Continuous Improvement System

Continuous Improvement System
AdvancED Continuous Improvement System

Introduction: Why Continuous Improvement and why now?

The Perfect Storm Updated AdvancED Standards, Content & Protocol Updates Improved Technologies: eProve School Improvement New Law: ESSA (Increased Flexibility & Ownership) New State Level Leadership & Direction

Why Now? AdvancED Process and Commitment
Align With the Latest Research & Best Practice Continuously Raise the Bar Support a Continuous Improvement Journey Address Feedback From the Field Every Student Succeeds Act (ESSA) Every five years, we revise our Standards and Protocol to ensure we’re addressing the ever-changing dynamics of the learning environments at the institutions we serve. These revisions will help institutions move from an event-driven process in which every institution must meet the same expectations for internal and external review to a continuous improvement system in which each institution can personalize and customize the experience based on its vision and long-term strategic goals and objectives, its own Improvement Journey. The changes in the new Protocol will better represent the realities that institutions face day-to-day not just a snapshot of time presented every five years. After all, continuous improvement is an everyday engagement that must be nurtured and guided on an ongoing basis.

Improvement Journey Journey vs. Event Improvement vs. Compliance
Education is a collection of moments that serve as guide posts in an ongoing journey. Our goal is to meet every educational organization where they are and empower them to successfully navigate a continuous improvement journey that is guided by a community inspired vision – to create a world of opportunities for every learner. Presenter/facilitator Notes:

Elements of the Improvement Journey

Current New Conduct an Internal Review
Administer Parent, Student, & Staff Surveys Complete the Stakeholder Feedback Diagnostic Compile a student performance data document and complete the Student Performance Diagnostic Rate your school’s performance against the AdvancED Standards for Quality Schools using the Self Assessment Complete an Executive Summary Respond to a set of required Assurances Submit Interview Review Results/Report, along with supporting evidence and information to AdvancED at least 6-8 weeks prior to scheduled External Review. Share evidence and information with AdvancED prior to the Engagement Review (3-4 weeks) that speaks to your school’s demonstrated commitment to quality and continuous improvement. Results of your school’s self-assessment against research-based factors of school quality Supporting evidence & information, such as: Stakeholder (parents, students & staff) perceptions/options with regards to school climate & culture Stakeholder (students and teachers) data with regards to their experiences at the school Classroom observation results focused on student engagement in the learning environment Learner outcomes and the impact of instruction Adherence to AdvancED Accreditation Policies & Procedures (Assurances)

Current – Required Tools
New – Recommended Tools Surveys Parent Survey Staff Survey Student Survey (Middle and High) Student Survey (Elementary) Student Survey (Early Elementary) Diagnostics Stakeholder Feedback Diagnostic Student Performance Diagnostic Self Assessment Executive Summary Assurances Surveys (beliefs/opinions/perceptions) Climate & Culture Parent Survey Climate & Culture Staff Survey Climate & Culture Teacher Survey Climate & Culture Middle/High Student Survey Climate & Culture Elementary Student Survey Staff Survey for Early Learning Schools Parent Survey for Early Learning Schools Inventories (experiences) Teacher Inventory Elementary/Middle School Student Inventory High School Student Inventory Impact of Instruction Inventory (coming soon) Observations eleot Diagnostics School Quality Factors Diagnostic Systems Quality Factors Diagnostic Early Learning Self Assessment Assurances Assurances (required)

AdvancED Performance Standards
School Systems standards are aligned with School standards Standards are rated by the Engagement Review Team using quantifiable questions and observations Focused and guided by domains, standards and concepts Presenter/Facilitator Notes: The new AdvancED Performance Standards are organized by domains. As you can see from our slide we no longer have indicators. The new Standards were designed to be very specific and focused. Each Standard contains two concepts and is rated on a four point rubric with 4 being the highest to 1 being the lowest. The number of Standards varies slightly depending upon the institution type. Leadership Capacity (Systems) 11 Standards (Schools) 10 Standards Learning Capacity (Systems) 12 Standards (Schools) 12 Standards Resource Capacity (Systems) 8 Standards (Schools) 8 Standards As you evaluate your institution using the School Quality Factors, the AdvancED Performance Standards will not be driven by indicators, but will instead be more focused and guided by each specific domain. The AdvancED Performance Standards will continue to provide a foundation for institutions, but the School Quality Factors will serve as the roadmap for continuous improvement. In concert, the School Quality Factors and the AdvancED Performance Standards will help institutions and AdvancED partner in the continuous improvement process on an ongoing basis.

Resources www.advanc-ed.org/resources

Research-based Framework
School Quality Factors Clear Direction Healthy Culture High Expectations Impact of Instruction Resource Management Efficacy of Engagement Implementation Capacity Performance Standards Leadership Capacity Learning Capacity Resource Capacity 3 Domains 30 School Standards 31 Systems Standards 34 Virtual/Digital Learning School Standards Presenter/Facilitator Notes: The new AdvancED Performance Standards are organized by domains. As you can see from our slide we no longer have indicators. The new Standards were designed to be very specific and focused. Each Standard contains two concepts and is rated on a four point rubric with 4 being the highest to 1 being the lowest. The number of Standards varies slightly depending upon the institution type. Leadership Capacity (Systems) 11 Standards (Schools) 10 Standards Learning Capacity (Systems) 12 Standards (Schools) 12 Standards Resource Capacity (Systems) 8 Standards (Schools) 8 Standards As you evaluate your institution using the School Quality Factors, the AdvancED Performance Standards will not be driven by indicators, but will instead be more focused and guided by each specific domain. The AdvancED Performance Standards will continue to provide a foundation for institutions, but the School Quality Factors will serve as the roadmap for continuous improvement. In concert, the School Quality Factors and the AdvancED Performance Standards will help institutions and AdvancED partner in the continuous improvement process on an ongoing basis. Separate but aligned institution (internal) and review team (external) tools and resources

