.Demographic distribution of students in special programs
.Lesson plans that indicate differentiated learning
.lnterventions for improvement that include students at all performance levels*
|
- (3.6.a) In what ways does the school maximize the use of time for instruction?
Evidence:
.Newsletters to parents
.Schedules (assemblies, non-academic scheduling, special rograms)
.Surveys
.Changes designed to prolect student learning time
.Memos to teachers
.Times for announcements*
|
- (3.7.a) How do teachers interact, plan, and share with others teaching similar subjects across grade levels and between schools?
Evidence:
.Professional development plan
.Decisions made
.Calendars
.Protocols for collaboration among all staff memoers
.Agendas, meeting minutes*
|
- (3.8.a) How does the system of support individualize interventions and differenliate instruction for identified students whose pace/style of learning differs in some way?
Evidence:
.Re-teaching of students who have not met expectations
.Time frames that vary to enable all students the time to complete their programs
.Lesson plans
.Assessments
.Variety of learning opportunities provided to students*
|
- (3.8.b) iow has the school planned and implemented school-wide research-based instruclional strategies that provide timely additional instruction for those who are experiencing the greatest degree of difficulty mastering the state's academic achievement
standards/ expectations?
Evidence:
.Agendas/minutes of school improvement meetings
.Review of research-based interventions
.Lists of students who have greatest degree of difficulty
.Review of student data*
|
- (3.9.a) Whal evidence shows that a sense of belonging and
self-esteem exist in the school?
Evidence:
.Parent, teacher, student surveys
.Student work displayed
.Positive interactions between students and students, students and adults, adults and adults*
|
- (3.9.b) How does the school ensure that its classrooms are
safe and orderly?
Evidence:
.Student handbook
.Documentation of number/percentage of disruptive events
.Posted and written expectations of student behavior
.Survey of attitudes of stakeholders regarding behavior*
|
- (3.10.a) ln what ways does the school provide comprehensive resources, technology, multimedia, and other learning tools to support the curriculum?
Evidence:
.Procedure for purchase of materials
.Surveys
.Balanced, relevant, and up-to-date media center collection*
|
- (3.11.a) To what extent is technology integrated into the instructional program in all classrooms to meet the needs of all learners?
Evidence:
.Technology resources. i.e., computers, computer labs
.lnternet use policy
.A library/media center space that is appropriate for the size of the school
,A comprehensive materials collection (current media, books, reference sources, and periodicals in print and electronic formats)
.Surveys
.Lesson plans that show link between technology and instruction*
|
- (3.11.b) What expectations does the school hold for the level
of technological sophisticalion and comfort adults should be able to model for students?
Evidence:
.Professional development offerings that showcase new developments and trends
.Samples of record keeping, communication, and instruction
.School budget
.Surveys
.Training on effective use of media resources for students and professional staff; a policy on use of the Internet and challenged malerials -
.Professional development/school improvement plans*
|
- (4.1.a) To what exient has the school agreed upon assessments that measure progress toward its established learning expectations in each core subject area?
Evidence:
.Written assessments
.Lesson plans
.Surveys
.Classroom level observations documenting use of assessments*
|
- (4.1.b) Whal oerformance measures has the school established to determine the etfectiveness and efficiency of its governance, support, and administrative functions?
Evidence:
.Meeting minutes
.Surveys
.Evidence that evaluation efforts and results of data analysis are directed toward organizational effectiveness including attainment of intended outcomes, customer satisfaction, effective use of resources and services*
|
- (4.1.c) How does the school ensure reliability, validity, and
freedom from bias in the data collected io measure performance?
Evidence:
.Policies
.Meeting agendas for review of measures
.Surveys
.Analysis and disaggregation of assessments by subgroup - meeting agendas/minutes
.Analysis of trend data*
|
- (4.2.a) To what extent does the school's data system incorporate all types of data-student records, demographics, results data, process data, and perception data?
Evidence:
.Demographic data
.Organizational effectiveness data (process and results)
.Trend data
.Policy and/or procedure to moniior overall student performance
.Program/process data
.Student achievement resulls from various formative and summative assessments
.Retention and graduation rate data*
|
- (4.2.b) How broad a range of stakeholders have been involved in the design and utilization of the school's data system?
Evidence:
.Staff/stakeholder participation on data committees
.lnclusion of data analysis topics in the agenda of professional development activities*
|
- (4.3.a) To what extent are classroom assessments developed and shared school-wide, so that results can be analyzed across classrooms?
Evidence:
.Teacher reports
.Agendas and minutes of collaborative meetings
.Efforts by the school to determine gaps between achievement goals and improvement expectations
.Professional learning community/agendas and minutes
.Data analysis, including analysis of school-wide assessment results
.Samples of classroom assessments and documentation of how used*
|
- (4.3.b) How do overall achievement results drive decision making
about teaching and learning in the school?
