Accreditation Report Oglethorpe County Primary School · 2018/5/7 · With approximately 500...

Accreditation Report

Oglethorpe County Primary School

Oglethorpe County Schools

Dr. Olivet James-Robinson, Principal

300 Comer Road Lexington, GA 30648

Document Generated On October 8, 2015

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 6 Notable Achievements and Areas of Improvement 8 Additional Information 9

Self Assessment

Introduction 11 Standard 1: Purpose and Direction 12 Standard 2: Governance and Leadership 15 Standard 3: Teaching and Assessing for Learning 20 Standard 4: Resources and Support Systems 27 Standard 5: Using Results for Continuous Improvement 33 Report Summary 37

Stakeholder Feedback Diagnostic

Introduction 39 Stakeholder Feedback Data 40 Evaluative Criteria and Rubrics 41

Areas of Notable Achievement 42 Areas in Need of Improvement 44 Report Summary 46

Student Performance Diagnostic

Introduction 48 Student Performance Data 49 Evaluative Criteria and Rubrics 50 Areas of Notable Achievement 51 Areas in Need of Improvement 53 Report Summary 55

AdvancED Assurances

Introduction 57 AdvancED Assurances 58

Executive Summary

Accreditation ReportOglethorpe County Primary School

SY 2014-2015 Page 1© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? The Oglethorpe County Primary School as we know it today opened its doors in 1997. Oglethorpe County Primary School has a long history

of academic excellence, low staff turnover, and a positive climate. The school is located at 300 Comer Road in Lexington, Georgia. The

school is located approximately 70 miles east of Atlanta, and 20 miles from Athens in Northeast Georgia. Oglethorpe County is the largest

county in Northeast Georgia with 441.1 square miles. It has the second fewest residents numbering 14,899. Of Georgia's 159 counties,

Oglethorpe County ranks 109th in population. Additionally, 80% of the county's population is Caucasian, 18% African-American, and the

remaining percentages are made up of Hispanic, Asian and multi-ethnic groups.

With approximately 500 students, OCPS houses pre-kindergarten, kindergarten, first, and second grade classrooms and is the only primary

school in Oglethorpe County. OCPS also provide services to special needs pre-school children beginning at three years of age. Our school

is led by two full-time administrators. The current principal began serving in that capacity in 2011. OCPS is a schoolwide Title I school. Sixty-

six percent of the student population at OCPS is served by the Free & Reduced Lunch Program. Due to the tough economic conditions and

the low tax base, OCPS has experienced some financial hardships, especially during the past few years. However, teacher retention

continues to remain high (92.8%). OCPS employs 50 certified staff members and 31 classified and support staff members.

Our school demographics are as follows:

10 Pre-School Special Education Students

489 Pre-K-2nd Students

66.5 % Caucasian

16.4% African-American

5.5 % Multi-Racial

10.2 % Hispanic

1.2% Asian/Pacific Islander

The following percentages are served through special programs:

18.5 % K-2nd Special Education

6.1 % EL

5.3 % Gifted

Compared to the county at large, OCPS has a unique and diverse student population. OCPS has the highest percentage of students being

served by the Free & Reduced Lunch Program in Oglethorpe County. We educate a large portion of Hispanic and Asian/Pacific Island

students who reside in Oglethorpe County. An EL teacher is on staff to support their learning and help them acquire the necessary language

and literacy skills needed to be successful students.

Within the classroom, students are instructed at their individual levels through differentiation and flexible small groups. OCPS believes in a

balanced approach to literacy and is proud to have its general education teachers trained in Guided Reading. The students are instructed

daily and get practice with phonics, sight words, guided reading, and writing. The daily math instruction is designed to engage the students

in hands-on lessons, which build a strong foundation for math concepts. OCPS teachers use manipulatives and the math concept called



Cognitive Guided Instruction which capitalizes on the students' prior knowledge and builds the students understanding of number sense,

place value, geometry, and problem-solving skills. Our school is also guided by Learning Focused Schools principles which are researched-

based strategies that promote learning and student engagement. The teachers and students use essential questions, graphic organizers,

and summarization strategies to guide their teaching and learning toward mastery of the Common Core Georgia Performance Standards. In

2013-14, Oglethorpe County Primary School, along with schools in the system piloted the new teacher and leader evaluation system. The

Teacher Keys Effectiveness System and Leader Keys Effectiveness System consist of two components, which contribute to an overall score.