Performance Standards (Schools)
NEW 3 Domains 30 Standards Leadership Capacity Learning Capacity Resource Capacity CURRENT 5 Standards 32 Indicators Standard 3: Teaching and Assessing for Learning Standard 5: Using Results for Continuous Improvement Standard 1: Purpose and Direction Standard 2: Governance and Leadership Standard 4: Resources and Support Systems Presenter/Facilitator Notes: The new AdvancED Performance Standards are organized by domains. As you can see from our slide we no longer have indicators. The new Standards were designed to be very specific and focused. Each Standard contains two concepts and is rated on a four point rubric with 4 being the highest to 1 being the lowest. The number of Standards varies slightly depending upon the institution type. Leadership Capacity (Systems) 11 Standards (Schools) 10 Standards Learning Capacity (Systems) 12 Standards (Schools) 12 Standards Resource Capacity (Systems) 8 Standards (Schools) 8 Standards As you evaluate your institution using the School Quality Factors, the AdvancED Performance Standards will not be driven by indicators, but will instead be more focused and guided by each specific domain. The AdvancED Performance Standards will continue to provide a foundation for institutions, but the School Quality Factors will serve as the roadmap for continuous improvement. In concert, the School Quality Factors and the AdvancED Performance Standards will help institutions and AdvancED partner in the continuous improvement process on an ongoing basis. 12 © 2015 AdvancED

Engagement Review Team
Standard Concepts Concept 1 Concept 2 Used by Engagement Review Team Presenter/Facilitator Notes: Here we have a snapshot of Standard Next to it you will see the two concepts contained within this Standard. Remember that the institution will not use the Standards to self-rate as they have done in the past. It is important for the institution to familiarize themselves with the Standards as they provide practices based upon current educational research.

AdvancED Continuous Improvement System
Learn and Share Examine and Plan Act and Evaluate Elements of the Journey LEARN AND SHARE…community of stakeholders share perspectives and experiences and learn about how the work of the school impacts every stakeholder, espeically students EXAMINE AND PLAN…critical self-analysis whereby the school community examines the work of the school against research- based factors. Engaging stakeholders in defining the vision for the school as well as setting the strategic direction to achieve the vision. ACT AND EVALUATE…plot journey and take action. Gather evidence and determine results. Based on the results determine next steps to advance the journey. Presenter/Facilitator Notes: AdvancED Continuous Improvement System Beginning July 2017, we will implement a new continuous improvement system with the introduction of new AdvancED Standards and Protocol. Every five years, we revise our Standards and Protocol to ensure we’re addressing the ever-changing dynamics of the many learning environments within the institutions we serve. These changes will help institutions move from an event-driven process in which every institution must meet the same expectations for internal and external review to a continuous improvement system in which each institution can personalize and customize the experience based on their vision and long-term strategic goals and objectives. These changes are more inclusive of the realities that institutions face day-to-day not just a snapshot of time presented every five years. After all, continuous improvement is an everyday engagement that must be nurtured and guided on an ongoing basis. The AdvancED Continuous Improvement System consist of the various tools that we are developing for an institution’s use for their improvement journey. Let’s take a deeper look…. Learn and Share Examine and Plan Act and Evaluate

Share Information & Evidence
Accreditation – Improvement Journey Gather and share perspectives and experiences across all stakeholder groups Collect and analyze data, prioritize improvement areas, define vision & set the strategic direction Plot journey, take action, gather evidence, evaluate results and continuously monitor and adjust Learn & Share Examine & Plan Act & Evaluate Meaningful Stakeholder Engagement- Collection and Analysis of Data About Stakeholder Perspectives and Experiences Climate & Culture Surveys Student Engagement Survey Student & Teacher Inventories Classroom Observations Internal Examination of School/System Quality Using Key Performance & Improvement Indicators Diagnostic Tools Learner Outcomes Strategy Map - Long-term Goals & Key Metrics Map an improvement journey and continuously assess progress Annual Improvement Plan Evidence-based Strategies Monitoring & Oversight Demonstrated commitment to continuous improvement and research-based performance standards. Internationally Recognized Distinction of Quality Accreditation Accreditation may be a result of continuous improvement. Share Information & Evidence AdvancED Engagement Review (External Review) Elevates & focuses the journey through externally validated data, expertise, evaluation, support services and accountability. Stakeholder Interviews Classroom Observations Standards Diagnostic Evidence Examination Expert Evaluation Prioritized Areas In Need of Improvement Benchmarking Against the AdvancED Network

Learn and Share: What?

Improvement Journey: Learn & Share
Gather and share perspectives and experiences across all stakeholder groups Elevate the importance of stakeholder engagement Bring voice to the entire community of stakeholders Broaden understanding through experience & perspectives Inform, Shape & Traverse the Journey Communicate & demonstrate commitment to a continuous improvement journey Frequency & type of data collection Actionable data Learn & Share Surveys (Perspectives) Climate & Culture Students (3-12) Teachers Staff Parents Student Engagement Inventories (Experiences & Actions) Elementary/Middle School Students High School Students Presenter/Facilitator Notes: Learn & Share Engage stakeholder groups to provide experience and perspective Bring Voice to the entire community of stakeholders Inform, Shape & Traverse the journey Communicate & Demonstrate commitment to a continuous improvement journey Surveys -

of key stakeholder groups on climate, culture, leadership, engagement…
Perspectives of key stakeholder groups on climate, culture, leadership, engagement… Presenter/facilitator Notes: Recap information: “Let’s recap ….” To be effective, institutions must be aware of PERSPECTIVES of stakeholders, EXPERIENCES of stakeholders, and conduct an ANALYSIS of conditions related to improvement. Institutions must find out the perspectives of key stakeholder groups—and those groups might vary by the type of institution. We will offer additional and advanced surveys to help our clients gather this information. Perception is important, but what actually happens is perhaps even more important. What are the daily activities students, teachers, and parents engage in? To gather that information, we will offer inventories that gather data about activity, not about perception. Before institutions can make decisions about what actions they must take to improve, they must analyze the information. For that, AdvancED will offer a tool kit of diagnostics. All these tools will help our institutions improve, whether they are “up for accreditation” or simply trying to get better day by day. © 2017 AdvancED®