Evidence:
.Agendas/minutes of stakeholder meetings for data analysis and use of data
.Surveys
.Use of schoolwide assessment systems
.Agendas/minutes of peer learning communities and
other meetings to identify students for additional support*
|
- (4.4.a) To what degree does the school maintain and implement a process for analyzing data and turning it into useful information?
Evidence:
.Pattern analysis conclusions and learnings
.Teacher reports about efforts to keep them informed
regarding trend and comparison data
.Agendas/minutes of stakeholder meetings for data analysis, dialogue, and use of data
.Evaluation protocol*
|
- (4.4.b) Do staff members have the skills to analvze and use
data?
Evidence:
.Professional development plan
.Competency expectations for staff
.Agendas of peer learning community meetings and trainings
.School improvement plans showing professional
development
.Learning materials for skill development*
|
- (4.4.c) To whal extent do school staff members possess the
collaborative skills necessary to undertake difficult self-examination and make meaningful information out of data?
Evidence:
.Surveys
.Professional development plan, school improvement plan
.Agendas or minutes of peer learning community meetings showing discussion of data-
.Lesson plans that reflect shared information*
|
- (4.5.a) How easily can stakeholders and decision-makers
get access to data that is appropriate for their use?
Evidence:
.Reports to students and parents
.lmmediate discussion of results at staff meetings
.School profile
.Surveys
.Communications to stakeholders
.Annual report*
|
- (4.5.b) How are successes celebrated and feedback
provided to students?
Evidence:
.Regular newsletlers that address student success (quarterly, etc.)
.Displayed successful work in classrooms and hallways
.Frequent recognition programs
.Surveys*
|
- (4.6.a) 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?
Evidence:
.Collection and analysis of multi-year trend data regarding student achievement and school effectiveness
.Comparative analysis of student achievement among similar schools*
|
- (4.7.a) Do student achievement results regularly show
improvement across all core subject areas?
Evidence:
.Longitudinal student achievement data reflect growth in student performance
.Committee agenda/minutes that show review of data*
|
- (4.7.b) Do student achievement results for all grade levels
regularly show improvement?
Evidence:
.Longitudinal student achievement data reflect growth in student performance
.Commitlee agenda/minutes that show review of data*
|
- (4.7.c) Do student achievement resulls for all subgroups
show improvement?
Evidence:
.Commitlee agendasiminutes that show review of data
.Longitudinal student achievement data reflect growth in student performance (disaggregated)*
|
- (4.8.a) Describe the policies that exisl to reculate the security of data systems, student records, and their authorized users.
Evidence:
.List of authorized users at various levels of access
.Handbook explaining how to edit or change data*
|
- (5.1.a) What is the process for altractinq highly qualified
staff members to this school?
Evidence:
.Percentage of staff Highly Qualified
.Description of school/governing body promotions to attract new staff members*
|
- (5.1.b) How do school leaders ensure that siaff members
meet governing body requirements and possess appropriate expertise for their role in the school?
Evidence:
.Documented demonstration lessons
.Audit of teacher credentials
.Extent to which staff meet certification and licensure requirements*
|
- (5.1.c) What is the process for induction, mentoring, and coaching of new staff members?
Evidence:
.Description of induction and mentoring program
.New teacher orientation materials
.Menloring logs, reports, and correspondence*
|
- (5.2.a) What criteria are used to ensure that staffing assignments match staff qualifications to student needs and the school improvement plan?
Evidence:
.Documentation of demonstration lessons
.Organization charts
.Candidate interview notes
.School improvement plan
.Collection of data about staff strengths*
|
- (5.3.a) How do school leaders encourage collaborative
reflection, investigation, and inquiry about teaching
practices?
Evidence:
.Agendas and minutes of collaborative team meetings (peer learning community)
.Calendar of meetings*
|
- (5.4.a) In what ways are data used to evaluate the sufficiency of student to staff ratios?
Evidence:
.Organizational charts
.Supplemental funds
.School improvement plan
.School budget
.Governing body strategic plan
.lndication that leader has communicated with governing body leadership*
|
- (5.5.a) 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?
Evidence:
.Accounting of supplemental funds
.School improvement plan
.Listing of fiscal resources aligned with school improvement goals
.Governing body strategic plan
.Monthly budget*
|
- (5.6.a) How does the school ensure that a regularly audited
accounting system is used?
Evidence:
.Evidence that school abides by legal and ethical business and educational practices
.Annual budget
.Last financial audit
.Staff communications about budget*
|
- (5.6.b) What is the process for ensuring thal all funds are
spent in accordance with regulations?
Evidence:
.Description of policies in place and monitoring
.Documentation of compliance reporting-assurances*
|
- (5.7.a) How does the leadership ensure that the facilities.
services, and equipment are safe and orderly for
studenls and staff?
Evidence:
.Facilities and technology maintenance plan and
long range facilities plan
.lndication that facilities are regularly inspected and maintained
.Surveys*
|
- (5.7.b) How are decisions made about the use of space?