The two components are Assessment on Performance Standards and Student Growth and Academic Achievement. During the current

school year, the TKES and LKES are mandated by state statute.

Staffed by a full-time media specialist, the media center is the hub of our school. The students can choose from over 9,000 books. Our

students visit the media center at least once each week for lessons designed by the media specialist and/ in collaboration with the classroom

teachers. The media center also has 15 student computers. Throughout the year, the media center hosts various special events including

author visits, Dr. Seuss' Day, book fairs, and the Georgia Picture Story Book Awards. Led by our media specialist, our morning news

program, OPEN, is anchored by our 2nd grade students.

Technology plays an important role in our school. We have two computer labs with 65 computers in them collectively. The teachers and

their students visit the labs weekly and work on online educational programs that supports the CCGPS, math drills, etc. Due to the system's

economic hardship, the students are not supported in the labs by certified instructional technologists. Each classroom is outfitted with five to

six computers, a SMARTBoard, document cameras, and a minimum of three I-Pads. Other technology that is available to the students

includes digital cameras, flip video cameras, document cameras, Kindles, student response systems and laptops. We are very fortunate to

have a wealth of technology; unfortunately, OCPS does not have its own instructional technology specialist or a technology support

technician. Because of this the media specialist and the Oglethorpe County System's instructional technology department support OCPS on

an as needed basis.

The OCPS students spend forty-five minutes each day in one of three activity classes: physical education, art, or music. Our physical

education department is staffed by a full-time physical education teacher and a paraprofessional. Students participate in individual and group

activities that support the Georgia Performance Standards for Health and Physical Education. Throughout the year, the physical education

program hosts various special events such as Fitnessgram and Field Day. Each grade level gets approximately 30 minutes of recess each

day. We have three playgrounds with swings, slides, sandboxes, climbing equipment, zip-lines, etc.

The art program at Oglethorpe County Primary School is under the direction of a full-time art teacher. OCPS provides a well-designed,

standards-based art program that stimulates imagination, encourages creativity, and promotes individuality. The students engage in

activities that follow the introduction of many styles of art as well as learning about famous artist. The students explore a variety of mediums

such as paper mache, different types of paints (watercolors, tempera, and acrylic), pottery, three-dimensional activities and others. The

students also create projects using a variety of techniques and activities including printmaking, marbleizing, and origami. The art teacher

collaborates with the classroom teachers and coordinates the art curriculum with the art to the general curriculum. In addition to the day to

day instruction, the art teacher presents a unit that offers multi-cultural lessons and activities through a variety of indigenous crafts; an art

show (which is open to the public) follows this unit of study. Here the students proudly display their creations.

.

Our music program is also led by a full-time teacher. At OCPS, we use Game Plan, an Orff-based music curriculum, which is based on the

belief that the easiest method of teaching music is to draw out the student's natural interest in rhythm and melody and help them develop

gradually. We help our students develop musicianship through singing, creative movement, and playing instruments, and we incorporate

elements of other disciplines into every lesson including movement. Additionally, this curriculum teaches the students to read the rhythm and

pitch. Highlights of the music program include grade level performances, guest musicians, and the 2nd grade chorus performance. The 2nd



grade chorus, which is led by the music teacher, meets twice a week from 8:00 a.m. - 8:30 a.m.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. The mission of Oglethorpe County Schools is to provide research based learning opportunities for students in a safe environment, thus

developing student skills and knowledge for graduation and college /career readiness.

As we address the needs of all learners, our vision is to:

Have all students graduate prepared for college and/or a career

Have a safe environment

Have all stakeholders work collaboratively

Have all stakeholders communicate effectively

Have all stakeholders take pride in the school system

Have all stakeholders take ownership in the school system

Our mission is to accept all students as individuals and to provide a varied and challenging program that guides each child toward success.

Beliefs:

We believe students' learning needs are the primary focus of all decisions impacting the work of the school.

We believe all students can learn and succeed when learning is relevant to their lives; when they are actively involved in their learning; and

when they are challenged at a pace and manner appropriate to their styles of learning and stage of development.

We believe the curriculum should be balanced to provide a secure educational foundation for students' lives.

We believe student expectations should be modeled and taught through fair, clear, and consistent principles, thus allowing students to take

ownership of their learning and behaviors.

We believe continual open and honest communication is a shared responsibility of staff, parents, guardians, and students.

We believe the school environment should be safe, orderly, clean, and child-centered.

We believe the school climate should be positive, nurturing, and inviting.