Perspectives Surveys Purpose Culture/Climate (new)
Student Engagement (new) Purpose Capture the overall culture of the institution through the lens of eight important areas: Taken by Students (Grades 3 -12) Teachers Staff Parents Presenter/Facilitator Notes: Surveys Institutions will have access to over 25 surveys in eProve survey. Two new surveys that will be available to institutions inside are the Culture/Climate Survey and the Student Engagement Survey. Culture/Climate Survey - Description and Purpose Why do we need this instrument? One of the most important aspects of any well-functioning education system is understanding its norms – how the members of that system interact to successfully to meet its overall goals. While no one measure can truly capture the “culture” or a school or school system, we can look at important aspects of that system from many different angles and from the viewpoints of different stakeholders. This instrument is intended to give a look at the culture of school or school system through the lens of eight important areas: Expectations, Language, Use of time, Modeling, Actions, Routines, Interactions, Environment What are we trying to measure? This survey will measure the overall culture of the school across the eight areas mentioned above from the perspective of students, teachers, staff, and parents. Who takes it? Students (3-12) Teachers Staff Parents How long will it take? Approximately minutes Expectations Language Use of time Modeling Actions Routines Interactions Environment PERSPECTIVES

Climate & Culture Surveys
Examples Stakeholders Students (3-12) Teachers Staff Parents Key Concepts: Expectations Language Use of time Modeling Actions Routines Interactions Environment Presenter/Facilitator Notes: One of the most important aspects of any well-functioning education system is understanding its norms – how the members of that system interact to successfully to meet its overall goals. While no one measure can truly capture the “culture” or a school or school system, we can look at important aspects of that system from many different angles and from the viewpoints of different stakeholders. The new surveys are intended to give a look at the culture of school or school system through the lens of eight important areas: Expectations Language Use of time Modeling Actions Routines Interactions Environment

Over 25 surveys available in eProve surveys
Presenter/Facilitator Notes: Surveys Institutions will have access to over 25 surveys in eProve survey. Two new surveys that will be available to institutions inside are the Culture/Climate Survey and the Student Engagement Survey. Culture/Climate Survey Description and Purpose Why do we need this instrument? One of the most important aspects of any well-functioning education system is understanding its norms – how the members of that system interact to successfully to meet its overall goals. While no one measure can truly capture the “culture” or a school or school system, we can look at important aspects of that system from many different angles and from the viewpoints of different stakeholders. This instrument is intended to give a look at the culture of school or school system through the lens of eight important areas: Expectations Language Use of time Modeling Actions Routines Interactions Environment What are we trying to measure? This survey will measure the overall culture of the school across the eight areas mentioned above from the perspective of students, teachers, staff, and parents. Who takes it? Students (3-12) Teachers Staff Parents How long will it take? Approximately minutes PERSPECTIVES

Student Engagement Survey
Collects direct feedback from students regarding their level and quality of engagement in the learning process. The Item Descriptors are framed from a student perspective. This tool differs from most teacher evaluation instruments. (Most teacher evaluations are focused on the actions of the teacher. What are the intended outcomes of that sort of instrument?) The eleot is not intended to collect data regarding discrete or individual teacher behaviors. This tool is associated with the learner-centric activities and behaviors in the classroom. . . eleot can help: Support the Leadership Team in gathering data to drive improvement. Determine what professional development and/or instructional coaching supports should be considered. Support teachers during peer observations, professional learning community discussions, and lesson planning.

Examples Grades 5-12 29 items aligned with 7 key learning environments Equitable Learning High Expectations Supportive Learning Active Learning Progress Monitoring and Feedback Well-Managed Learning Digital Learning Student experience in a given classroom Presenter/Facilitator Notes: Voice relevant experiences – indicate frequency The Student Inventory gives students the opportunity to voice relevant experiences they are having in school and in classrooms. They will also be able to indicate the frequency of these experiences. The results provide valuable information stakeholders need to drive continuous improvement efforts. Institutions can discover from students, the experiences, practices and services that are solid and those that need improvement, or even those that do not exist. It should take minutes.

Type of Engagement Cognitive Engagement – Includes a student’s perceptions and beliefs associated with school and learning. It refers to the cognitive processing a student brings to academic tasks as well as the amount and type of strategies a student utilizes (Walker, Greene, & Mancell, Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement.) Behavioral Engagement – Student’s observable actions or participation while at school that is investigated through a student’s positive conduct, effort, and participation (e.g., participation in extracurricular activities, attendance, and work habits.) (Fredricks, Blumenfeld, & Paris, School engagement: Potential of the concept, state of the evidence.) Affective Engagement – A student’s feelings toward his school, learning, teachers, and peers (Jimerson , Campos, & Grief, Toward an understanding of definitions and measures of school engagement and related terms.) The Item Descriptors are framed from a student perspective. This tool differs from most teacher evaluation instruments. (Most teacher evaluations are focused on the actions of the teacher. What are the intended outcomes of that sort of instrument?) The eleot is not intended to collect data regarding discrete or individual teacher behaviors. This tool is associated with the learner-centric activities and behaviors in the classroom. . . eleot can help: Support the Leadership Team in gathering data to drive improvement. Determine what professional development and/or instructional coaching supports should be considered. Support teachers during peer observations, professional learning community discussions, and lesson planning.

Quality of Engagement Committed (Authentic Engagement) – The student volunteers resources under his/her control (time, effort and attention.) The student is attentive to the task because he/she find personal meaning and value in the task. The student persists with the task even when he/she experiences difficulty and does not compromise personal standards for the completion of the task. (Schlechty Center for Leadership in School Reform) Compliant – The student spends only as much time, energy and resources as are required to get the reward offered or designed. The student is attentive to the task because he/she perceives the receipt of some desired extrinsic reward which is conditionally available to those who pay attention to the task and do what is required of them. OR…the student does only those things that must be done and does little or nothing outside the context of direct supervision by the teacher. (Schlechty Center for Leadership in School Reform) Disengaged – the student does nothing and when forced through direct supervision to do the task, either engages in compliance or rebellion. The student employs strategies to conceal his/her lack of involvement. Or…the student overtly refuses to comply with the requirement of the task. (e.g., cheating, refusing to do the work, or even doing other work in place of what is expected.) (Schlechty Center for Leadership in School Reform) The Item Descriptors are framed from a student perspective. This tool differs from most teacher evaluation instruments. (Most teacher evaluations are focused on the actions of the teacher. What are the intended outcomes of that sort of instrument?) The eleot is not intended to collect data regarding discrete or individual teacher behaviors. This tool is associated with the learner-centric activities and behaviors in the classroom. . . eleot can help: Support the Leadership Team in gathering data to drive improvement. Determine what professional development and/or instructional coaching supports should be considered. Support teachers during peer observations, professional learning community discussions, and lesson planning.