Evidence:
.Changes in space over time in response to changing need
.Required safety certificates
.Survey data from stakeholders regarding the extent
to which,the school improvement plan safety issues characterize the operation of the school
.Facilities report addressing safety concerns*
|
- (5.8.a) How comprehensive and well understood is the school's crisis management plan?
Evidence:
.Correspondence
.Crisis management plans
.Security plans*
|
- (5.9.a) What process is used to ensure and monitor that
each student g-els the counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning s/he needs?
Evidence:
.School policies/handbooks
.Correspondence
.Reports
.Partnership documents
.Print and electronic communications*
|
- (5.10.a) What process is in place to identify students with
special needs?
Evidence:
.Records indicating reassessment data and practices
.Lesson plans
.Evidence of differentiation of instruction
.Description of use of data to target instruction to students not meeting expectations*
|
- (5.10.b) How does the school ensure lhal the appropriate
interventions are selected?
Evidence:
.School improvement plan/committee structures
.Instructional plans
.Minutes/action plans
.Classroom walk-through journals*
|
- (5.10.c) How are the interventions monitored and evaluated?
Evidence:
.School policies and procedures
.Administrative classroom observation logs/protocols
.Meeting minutes
.Data review
.Surveys
*
|
- (6.1.a) What is the system in place for identitying community
experiences, resources, and willingness to support student learning?
Evidence:
.Mailing lists
.Examples of school communications
.Program lists and student schedules
.Correspondence
.Program materials
.Event co-sponsorships*
|
- (6.2.a) What process is in place to communicale information
and gather feedback from all stakeholders about students, their performance, and school effectiveness?
Evidence:
.Plan for communication among stakeholders
.Notices for student performances and showcases
.Samples of letters, newsletlers, advertisements sent
out regarding achievement and school effectiveness*
|
- (6.3.a) What is the system in place for identifying parents'
expertise and willingness to volunteer?
Evidence:
.Teacher/parent communications
.Menu of opportunities available
.Parent Teacher Organization/Parent Teacher Association documentation
.Database of volunteers*
|
- (6.3.b) In what ways does the school encourage families to
support children as learners, (including-development
of a parent compact if one is used)?
Evidence:
.School committee participation lists and minutes
.Newsletters and other print communications
.Invitations to meetings and programs*
|
- (6.3.c) How representative of the school population is the
active parent population?
Evidence:
.Teacher/staff member communications
.Survey responses
.Participation lists*
|
- (6.4.a) How are student expectations communicated to
parents/stakeholders in a manner that is timely and
understandable?
Evidence:
.Correspondence
.Lesson plans
.Classroom displays
.Meeting agendas and minutes
.Print and web communications
.Course descriptions*
|
- (6.5.a) How are improvement efforts and evaluation results
communicated with parents and other stakeholders
on a regular basis?
Evidence:
.School newsletters and website
.Data reports
.Annual report*
|
- (7.1.a) 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?
Evidence:
.Minutes/attendance lists from school
.improvement/other meetings
.School communication tools showing communication among stakeholders*
|
- (7.2.a) How do internal and external stakeholders hear
about the school improvement process?
Evidence:
.Newsletters describing vision, purpose, improvement strategies, and results
.Website addressing school improvement
.Annual report to the community
.Surveys*
|
- (7.3.a) How do the school's improvement plan goals, strategies, and activities align with and/or capitalize on existing programmatic elements to maximize student success?
Evidence:
.Self-assessment findings
.Data analysis
.Surveys
.School improvement plan and process employed in development*
|
- (7.4.a) How do professional development activities support strategies that are based on student needs and address the school improvement plan goals?
Evidence:
.Description (or lesson plans) of teaching practices that demonstrate student-centered instruction
.Professional development schedule or topics
.Spreadsheet of individual professional development
plans cross-walked to school improvement plan*
|
- (7.5.a) How does the leadership ensure that the improvement plan is implemented, monitored, achieved, communicated to stakeholders, and used for future improvement?
Evidence:
.Monitoring and evaluation plan for school improvement plan
.Procedure for recognizing team for their work
.Minutes/attendance lists from school improvement
team meetings showing monitoring and evaluation
.Plan for communicating results to stakeholders; i. e.
meeting minutes, newsletters
.Schedule of school improvement planning meeting topics*
|
- (7.6.a) What is the school's plan to analyze and evaluate the
impact and effectiveness of its straleqies and interventions on student achievement and organizational effectiveness?
Evidence:
.Professional development topics
.Minutes of action items
.Evaluation plan and results
.School improvement plan and process employed in development
.Revisions to school improvement plan*
|
- (7.6.b) How is the information gained from the evaluation of
the plan used for making decisions about student learning?
Evidence:
.Professional development topics
.Evaluation plan and results
.Revisions to school improvement plan*
|