We believe that professional growth for staff is essential for student success.

We believe that all students should become responsible citizens.

We believe that all students should be challenged to their fullest capabilities.

We believe learning is a lifelong journey.

These beliefs and commitments are highlighted in our Teacher, Parent, Student Compacts. This document requires students to take

responsibility for their actions toward their work, act responsibly by following all school rules, and show respect towards their peers, adults,

and themselves. The teachers commit to exhibit professionalism and integrity, collaborate with colleagues in providing challenging and

creative instructional activities, refine professional understandings by pursuing ongoing professional development and promote partnerships

with families and the community. The families are charged to engage in productive communication with their child and his/her teacher(s),

engage in active involvement with their child's learning, and take responsibility for the child's consistent attendance at school. Lastly, the

community will support the school, its programs and policies.



In a like manner, OCPS fulfills our purpose by recognizing the need to develop the whole-child (academically, socially, emotionally,

physically, and developmentally). We partner with the parents and other stakeholders to meet the needs of our students. The OCPS School

Council serves as an advisory board for school improvement. This seven member team provides support for the school and serves as a

liaison between the community and the school. OCPS also has a very active parent teacher organization. This organization works with the

school to provide many needed materials for the teachers and students. The OCPS PTO funds projects that enable the school to improve

such as purchasing a marquee, funding the Accelerated Reader Program, making many playground improvements, etc. We are fortunate to

have parents periodically volunteer within the school. Parents assist with office tasks, in the media center, in classrooms, and with special

events such as movie night, book fairs, field day, and teacher appreciation.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Oglethorpe County Primary School has many notable achievements that should be celebrated. The core of the school's purpose is student

success. Over the past five years, Oglethorpe County Primary students have continued to show improvement on local and state

assessments. OCPS is identified as a schoolwide Title I School. Despite this fact OCPS have not been identified as a school on priority,

focus, or alert status. With the state of Georgia's CCRPI performance scores, OCPS has received honorable scores on Georgia's CCRPI

performance scores since its implementation. With the rating range of zero to one hundred, for the last three years Oglethorpe County

Primary School has rated between 89.7 and 95.2. Georgia doesn't award a primary school score for those schools that solely serve students

in grades Pre-K through 2nd. As a result, all primary schools' scores are reflective of the state elementary schools' score. In addition to this,

a percentage of our score is calculated based on OCES' performance, which is our feeder school. The state average for elementary schools

is 72.6.

All students at OCPS are engaged on a daily basis in rigorous and relevant tasks that are differentiated to allow all learners to meet and

exceed the standards. The Scholastic Reading Inventory which is a computer-adaptive reading comprehension test that assesses

cause/effect, sequence of events, inferences, identifies details in a passage, and makes comparisons is used to access individual strengths

and weaknesses in reading. These results are used to help plan instruction to meet the needs of individual students.

During the past decade, an increasing percentage of teachers nationwide have either moved to another school or left the profession

altogether. A recent report from the Alliance for Excellent Education shows that roughly 500,000 U.S. teachers move or leave the profession

each year. That's a turnover rate of about 20%. OCPS proudly reports a fiscal year 2014 teacher retention rate of 92.8%. In 2011,

Oglethorpe County Primary School retained 90% of the classroom teachers. Of the 10% who did not return, two retired. Two of teachers took

other PK-12 public school teaching positions, and one returned to graduate studies. In fiscal year 2012, Oglethorpe County Primary School

retained 98% of the classroom teachers. The one teacher who did not return took another PK-12 public school teaching position. Lastly, in

fiscal year 2013, Oglethorpe County Primary School retained 100% of the classroom teachers.

A final noteworthy accomplishment includes having three OCSS Teachers of the Year within the last four years.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. Oglethorpe County Primary School is located near the University of Georgia. OCPS has a great partnership with the University of Georgia,

Piedmont College, and Athens Technical College. Due to our close proximity to these institutions OCPS works collaboratively to foster

engaging experiences through teaching and learning.



Self Assessment



Introduction AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the

accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in

purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement

efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's

ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential

component of the preparation process for the institution's External Review.



Standard 1: Purpose and Direction

The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and

beliefs about teaching and learning.

Overall Rating: 2.67

Indicator Statement or Question Response Evidence Rating1.1 The school engages in a

systematic, inclusive, andcomprehensive process toreview, revise, and communicatea school purpose for studentsuccess.