Reporting for improvement & accountability Committed Compliant Disengaged Cognitive Engagement 22% 45% 33% Behavioral Engagement 5% 75% 20% Affective Engagement 14% 30% 56% OVERALL 50% 36%

Learning Environments
Improving Student Engagement eleot + Student Engagement Survey = Powerful and Actionable Data Learning Environments Equitable Learning High Expectations Supportive Learning Progress Monitoring & Feedback Well-Managed Learning

shared by students, parents, teachers...
Experiences shared by students, parents, teachers... Presenter/facilitator Notes: Recap information: “Let’s recap ….” To be effective, institutions must be aware of PERSPECTIVES of stakeholders, EXPERIENCES of stakeholders, and conduct an ANALYSIS of conditions related to improvement. Institutions must find out the perspectives of key stakeholder groups—and those groups might vary by the type of institution. We will offer additional and advanced surveys to help our clients gather this information. Perception is important, but what actually happens is perhaps even more important. What are the daily activities students, teachers, and parents engage in? To gather that information, we will offer inventories that gather data about activity, not about perception. Before institutions can make decisions about what actions they must take to improve, they must analyze the information. For that, AdvancED will offer a tool kit of diagnostics. All these tools will help our institutions improve, whether they are “up for accreditation” or simply trying to get better day by day. © 2017 AdvancED®

Experiences Inventories Purpose Student Inventory
Provide opportunity to voice relevant experiences Indicate frequency of experiences Types of Inventories Elementary Middle School High School Teacher Presenter/Facilitator Notes: Why is the Student Inventory important? The Student Inventory gives students the opportunity to voice relevant experiences they are having in school and in classrooms. They will also be able to indicate the frequency of these experiences. How will it help the institution? The results provide valuable information stakeholders need to drive continuous improvement efforts. Institutions can discover from students, the experiences, practices and services that are solid and those that need improvement, or even those that do not exist. Who? Students will take the inventory. There are presently two versions, one for elementary/middle students and one for high school students. How long? It should take minutes. EXPERIENCES

Teacher Inventory Examples Presenter/Facilitator Notes:
The AdvancED Teacher Inventory is designed to capture information regarding teachers’ practice in the areas of curriculum development and delivery, instructional practice and assessment systems. Additionally, the inventory collects information regarding teacher involvement in the continuous improvement process, including decision-making and professional learning. Information gleaned from Teacher Inventory responses can be used to identify potential challenges that need to be addressed by the institution, as well as strengths that can be used to leverage improvement efforts. Items are aligned to both the School Quality Factors and the AdvancED Standards and are relevant to teachers of all ages, courses and school types. Over time, institutions will use the results of the Teacher Inventory to identify trends, monitor progress and report outcomes to stakeholders.

Examine and Plan: So what?

Improvement Journey: Examine & Plan
Determine and communicate a desired destination and key drivers Vision Mission Values Identify primary objectives in pursuit of that vision and mission Collect and analyze data, prioritize improvement areas, define vision & set the strategic direction Examine & Plan Diagnostics School Quality Factors (SQF) Impact of Instruction Strategies Strategy Map Presenter/Facilitator Notes: Strategy Map is an example of what AdvancED uses to drive our improvement journey.

Improvement Journey: Examine & Plan
Analyze & consider conditions that impact the institution quality Collect & examine evidence that reflect the work of the institution Communicate what is learned to the community Establish, with stakeholders, a clear vision to guide the journey Define key strategic goals Collect and analyze data, prioritize improvement areas, define vision & set the strategic direction Examine & Plan Diagnostics School Quality Factors (SQF) Impact of Instruction Strategies Strategy Map Presenter/Facilitator Notes: Engage in critical discussions Organize deliberations Focus on Stakeholder Perspectives Evaluate overall effectiveness of improvement efforts Learn & Share Engage stakeholder groups to provide experience and perspective Bring Voice to the entire community of stakeholders Inform, Shape & Traverse the journey Communicate & Demonstrate commitment to a continuous improvement journey Surveys -

SQF Diagnostic Evidence School Quality Factors Self-Assessment
Sample Scales Agreement Strongly Disagree Disagree Agree Strongly Agree Level of Embeddedness in the Institution's Culture Firmly Embedded Frequent Practice Intermittent Sporadic Stage of Implementation Fully Implemented Mostly Implemented Partially Implemented Not Yet or Preparing for Implementation Frequency Time Always Often Sometimes Seldom Self-Assessment Rating Scale vs. Rubric Evidence School Quality Factors Clear Direction Healthy Culture High Expectations Impact of Instruction Resource Management Efficacy of Engagement Implementation Capacity As we move forward, institutions and review teams will not use the same Resources and Tools. More time on what matters – improvement – not debating why the team gave us a “3” when we gave ourselves a “4”…. Streamlined institution diagnostics – single concept per item, readily understood, increase frequency of use. AdvancED has an extensive history of and experience in evaluating school quality spanning tens of thousands of diverse educational settings. From the inside of struggling urban public schools to international high flyers to STEM-focused charters to parochial high schools, our experience provides us both wide and deep insights into the inner workings of schools. With the goal of developing school quality factors that could be used as a lever for change and improvement, we revisited the Effective Schools research that over thirty years ago identified correlates of “unusually effective schools”. Learners in these schools mastered the curriculum at a higher rate and to a higher level than would have been expected or predicted based on the learner’s family’s socioeconomic status, gender, race or ethnicity. Moreover, these schools were able to demonstrate steady achievement increases over time and narrow the achievement gap between economically disadvantaged students and students with high socioeconomic backgrounds. These correlates are as relevant today as they were several decades ago when Edmonds (1982), Levine and Lezotte (1990), among others, wrote about them. Our deep experiential base combined with a 21st Century perspective on the Effective Schools research led us to the identification of 7 school quality factors key to driving improvement. The factors build on and amplify what we already know about how to change a school’s culture, conditions, processes, practices and actions and are also an effective way for schools and systems to organize and focus their improvement efforts.

