Presentation on theme: "PAULDING COUNTY SCHOOL DISTRICT AdvancED EXTERNAL REVIEW REPORT."— Presentation transcript:
PAULDING COUNTY SCHOOL DISTRICT AdvancED EXTERNAL REVIEW REPORT
DISTRICT ACCREDITATION Accreditation is a voluntary method of quality assurance designed to distinguish schools adhering to a set of educational standards. To retain accreditation, a district must meet AdvancED Standards, demonstrate high levels of student performance, and provide evidence of stakeholder satisfaction with the operation of the district.
DISTRICT ACCREDITATION The External Review Team conducted the PCSD visit October 6-9, 2013. The External Review consisted of: Review of Self Assessments, Artifacts and Evidence 50 Classroom Observations 246 Interviews 55 administrators 100 teachers 19 support staff 72 parents and community leaders
PART I: STANDARDS & INDICATORS Using indicator-specific performance levels, the External Review Team evaluates the degree to which the district met each indicator on a scale of 1-4. Powerful Practices and Opportunities for Improvement are identified for each of the standards if applicable. Average Indicator Score for PCSD: 2.91
STANDARD 1: PUPOSE AND DIRECTION The 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. IndicatorScore The district engages in a systematic, inclusive comprehensive process to review, revise, and communicate a system-wide purpose for student success. 4* Each school engages in a systematic, inclusive comprehensive process to review, revise, and communicate a school purpose for student success. 4* School leadership and staff commit to a culture of shared values of teaching and learning and support educational programs for all students. 3 Leadership at all levels implement a continuous improvement process with a clear direction for supporting student learning. 3 * Identified as a Powerful Practice
POWERFUL PRACTICES The system clearly engages in a systematic, systemic, inclusive, and comprehensive process for assuring high expectations for learning. The values and beliefs established in this process are shared by all and are evident by the advances in student achievement. The purpose has been communicated at such a level that all stakeholders have a pervasive commitment for advancing the clear purpose and direction for student success. The district is to be commended for the strong advancements made in student achievement and through the high expectations set for learners.
POWERFUL PRACTICES The system ensures that each school and department engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. System leadership, school leadership, teachers, parents and students use a common language to describe a clear and cohesive purpose for student success. Schools create detailed school improvement plans focused on student achievement. Instruction is based on regular assessment designed to meet student needs. System expectations are clearly articulated and shared with all stakeholders. System leadership monitors data about each school to provide feedback and direction of the district.
STANDARD 2: GOVERNANCE AND LEADERSHIP The system operates under governance and leadership that promote and support student performance and system effectiveness. IndicatorScore Governing body establishes policies and supports practices to ensure effective administration. 3 Governing body operates responsibly and functions effectively. 4* Governing body ensures leadership has autonomy to met goals and manage day-to-day operations. 4* Leadership and staff foster a culture consistent with district purpose and direction. 3 Leadership engages stakeholders in support of district purpose and direction. 3 Supervision and evaluation processes result in improved professional practice and student success. 3 * Identified as a Powerful Practice
POWERFUL PRACTICES The Board of Education and system leadership team exceed in their unified approach of governing the school system in order to assure effective fulfillment of roles and responsibilities. The Board of Education participates in annual professional development that meets or exceeds the requirement of Georgia Law and the State Board of Education. The essence of an effective school system is one in which the governing body recognizes its roles and entrusts the system leadership to administer their duties while promoting the district mission.
POWERFUL PRACTICES The governing body ensures that leadership possesses the autonomy to meet achievement goals and to manage day-to-day operations effectively. The Board of Education consistently protects, supports, and respects the district and school leadership, allowing them to establish and complement goals for academic achievement and the ability to function on a day-to-day basis.
STANDARD 3: TEACHING AND ASSESSING FOR LEARNING The system’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses. IndicatorScore The system’s curriculum provides equitable and challenging learning experiences for all students. 3 Curriculum, instruction, and assessment are monitored and adjusted in response to assessment data, student learning and professional practice. 3 Teachers engage students in their learning through instructional strategies that ensure achievement. 2 Leaders monitor and support the improvement of instructional practices of teachers. 3 System operates as a collaborative learning organization. 3 Teachers implement the system’s instructional process in support of student learning. 3
STANDARD 3: TEACHING AND ASSESSING FOR LEARNING The system’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses. IndicatorScore Mentoring, coaching and induction programs support instructional improvement. 3 Families are engaged in meaningful ways and kept informed of their children’s learning progress. 3 Structures are in place whereby each student is well known by at least one adult advocate in the student’s school to support their educational experience. 2 Grading and reporting are based on clearly defined criteria the represent content knowledge and skills. 3 All staff participate in professional learning. 3 System and schools provide and coordinate learning support services to meet unique learning needs of students. 3
OPPORTUNITIES FOR IMPROVEMENT Establish a structure to ensure that an adult advocate has been assigned to every student. Informal structures are in place, but a structure that clearly describes these relationships should be developed to support student needs and enable increased student success.