The school's process for review,revision, and communication of thepurpose statement is documented. Theprocess is formalized and implementedon a regular schedule. The processincludes participation by representativesfrom all stakeholder groups. Thepurpose statement focuses on studentsuccess.

•Survey results

•Examples ofcommunications tostakeholders about theschool's purpose (i.e.website, newsletters,annual report, studenthandbook)

•Minutes from meetingsrelated to development ofthe school's purpose

•Documentation ordescription of the processfor creating the school'spurpose including the roleof stakeholders

•Purpose statements -past and present

Level 3

Indicator Statement or Question Response Evidence Rating1.2 The school's leadership and staff

commit to a culture that is basedon shared values and beliefsabout teaching and learning andsupports challenging, equitableeducational programs andlearning experiences for allstudents that includeachievement of learning, thinking,and life skills.

Commitment to shared values andbeliefs about teaching and learning isevident in documentation and decisionmaking. This commitment is regularlyreflected in communication amongleaders and staff. Challengingeducational programs and equitablelearning experiences are implementedso that all students achieve learning,thinking, and life skills necessary forsuccess. Evidence indicates acommitment to instructional practicesthat include active student engagement,a focus on depth of understanding, andthe application of knowledge and skills.School leadership and staff share highexpectations for professional practice.

•Agendas and/or minutesthat reference acommitment to thecomponents of theschool's statement ofpurpose

•Survey results

•The school's statement ofpurpose

Level 3



Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following

questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.

Cite sources of evidence External Review team members may be interested in reviewing. Areas of Strength:

While analyzing the indicators relating to purpose and direction, the Standard One SACS committee identified several areas of strength at

Oglethorpe County Primary School (OCPS). In reviewing our school's current mission statement and beliefs, our committee found that we are

overwhelmingly staying true to our mission statement and taking continuous action on our stated beliefs. They are featured on the school

website, in our teacher handbooks, printed in our school calendar and bi-weekly faculty newsletters, posted in all classrooms and offices as

well as various locations throughout the school. Our mission statement and beliefs were initially created to help define our academic efforts.

The information in our mission statement and beliefs are reviewed during a school council meeting or in a similar setting with representative

stakeholders. Data from our AdvancED parent survey indicated that all participating stakeholders believe OCPS to be high performing in all

Standard One indicators. High expectations for learning are displayed through rigorous, differentiated lessons.

Lastly, shared values and beliefs about teaching and learning are communicated directly to stakeholders through our Student of the Month

program. Students can be nominated to become a student of the month by demonstrating above average character qualities, such as strong

work ethic, showing marked improvement in either academic or behavior, kindness, and good citizenship. Once a month, each homeroom

class nominates one student. These students are recognized for the month by having their picture placed on the Student of the Month

bulletin board, their picture displayed in the local newspaper, and on our school website. Students also receive a Student of the Month

medal, gift certificate to a local area restaurant, certificate of recognition, pencil, bumper sticker, and a free ice cream. Additionally, we utilize

a school-based Positive Behavior Intervention Support program called " GOTCHA". This program support the students which includes

proactive strategies for teaching and supporting appropriate student behaviors. All students are eligible to earn daily rewards for positive

behavior, work ethic, and kindness through our "GOTCHA Program." Students are able to earn "GOTCHAs" in all classes and from any adult

in the building and bus drivers as well. These "GOTCHAs" may be redeemed weekly for various prizes.

OCPS is committed to a culture of shared beliefs about teaching and learning. These beliefs can be evidenced in teachers' lesson plans,

daily instruction, grade level meeting agendas, annual teacher surveys, leadership team minutes, on-site professional learning opportunities

and our mission statement and beliefs. Another strength exhibited is our belief in the importance of a challenging, equitable education for all

students which includes achievement of learning, thinking, and life skills. Our school provides learning opportunities at the classroom level

Indicator Statement or Question Response Evidence Rating1.3 The school's leadership

implements a continuousimprovement process thatprovides clear direction forimproving conditions that supportstudent learning.

School leaders implement a continuousimprovement process for improvingstudent learning and the conditions thatsupport learning. Some stakeholdergroups are engaged in the process.School personnel maintain a profile withdata on student and schoolperformance. The profile contains dataused to identify goals for theimprovement of achievement andinstruction that are aligned with theschool's purpose. The process includesaction planning that identifiesmeasurable objectives, strategies,activities, resources, and timelines forachieving improvement goals. Mostinterventions and strategies areimplemented with fidelity. Somedocumentation that the process yieldsimproved student achievement andinstruction is available.