SQF Diagnostic Sample Items

School Quality Factors
Descriptor Clear Direction The capacity to agree upon, define and clearly communicate to stakeholders the direction, mission and goals that the institution is committed to achieving. Healthy Culture The shared values, beliefs, written and unwritten rules, assumptions and behavior of stakeholders within the school community that shape the school's social norms and create opportunities for everyone to be successful. High Expectations A school’s stated commitment and demonstrated actions in service to high expectations for all stakeholders, including excellent student learning outcomes and success, high levels of teacher quality and support, leadership effectiveness, proactive community engagement, and authentic parent involvement. Impact of Instruction The capacity of every teacher to purposefully and intentionally create an environment that empowers all student to be successful in their learning and reach expected levels of achievement including readiness to transition to the next level of learning or career pathway. Resource Management The ability of a school to plan, secure, and allocate its resources (human, material, and physical) to meet the needs of every learner. Efficacy of Engagement The capacity to engage learners and other stakeholders in an effective manner to improve learning outcomes. Implementation Capacity The ability of a school to execute, with consistency, actions designed to improve organizational and instructional effectiveness.

SQF Practices EXAMPLE IMPACT OF INSTRUCTION
The capacity of every teacher to purposefully and intentionally create an environment that empowers all learners to be successful and reach expected levels of achievement, including readiness to transition to the next level of learning or career pathway. Learners monitor their progress and are supported when they are not meeting expectations. Learners demonstrate success in achieving challenging goals. Instructional Staff monitor and evaluate impact of instruction on learner engagement, outcomes and overall success. Instructional Staff demonstrate the impact of their instruction through formative, summative and/or other outcome data. Leadership monitor and evaluate impact of instruction on learner engagement, outcomes and overall success. Other Staff implement actions that support teaching, learning and overall learner success. Parents and families connect their children’s school experiences with engagement, outcomes and overall learner success. Community perception of the institution’s quality of teaching and learning is positive.

Impact of Instruction Diagnostic
Teacher reported student outcome data Combination of performance and growth results Data types being considered Numeric Letter Binary Other (locally defined) This tool is unique in that it is the only source of data for student outcomes currently featured in our series of tools. This tool will allow review teams to access student grade distributions and reported growth data for schools and systems. It will also allow schools to review this data on demand. In the current version, some districts will find limited added value associated with using the tool. However, if there is enhanced functionality over time and customizable features for reporting, it would represent an on-demand source for local student performance data, which is relatively rare. Teachers are the direct users of this tool who will input student information. Depending on the intended outcomes for the data relative to these inputs (what do we want to learn from this tool?), we would need a relatively high participation rate (<80%) to capture a representative sample within a school or system. Based on the version featured, it will take about minutes per user to complete the inputting of student information. Course Mastery* Professional Judgment & Teacher Reflection Students meeting growth expectations Students ready for the next level Under Development!

SQF Planning Tool Using the SQF Planning Tool and the SQF, fill in the five columns for each Factor.

Quality Evidence Using the Quality Evidence Activity, select two factors and list possible examples of quality evidence.

Act and Evaluate: Now what?

Cross-Cutting Concepts (Tags)
Assessment Communication Community Engagement Culture/Environment Curriculum Equity Fiscal Resources Governance Improvement Priority Instructional Quality Leadership Parent/Family Involvement Personnel Quality Physical Infrastructure Professional Learning Student Characteristics Student Expectations Safety Student Engagement Technology Use/Integration Examples

Focus and Drive Annual Activity
Improvement Planning Strategy Map Vision/Mission Strategic Priorities 5 year goals Key Metrics 1 page Easy to communicate 3-5 pages Focus and Drive Annual Activity Easily Digestible Annual Improvement Plan Critical Initiatives/Priorities (New & Continuing) Annual measurable objectives/targets Strategies (evidence-based) Action Plan(s) Activities Timelines/Milestones Measures of success Ownership Funding Detailed Implementation Plans (Project Management)

Annual Improvement Plan
Concept

eProve Surveys eProve Inventories eleot
eProve Diagnostics eProve Surveys eProve Inventories eleot

Aligned Suite of Tools and Resources for Schools & Systems
Improvement Journey Aligned Suite of Tools and Resources for Schools & Systems Diagnostics School Quality Factors Diagnostic System Quality Factors Diagnostic Early Learning Self Assessment Impact of Instruction Diagnostic Surveys & Inventories Climate & Culture Surveys Student Engagement Survey Student Inventory Teacher Inventory Impact of Instruction Inventory Observation Tools Effective Learning Environments Observation Tool™ (eleot™) All of these tools – and more – are available to institutions via

eProve™ Next Generation School Improvement Productivity Tool
Session Title: AdvancED Continuous Improvement System Session Description: Beginning July 2017, AdvancED will implement a new continuous improvement system. The focus of the AdvancED Continuous Improvement System is to provide institutions with a continuous process of improvement that includes guidance and support. Accreditation will move from an event-driven process to a continuous improvement process in which each institution has the opportunity to personalize and customize their experience based on their vision and long-term strategic objectives. These changes will help institutions move from an event-driven process in which every institution must meet the same expectations for internal and external review to a continuous improvement system in which each institution can personalize and customize the experience based on their vision and long-term strategic goals and objectives. (For institutions with External Review in and thereafter.) There is an unspoken truth about continuous improvement. And that is improvement is an ongoing journey. A journey in which you envision the destination you want to reach, but you are driven to go even farther, driven to explore new and better ways of doing things, driven to find solutions to daily challenges, and most of all driven to ensure all learners succeed in the classroom and beyond. For ten years, AdvancED has been a key resource for all institutions seeking to improve by providing a variety of services including accreditation, STEM certification, Diagnostic Reviews, and continuous improvement processes. By being present, we continue to assure institutions that you’re never alone on the Improvement Journey. So, we are happy to announce that we have designed and are ready to deliver services and tools that expand our support and facilitate a more personalized and customized journey of continuous improvement for you. Session Materials: Facilitator PowerPoint Participant handout (Presentation Guide) Facilitator Guide Content in this slide deck should not be changed or modified.