STANDARD 4: RESOURCES AND SUPPORT SYSTEMS The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students. IndicatorScore System recruits, employs and retains a sufficient number of qualified staff to support schools and programs. 3 Instructional time, material resources, and fiscal resources are sufficient to support the direction of the system, schools, educational programs, and system operations. 3 System maintains facilities, services, and equipment to provide a safe, clean, and healthy learning environment. 3 System demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system. 3 System provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs. 2
STANDARD 4: RESOURCES AND SUPPORT SYSTEMS The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students. IndicatorScore System provides a technology infrastructure and equipment to support the system’s teaching, learning, and operational needs. 2 System provides coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population. 3 System provides coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students. 3
STANDARD 5: USING RESULTS FOR CONTINUOUS IMPROVEMENT The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement. IndicatorScore System establishes and maintains a clearly defined and comprehensive student assessment system. 3 Professional and support staff continuously collect, analyze, and apply learning from a range of data sources including comparison and trend data. 2 Throughout the system, professional and support staff are trained in the interpretation and use of data. 2 System engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. 2 System and school leaders communicate comprehensive information about student learning, school performance, and achievement of goals to stakeholders. 3
OPPORTUNITIES FOR IMPROVEMENT Provide professional learning opportunities for all professional and support staff members related to the evaluation, interpretation, and utilization of data. Professional learning was noted, both formal and informal. Teachers expressed a need for a deeper understanding of the data. Data rooms are in the beginning stage. Implement a process that ensures stakeholder involvement for determining readiness at the next level. Data results for determining student needs on a regular basis were observed. Some evidence of sharing of information between grade levels was noted.
PART II: LEARNING ENVIRONMENT Observations of 50 classrooms were conducted using the Effective Learning Environments Observation Tool (ELEOT).
PART III: STUDENT PERFORMANCE The External Review Team evaluates the quality of the assessments used by the district, the degree to which they properly administered the assessments, analyzed and acted on the results and the overall performance of students using a set of rubrics with a scale of 1- 4. Evaluative Criteria Performance Level Assessment Quality 3 Test Administration 4 Quality of Learning 4 Equity of Learning 3
PART IV: STAKEHOLDER FEEDBACK The External Review Team evaluates the quality of the administration of the surveys by the district and the degree to which they analyzed and acted on the results using a set of rubrics with a scale of 1- 4. Evaluative Criteria Performance Level Questionnaire Administration 4 Stakeholder Feedback Results and Analysis 4
REQUIRED ACTIONS Identify, implement and evaluate non-negotiable technology instructional strategies to support curricular expectations. Identifying and implementing appropriate technology support for present curriculum will enhance learning and provide for more efficient use of limited funds. Implement a technology plan to reduce the gap between existing technology and the technology required for students in support of the curriculum. Availability of technology is improving. A plan to support the necessary components to implement programs will provide the greatest impact on student success.
SUMMARY COMMENTS PCSD has a thoroughly developed, comprehensive strategic plan. Planning is a considerable strength of the district. The plans provide direction and an organized focus for every initiative. PCSD is blessed with a cadre of leadership that is totally committed to student learning. The BOE consistently protects, supports, and respects the district and school leadership. The Superintendent is unanimously supported by the board, and is a highly respected leader throughout the district and in the community.
SUMMARY COMMENTS Technology is an area for improvement. The infrastructure and hardware needs to be improved and expanded and additional instructional technology support is needed. Learning was occurring in an active environment. In most of the classes observed, students were involved in small group activities, allowing the teachers to provide support and assistance at all three levels (elementary, middle and high). The classes were well managed and transitions between activities were smoothly and efficiently carried out.
EXTERNAL REVIEW TEAM RECOMMENDATION It was the recommendation of the AdvancED Review Team that Paulding County School District be granted a new five-year term of accreditation by the Accreditation Committee. The new five year term of District Accreditation was granted by the AdvancED Accreditation Commission on January 23, 2014.
THANK YOU! Thank you all for your hard work, commitment, and dedication to the improvement process, our schools and district, and most importantly, to our students!