•Survey results

•The school data profile

•Agenda, minutes fromcontinuous improvementplanning meetings

•The school continuousimprovement plan

Level 2



through the Early Intervention Program, special education, gifted education, English to Speakers of Other Languages (ESOL), and Extended

Learning Time (ELT), which is built into the master schedule. The implementation of differentiation and the focus on depth of knowledge

skills are evidenced through lesson plans and classroom observations.

Additional experiences are available within the school program. Second grade students have the opportunity to be selected to participate in

the school choral program. Opportunities also exist beyond the hours of the regular school day with our after school program which meets

two days each week and is available to students of all grade levels who are in need of extra academic support. Students are also offered the

opportunity to participate in the Good News Club, which meets after school weekly.

The implementation of a continuous improvement process providing clear direction for improving conditions supporting student learning is a

strength of OCPS. The annual school improvement plan is based on review of the school data profile, student data review, and information

gleaned from annual stakeholder surveys on performance. Student data profiles are compiled using a variety of assessment tools including

Georgia Kindergarten Inventory of Developing Skills (GKIDS), the Scholastic Reading Inventory (SRI), and the Scholastic Math Inventory

(SMI). Data profiles are then used to target professional learning for teachers as well as measurable, targeted growth goals and

accountability standards for students that align with our purpose and beliefs. School personnel accountability to these is demonstrated during

Teacher Keys Effectiveness System (TKES) observations and the evaluation of lesson plans. School personnel use planning time to develop

interventions and strategies gained from this information. Data from overall school performance, individual student performance, and the

desire for continued student success is communicated to all stakeholders as part of the annual school improvement plan review.

Areas in Need of Improvement:

OCPS recognized an area of weakness in having no formalized, regular schedule for revision of the school's mission and belief statements.

OCPS also discovered a weakness in utilizing data consistently to drive instruction.

Actions to Sustain Areas of Strength:

The strength of Standard One is the continued use and implementation of all aspects related to our mission statement and beliefs. Our

"GOTCHA" and Student of the Month program will support our need to communicate these shared character traits to our youngest

stakeholders. The various classes and opportunities for engagement, challenge, and remediation will be offered annually to our students. Our

schoolwide improvement plan (SIP) will continue to be data driven, resulting in increased success for students and teachers.

Plans to Improve Areas of Need:

To continue to improve student learning and achievement, OCPS plans to provide additional data team training. Additionally, guidance will

be given to teachers to better utilize data to improve their instruction. OCPS has decided on a regularly scheduled basis (written, set date) to

review the school's mission and beliefs statement for possible revisions.



Standard 2: Governance and Leadership

The school operates under governance and leadership that promote and support student performance and school effectiveness.

Overall Rating: 3.0

Indicator Statement or Question Response Evidence Rating2.1 The governing body establishes

policies and supports practicesthat ensure effectiveadministration of the school.

Policies and practices support theschool's purpose and direction and theeffective operation of the school. Policiesand practices promote effectiveinstruction and assessment that produceequitable and challenging learningexperiences for all students. There arepolicies and practices regardingprofessional growth of all staff. Policiesand practices provide requirements,direction for, and oversight of fiscalmanagement.

•Student handbooks

•Governing body policies,procedures, and practices

•Staff handbooks

•Communications tostakeholder about policyrevisions

Level 3

Indicator Statement or Question Response Evidence Rating2.2 The governing body operates

responsibly and functionseffectively.

The governing body has a process toensure that its decisions and actions arein accordance with defined roles andresponsibilities, a code of ethics, andfree of conflict of interest. Governingbody members participate in asystematic, formal professionaldevelopment process regarding the rolesand responsibilities of the governingbody and its individual members. Thegoverning body complies with allpolicies, procedures, laws, andregulations and functions as a cohesiveunit.

•Governing body minutesrelating to training

•Communication plan toinform all staff on code ofethics, responsibilities,conflict of interest

•Proof of legal counsel

•Assurances, certifications

•Findings of internal andexternal reviews ofcompliance with laws,regulations, and policies

•Communications aboutprogram regulations

•Governing body policieson roles andresponsibilities, conflict ofinterest

Level 3



Indicator Statement or Question Response Evidence Rating2.3 The governing body ensures that

the school leadership has theautonomy to meet goals forachievement and instruction andto manage day-to-day operationseffectively.