Session Goals Understand the role and purpose of eProve™ productivity platform for continuous improvement Understand the role and purpose of the eProve™ productivity platform for continuous improvement. Continuous Improvement is a journey. This presentation will focus on the key messages to share with institutions about the eProve productivity platform and its role in the AdvancED Continuous Improvement Journey. Come learn how the the eProve™ productivity platform will empower education communities to engage each other as they evolve to continuously create opportunities for every learner to succeed.

School Improvement Productivity Tool
Presenter Notes: eProve – the next generation school improvement productivity tool Most of you are familiar with the AdvancED ASSIST platform. We are replacing, over time, the ASSIST platform with a new and improved school improvement productivity tool called eProve. Let’s use the analogy of moving from an iPhone 4 to the iPhone 6s. When you transition from one version of the iPhone to the new or next version, it doesn’t feel like something foreign or something completely new. The basic structure and format are the same. This is very exciting because the new version of the iPhone will address the bugs or pain points and add new features and functionalities that we did not have in the previous version. This is very similar to what we are accomplishing with eProve. Gradual and thoughtful design, development and transition We are building eProve with some new and exciting features and functions but also keeping the framework and functionality similar enough so that there is a level of comfort for eProve users. eProve is not completely foreign but somewhat similar so that eProve users will ease through the transition. iPhone iPhone 6s

Why are we building eProve?
Ability to iterate/improve upon the current ASSIST framework is limited User need more flexibility and control The time is right… We have learned a great deal from ASSIST We must address customer needs and pain points Technology is ever-changing and improving We are preparing for new Standards and additional Certified Content Presenter Notes: There are several reasons why we are building eProve. Ability to iterate/improve upon the current ASSIST framework is limited The ASSIST platform was a great 1st solution for us to leverage our school improvement framework. We have a thoughtful and purposeful vision and direction in which we want to go to enhance our continuous improvement platform. In order to drive education improvement we are also continuously improving our products and services for institutions across the world. Imagine building a small 3-bedroom house and then six years later deciding to make it a skyscraper. The foundation would crumble and you would be limited in your ability to succeed. This foundation would not give us what we needed to be successful. We’d be better off starting from scratch yet knowing that we’ve learned quite a bit from the “first generation” house that was built. We need a new foundation (imagine building a small 3 bedroom house….then 6 years later deciding to make it an apartment complex or a sky scraper. If we tried using the same foundation it would crumble and you’d be limited in your ability to succeed – and you’d probably upset the neighbors!) User need more flexibility and control We’ve learned that our ASSIST users are looking for greater flexibility and control. Today’s technology has advanced so much so that we are able to exercise control and customization. Your Google page, iPhone, Android and apps are all customizable to your specific needs. As we build eProve, we are looking at creating a more flexible and user controlled interface. The time is right … ASSIST has been used by 36,000+ schools/systems for nearly seven years quite a bit about what users like and what functionalities we should address as we move forward. Data and information collected during that time, in addition to recent end-user focus groups, will guide the design and development of eProve In order to provide the most effective and efficient tool, we want to make sure that our tool is compatible with new technology device developments such as iPhones and Androids, and can continue to be used on those types of mobile devices. We are preparing for new Standards and additional Certified Content We are in the process of developing new content such as certified surveys we want to make that we are aligning the rollout of the new Standards and our processes for accreditation with the platform.

Learning from our users
Focus Groups Surveys Interviews Usability Testing Field Observations Customer Service touchpoints Presenter Notes: We have learned from our users through focus groups, surveys, interviews, usability testing, field observations, and customer service touchpoints and have implemented enhancements to the eProve suite.

Accounting for the Continuous Journey
Journey vs. Event Improvement vs. Compliance Our goal is to meet every educational organization where they are and empower them to successfully navigate a continuous improvement journey that is guided by a community inspired vision – to create a world of opportunities for every learner. Presenter Notes: There are several reasons why we are building eProve. Ability to iterate/improve upon the current ASSIST framework is limited The ASSIST platform was a great 1st solution for us to leverage our school improvement framework. We have a thoughtful and purposeful vision and direction in which we want to go to enhance our continuous improvement platform. In order to drive education improvement we are also continuously improving our products and services for institutions across the world. Imagine building a small 3-bedroom house and then six years later deciding to make it a skyscraper. The foundation would crumble and you would be limited in your ability to succeed. This foundation would not give us what we needed to be successful. We’d be better off starting from scratch yet knowing that we’ve learned quite a bit from the “first generation” house that was built. We need a new foundation (imagine building a small 3 bedroom house….then 6 years later deciding to make it an apartment complex or a sky scraper. If we tried using the same foundation it would crumble and you’d be limited in your ability to succeed – and you’d probably upset the neighbors!) User need more flexibility and control We’ve learned that our ASSIST users are looking for greater flexibility and control. Today’s technology has advanced so much so that we are able to exercise control and customization. Your Google page, iPhone, Android and apps are all customizable to your specific needs. As we build eProve, we are looking at creating a more flexible and user controlled interface. The time is right … ASSIST has been used by 36,000+ schools/systems for nearly seven years quite a bit about what users like and what functionalities we should address as we move forward. Data and information collected during that time, in addition to recent end-user focus groups, will guide the design and development of eProve In order to provide the most effective and efficient tool, we want to make sure that our tool is compatible with new technology device developments such as iPhones and Androids, and can continue to be used on those types of mobile devices. We are preparing for new Standards and additional Certified Content We are in the process of developing new content such as certified surveys we want to make that we are aligning the rollout of the new Standards and our processes for accreditation with the platform.