The governing body protects, supports,and respects the autonomy of schoolleadership to accomplish goals forimprovement in student learning andinstruction and to manage day-to-dayoperations of the school. The governingbody maintains a distinction between itsroles and responsibilities and those ofschool leadership.

•Roles and responsibilitiesof school leadership

•School improvement plandeveloped by the school

•Stakeholder input andfeedback

•Maintenance ofconsistent academicoversight, planning, andresource allocation

•Communicationsregarding board actions

•Survey results regardingfunctions of the governingbody

•Agendas and minutes ofmeetings

•Teaching and LearningTimelineMonth at a GlanceTitle I Budget

Level 3

Indicator Statement or Question Response Evidence Rating2.4 Leadership and staff foster a

culture consistent with theschool's purpose and direction.

Leaders and staff align their decisionsand actions toward continuousimprovement to achieve the school'spurpose. They expect all students to beheld to high standards in all courses ofstudy. All leaders and staff arecollectively accountable for studentlearning. School leaders supportinnovation, collaboration, sharedleadership, and professional growth. Theculture is characterized by collaborationand a sense of community.

•Examples of collaborationand shared leadership

•Survey results

•Examples of decisionsaligned with the school'sstatement of purpose

•Examples of decisions insupport of the school'scontinuous improvementplan

•PLC MeetingsLeadership TeamMeetingsSchool AdministrativeAgendas and CalendarInvitation

Level 3






The Oglethorpe County governing body helps to promote and support student performance and school effectiveness through participating in

Board of Education (BOE) leadership workshops including Georgia School Boards Association (GSBA) training. The BOE website includes

meeting agendas and minutes and is accessible to the public. The BOE also offers the opportunity for stakeholders to address the board at

each regular meeting, asking that they submit a request prior to the meeting date. Each board member serves a four-year term, which is

staggered each election cycle to ensure that remaining veteran board members are always on the board. The Oglethorpe County School

System (OCSS) provides an employee handbook which provides goals, procedures, policies, regulations, and the code of ethics.

At Oglethorpe County Primary School (OCPS), there are several practices which support the school's effectiveness, including a school

handbook which is available on the school website. Additionally, a faculty and staff handbook is given to each employee on a flash drive at

the beginning of each school year, and a student handbook is given to students at Open House.

Indicator Statement or Question Response Evidence Rating2.5 Leadership engages stakeholders

effectively in support of theschool's purpose and direction.

Leaders communicate effectively withappropriate and varied representativesfrom stakeholder groups, provideopportunities for stakeholders to shapedecisions, solicit feedback and respondto stakeholders, work collaboratively onschool improvement efforts, and provideand support meaningful leadership rolesfor stakeholders. School leaders' effortsresult in measurable, active stakeholderparticipation; engagement in the school;a sense of community; and ownership.

•Minutes from meetingswith stakeholders

•Copies of surveys orscreen shots from onlinesurveys

•Survey responses

•Involvement ofstakeholders in a schoolimprovement plan

•Parent OrganizationOfficers (PTO and SchoolCouncil)

Level 3

Indicator Statement or Question Response Evidence Rating2.6 Leadership and staff supervision

and evaluation processes resultin improved professional practiceand student success.

The focus of the criteria and processesof supervision and evaluation isimproving professional practice andimproving student success. Supervisionand evaluation processes are regularlyimplemented. The results of thesupervision and evaluation processesare used to monitor and effectivelyadjust professional practice and improvestudent learning.

•Examples of professionaldevelopment offerings andplans tied specifically tothe results fromsupervision and evaluation

•Governing body policy onsupervision and evaluation

•Supervision andevaluation documents withcriteria for improvingprofessional practice andstudent success noted

•Job specific criteria

•Representativesupervision and evaluationreports

Level 3



Professional development is supported by school leaders providing opportunities for the faculty and staff to attend conferences and in-house

trainings. Veteran educators provide learning opportunities for our novice educators as part of our new teacher mentor program. Other

professional development opportunities brought to OCPS include an ongoing differentiation program, "DI for the Little Guy!",writing, math,

and guidance on matching assessments to standards with Northeast Georgia Regional Educational Service Agency (NEGA RESA). The

faculty and staff also participate in webinars for Common Core Georgia Performance Standards (CCGPS), training on the Next Steps Guided

Reading Assessment, English to Speakers of Other Languages (ESOL) World-Class Instructional Design and Assessment (WIDA)

Standards, and the Speak Up Be Safe Program.