Continuous Improvement Journey
Gather and share perspectives and experiences across all stakeholder groups Collect and analyze data, prioritize improvement areas, define vision & set the strategic direction Plot journey, take action, gather evidence, evaluate results and continuously monitor and adjust Learn & Share Examine & Plan Act & Evaluate Surveys (perspectives) Climate & Culture Student Engagement Inventories (experiences) Students Teachers Observations eleot (optional) Diagnostic School Quality Factors Inventory Impact of Instruction Strategies Strategy Map Action Plans Annual Improvement Plan Action Plan(s) This slide shows a high level view of the AdvancED Continuous Improvement System and the Engagement Review. Walk through each area as it pertains to the Improvement Journey and the Engagement Review. This is not a checklist. The focus should be on the tools that AdvancED develops to personalize and customize the improvement journey for institutions. Surveys gather the perspectives of key stakeholder groups on climate, culture, leadership, engagement. Inventories are experiences shared by students, parents and teachers. What are the daily activities students teachers and parents engage in? External Engagement Diagnostics Leadership Capacity Learning Capacity Resource Capacity Observation Tools Student Engagement - eleot™ Governance Board Interview Tools Students Parents/Community Teachers/Leader/Governing Body

Presenter Notes: engage. empower. evolve . Schools and Systems!
eProve has six modules and each is a stand-alone product/app (like eleot) It is a single tool to facilitate and support: Continuous Improvement Accreditation (New Standards) Diagnostic Reviews Certifications State/Federal Accountability eProve eleot is our classroom observation tool which was release in January, eleot stands for Effective Learner Environment Observations Tool. We have already completed a few enhancements to eleot since its release. The systems solution (version) of eleot will be launched in Spring 2016 eProve surveys will be launched in January 2016. eProve diagnostics is very similar to what we’ve seen in ASSIST. It provides the ability for institution to complete their Self Assessment and Student Performance Diagnostic. Surveys and diagnostics are similar to what they are today and has great new features and functionality. eProve workspace is similar today with added functionality to allow schools/districts/ISDs to have an internal “workspace” to compile information, collaborate as a team, dialogue, message, etc. eProve strategies is similar to what we know today as Goals & Plans – we know there is a lot of work to do to make this what it needs to be. We’ve held some focus groups and will be holding more as we work on the design for this module so that we can meet the needs of users. Will be able to pull a streamlined action plan! eProve analytics is a most exciting module. It is the module that will leverage data and information across all of the other modules to identify root causes, etc.

www.advanc-ed.org/eProve Presenter Notes:
The new eProve website can be accessed at Here, you’ll find basic information about eProve.

www.advanc-ed.org/eProve eleot® 1.0 survey 1.0 2015 2016 surveys 2.0
Early 2017 eleot® 2.0 Early 2017 surveys x Spring 2017 eleot® for Teams May 2017 Presenter Notes: Once on the eProve landing page, scroll down to see the eProve Solutions as shown here on this slide. You can learn more about eleot and surveys by selecting the “Learn More” buttons. When you go to the eleot page, institutions will be able to purchase the eleot App for their institution. The eleot App solution for systems will be available in the Spring, 2016. Also, you will notice that eleot is now eProve eleot since it now can be purchased from the eProve platform. workspace 1.0 May 2017 diagnostics 1.0 Early 2017

Presenter Notes: Under surveys, is our eProve surveys page. Institutions can learn more about eProve surveys such as what they look like and more about the features and functionalities. This site is similar to eProve eleot page and will provide screenshots, an overview, new functionalities and some of the new survey content. The eProve surveys will be lauched to all schools and districts in the AdvancED network in January, 2016. eProve Communications to Institutions in the AdvancED Network Letters will be sent out to all schools and districts in our network that will provide high-level information about eProve such as an overview of eProve, the maintenance fee associated with eProve and the tiered implementation of the maintenance fee. Customized letters will be provided for institutions under our non-public partnerships and State Department of Education partners so that those institutions receive a customized version of the letter as it will apply to the context of the partnership. Additional information: Surveys in ASSIST will still be available! The same survey content will be available in eProve. Accredited institutions scheduled for a Fall 2017 External Review will be the first required to use eProve surveys. January 2016 – eProve surveys available to all institutions in the AdvancED Network

Same login/password Presenter Notes:
In January (2016), after the release of eProve surveys, the login link on the AdvancED website ( will take you to a screen where you select the application you want to enter. Today you see only the ASSIST portion. In January you’ll also see eProve eleot and surveys. Once you’re assigned permissions for eProve surveys, your same login/password credentials (ASSIST) will get you into surveys. The same is true for eleot, but only those schools/districts that have purchased eleot will have access. Same login/password

Key Features: eProve surveys
Add questions to Certified Surveys Create custom surveys Online multi-language Mobile response Share surveys Survey landing page Reporting Report builder Top/Bottom five Benchmarking Presenter Notes: Some of the key features of the eProve surveys are: All of the current survey content will be in eProve, but now institutions will have the ability to add questions. Survey stays “Certified” so you can benchmark against the network average Adding 6 new certified surveys Create a custom survey from scratch (branching will be added in March 2016) AdvancED certified surveys will be available in multiple languages (all currently available in paper). If you add questions, you’ll have to add the translations as well. Custom surveys can be multi-language, but you have to provide the translations. If you want to EDIT an AdvancED certified survey, you have to create a custom survey and copy/paste the items and make edits. If you do this, the surveys are no longer certified and therefore can’t be benchmarked. Mobile response – parents take on their phone/iPad. Can still take via a link on computer as the currently do. No paper surveys in January. Will assess need…. Landing page provides a quick and easy status overview of current survey administrations. Much more user friendly and informative. Reporting – MAJOR IMPROVEMENT! Report wizard for systems or combining survey administrations into a single report Report builder so you can filter and sort results as needed Export PDF, excel, csv (including charts/graphs) – can also send a link to someone who is not a user so they can view survey results Top/Bottom 5 – single click to see the highest and lowest rated items (Likert scale response) Benchmarking feature for the AdvancED certified surveys as long as they do not change the AdvancED item the institution will have the ability to benchmark against the AdvancED network.

eProve eleot for systems available
Presenter Notes: We are excited to offer the eleot solution to for school systems. It will provide a much broader and user friendly functionality for systems to use. This solution will be available in the Spring, 2016. eProve eleot for systems available

Streamlined observation administration
Key Features: eleot for systems System-level license Streamlined observation administration Improved reporting systems -aggregate observation results for multiple schools Streamlined user, license and training management More comprehensive observations landing page Improved purchasing and onboarding for systems – including cart/quote Presenter Notes: Here are a few example of some of the key features of the eProve eleot for Systems: System-level license Streamlined observation administration Improved reporting systems -aggregate observation results for multiple schools Streamlined user, license and training management More comprehensive observations landing page Improved purchasing and onboarding for systems – including cart/quote

Coming Soon!: eProve workspace
eProve Workspace is a flexible, extendable work management tool for school improvement.

eProve eleot Classroom Observation Tool
Mobile app – conduct observations offline Focused on students, not teachers Identify observable and quantifiable evidence of classroom environments conducive to learning Effective Learning Environments Observation Tool (eleot™) Observes students in learning contexts Promotes learner-centric classrooms Provides data on learning environments Assists with evidence-gathering One of the challenges schools face today is how to measure student engagement Myths about student engagement: An engaged student is: Attentive Obedient Productive Polite Excited

eProve surveys Certified Survey Content Add Questions
Create custom surveys Online multi-language Mobile response Comprehensive Reporting Interactive Reporting Tool Top/Bottom Five Benchmarking Data Export All of the current survey content will be in eProve but now you’ll have the ability to add questions. Survey stays “Certified” so you can benchmark against the network average Adding 6 new certified surveys Create a custom survey from scratch (branching will be added in March 2016) AdvancED certified surveys will be available in multiple languages (all currently available in paper). If you add questions, you’ll have to add the translations as well. Custom surveys can be multi-language, but you have to provide the translations. If you want to EDIT an AdvancED certified survey, you have to create a custom survey and copy/paste the items and make edits. If you do this, the surveys is no longer certified and therefore can’t be benchmarked. Mobile response – parents take on their phone/iPad. Can still take via a link on computer as the currently do. No paper surveys in January. Will assess need…. Landing page provides a quick and easy status overview of current survey administrations. Much more user friendly and informative. Reporting – MAJOR IMPROVEMENT! Report wizard for systems or combining survey administrations into a single report Report builder so you can filter and sort results as needed Export PDF, excel, csv (including charts/graphs) – can also send a link to someone who is not a user so they can view survey results Top/Bottom 5 – single click to see the highest and lowest rated items (likert scale response)

Engagement Environments
equitable learning high expectations supportive learning active learning progress monitoring and feedback well-managed learning digital learning The Item Descriptors are framed from a student perspective. This tool differs from most teacher evaluation instruments. (Most teacher evaluations are focused on the actions of the teacher. What are the intended outcomes of that sort of instrument?) The eleot is not intended to collect data regarding discrete or individual teacher behaviors. This tool is associated with the learner-centric activities and behaviors in the classroom. . . eleot can help: Support the Leadership Team in gathering data to drive improvement. Determine what professional development and/or instructional coaching supports should be considered. Support teachers during peer observations, professional learning community discussions, and lesson planning.

eProve workspace Collaboration space for institutions and AdvancED Engagement Teams Institutions share documentation and evidence with teams Teams can conduct a virtual review of evidence and information prior to on-site engagement

Tools for Institutions
Accreditation Engagement Review, 9/1/16-9/4/16, Team Members, etc. SHARED FOLDER TEAM ONLY FOLDER Tools for Teams Climate & Culture Surveys Summary of Interview Results Observations for Teams SQF Diagnostic Team Schedule Inventories eleot Student Engagement Surveys erel Professional Inventory Results Summary of Observation Results Professional Inventory Results SQF Evidence Diagnostics for Teams Findings Leadership Capacity Observations Spring 2016 eleot results Observations Learning Capacity Observations Resource Capacity 2016 parent survey results Draft Engagement Review Report Surveys for Teams 2016 staff survey results Parent Interview Poll School Quality Factors Student Interview Poll System Quality Factors Teacher Interview Poll Early Learning Self Assessment

School Quality Factors Performance Standards Learning Environments
Clear Direction Healthy Culture High Expectations Impact of Instruction Resource Management Efficacy of Engagement Implementation Capacity Data Collection Tools Performance Standards Leadership Capacity 1.1 Purpose statement 1.2 Actions to achieve purpose 1.3 Continuous improvement plan & process 1.4 Establishes & adheres to policies 1.5 Accountable & adheres to code of ethics 1.6 Staff supervision & evaluation processes 1.7 Operational processes & procedures 1.8 Engage & communicate with stakeholders 1.9 Improved leadership effectiveness & culture of shared leadership 1.10 Gather & analyze feedback from stakeholders Stakeholder perception surveys Climate & Culture Surveys Inventories (student & teacher) Student Performance Diagnostic Stakeholder Feedback Diagnostic Impact of Instruction Diagnostic Leadership Capacity Diagnostic Learning Capacity Diagnostic Resource Capacity Diagnostic eleot (classroom observation) Student Engagement Survey Learning Capacity Learning Environments Equitable Learning High Expectations Supportive Learning Progress Monitoring & Feedback Well-Managed Learning Resource Capacity Desired level of quality expected for each of these school quality factors and the criteria by which the level of quality can be determined. Core set of research-based factors contributing to the achievement of desired results or outcomes. (school/system) Core set of research-based factors contributing to achievement of desired results or outcomes. (classroom)

The Engagement Review

Aligned Suite of Tools and Resources for Engagement Review Teams
Diagnostics Standards Diagnostic(s)* Environmental Rating for Early Learning™ (erel™) Interview Polls Student Interview Teacher/Staff Interview Parent Interview Leader Interview Observation Tools Effective Learning Environments Observation Tool™ (eleot™) * There are seven versions of this diagnostic, each aligned to a set of the AdvancED Performance Standards These tools area available to authorized team members via

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