A Schoolwide Improvement Plan (SIP) guides decisions made by school leadership and faculty in an effort to ensure that practices within the

school support the school's purpose. School administration supports student learning through providing professional growth opportunities and

encouraging collaboration among colleagues during weekly Professional Learning Community (PLC) meetings with grade levels. A

leadership team comprised of a representative of each grade level and support area meets regularly.

In support of the SIP and the school's purpose, parents, faculty, and staff are encouraged to complete surveys throughout the year to provide

input on the school's atmosphere, community outreach, and effectiveness. OCPS holds frequent workshops, on average ten to thirteen a

year, and invites family members and stakeholders to participate. Families also receive monthly newsletters from the principal. OCPS is

fortunate to have community sponsors such as Oglethorpe Feed and Seed, Commercial Bank, and the Salem Baptist Church. Stakeholders

are also involved through our Parent Teacher Organization (PTO), school mentoring program, and school council.

Evaluation processes are in place following the Teacher Keys Effectiveness System (TKES) and Leader Effectiveness System (LKES) as

school and system administrators create and follow an observation schedule. Through TKES and LKES, evaluation documents are used to

improve professional practices and student success. Furthermore, as part of our Leader Keys Effectiveness System (LKES) formative

conferences conducted throughout the year, our school's data are reviewed in order to evaluate the progress that is being made toward

schoolwide and system-wide improvement plans.


After analyzing the indicators OCPS found a few areas in need of improvement including the area of resource allocation, the need for

additional funds for maintenance and support of technology equipment, and professional development. While plans and policies are in place

for technology integration, maintenance and upgrades are frequently delayed due to limited funding. Additionally, pending availability of

funds, OCPS would like to extend professional development opportunities to teachers who work directly with students, but do not have a

homeroom.

While the school faculty and staff respect the authority of the governing board, they recommend the need for more individual school

leadership autonomy concerning all matters pertaining to the school. In addition, OCPS suggests a more effective means of communication

regarding board actions as they relate to each school.


In support of sustaining the strengths of the school system and OCPS, we should continue to offer in-house professional learning including

weekly PLC meetings and outside professional learning such as conferences and workshops. To continue to help support the SIP, OCPS will

request feedback through surveys. The school will also continue to provide workshops, newsletters, handbooks, and other materials to

further community outreach. Additionally, the administration at OCPS will continue to use TKES and LKES evaluation documents to provide



opportunities for the faculty and administration to examine their professional practices, focusing on their strengths and improving all areas.


In order to continuously promote student performance and school effectiveness, as indicated by the OCPS SIP, school leadership will

request additional funding in the budget to provide for more professional development opportunities for all faculty members that work directly

with students. Furthermore, OCPS will seek funding to foster a 21st century learning environment for OCPS students by providing

technology equipment, support, and staffing.

While the board agenda, policies,and minutes are communicated online and through the newspaper, OCPS leadership or designee will also

disseminate board minutes to all staff members.



Standard 3: Teaching and Assessing for Learning

The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.


Indicator Statement or Question Response Evidence Rating3.1 The school's curriculum provides

equitable and challenginglearning experiences that ensureall students have sufficientopportunities to develop learning,thinking, and life skills that lead tosuccess at the next level.

Curriculum and learning experiences ineach course/class provide all studentswith challenging and equitableopportunities to develop learning skills,thinking skills, and life skills. There issome evidence to indicate curriculumand learning experiences preparestudents for success at the next level.Like courses/classes have equivalentlearning expectations. Some learningactivities are individualized for eachstudent in a way that supportsachievement of expectations.

•Survey results

•Lesson plans

•Posted learningobjectives

•Representative samplesof student work acrosscourses

•Course schedules

•Descriptions ofinstructional techniques

•UnitsTitle II-A Equity Plan

Level 3

Indicator Statement or Question Response Evidence Rating3.2 Curriculum, instruction, and

assessment are monitored andadjusted systematically inresponse to data from multipleassessments of student learningand an examination ofprofessional practice.

Using data from student assessmentsand an examination of professionalpractice, school personnel monitor andadjust curriculum, instruction, andassessment to ensure vertical andhorizontal alignment and alignment withthe school's goals for achievement andinstruction and statement of purpose.There is a process in place to ensurealignment each time curriculum,instruction, and/or assessments arereviewed or revised. The continuousimprovement process ensures thatvertical and horizontal alignment as wellas alignment with the school's purposeare maintained and enhanced incurriculum, instruction, and assessment.

•Curriculum guides

•Common assessments

•Standards-based reportcards

•Curriculum writingprocess

•Products – scope andsequence, curriculummaps

•Lesson plans aligned tothe curriculum

•SRI/SMITKESK-5 Alignment Meeting

Level 3



Indicator Statement or Question Response Evidence Rating3.3 Teachers engage students in

their learning throughinstructional strategies thatensure achievement of learningexpectations.

Teachers plan and use instructionalstrategies that require studentcollaboration, self-reflection, anddevelopment of critical thinking skills.Teachers personalize instructionalstrategies and interventions to addressindividual learning needs of studentswhen necessary. Teachers useinstructional strategies that requirestudents to apply knowledge and skills,integrate content and skills with otherdisciplines, and use technologies asinstructional resources and learningtools.

•Teacher evaluationcriteria

•Professional developmentfocused on thesestrategies

•Examples of teacher useof technology as aninstructional resource

•Examples of student useof technology as a learningtool

•Student workdemonstrating theapplication of knowledge

•Findings from supervisorwalk-thrus andobservations

•Surveys results

•Interdisciplinary projects

•Lesson plans withreference to technologybeing used (teacher &student)Sample walk-through

Level 3

Indicator Statement or Question Response Evidence Rating3.4 School leaders monitor and

support the improvement ofinstructional practices of teachersto ensure student success.

School leaders formally and consistentlymonitor instructional practices throughsupervision and evaluation proceduresto ensure that they 1) are aligned withthe school's values and beliefs aboutteaching and learning, 2) are teachingthe approved curriculum, 3) are directlyengaged with all students in theoversight of their learning, and 4) usecontent-specific standards ofprofessional practice.

•Curriculum maps

•Documentation ofcollection of lesson plansand grade books

•Supervision andevaluation procedures

•Peer or mentoringopportunities andinteractions

•Surveys results

•Examples ofimprovements toinstructional practicesresulting from theevaluation process

•Administrative classroomobservation protocols andlogs

•TKES Self-Assessment2013-2014 to 2014-2015Professional DevelopmentOfferings Tied toInstructional Practices

Level 3



Indicator Statement or Question Response Evidence Rating3.5 Teachers participate in

collaborative learningcommunities to improveinstruction and student learning.

Some members of the school staffparticipate in collaborative learningcommunities that meet both informallyand formally. Collaboration occasionallyoccurs across grade levels and contentareas. Staff members promotediscussion about student learning.Learning from, using, and discussing theresults of inquiry practices such asaction research, the examination ofstudent work, reflection, study teams,and peer coaching sometimes occuramong school personnel. Schoolpersonnel express belief in the value ofcollaborative learning communities.

•Examples of crosscurricular projects,interdisciplinaryinstruction, and classroomaction research project

•Agendas and minutes ofcollaborative learningcommittees

•Calendar/schedule oflearning communitymeetings

•Survey results

•Examples ofimprovements to contentand instructional practiceresulting fromcollaboration

•NormsSign-In Sheet/Minutes

Level 2

Indicator Statement or Question Response Evidence Rating3.6 Teachers implement the school's

instructional process in support ofstudent learning.

All teachers use an instructional processthat informs students of learningexpectations and standards ofperformance. Exemplars are oftenprovided to guide and inform students.The process includes multiple measures,including formative assessments, toinform the ongoing modification ofinstruction and provide data for possiblecurriculum revision. The processprovides students with specific andtimely feedback about their learning.

•Examples of learningexpectations andstandards of performance

•Survey results

•Examples ofassessments thatprompted modification ininstruction

•Samples of exemplarsused to guide and informstudent learning

•GKIDS ChecklistsRTI DataExtended Learning Time

Level 3



Indicator Statement or Question Response Evidence Rating3.7 Mentoring, coaching, and

induction programs supportinstructional improvementconsistent with the school'svalues and beliefs about teachingand learning.

School personnel are engaged inmentoring, coaching, and inductionprograms that are consistent with theschool's values and beliefs aboutteaching, learning, and the conditionsthat support learning. These programsset expectations for all school personneland include measures of performance.

•Records of meetings andwalk thrus/feedbacksessions

•Survey results

•Professional learningcalendar with activities forinstructional support ofnew staff

•Descriptions andschedules of mentoring,coaching, and inductionprograms with referencesto school beliefs andvalues about teaching andlearning

•Personnel manuals withinformation related to newhires including mentoring,coaching, and inductionpractices

•Mentor/Mentee SurveyResults and Narratives

Level 3

Indicator Statement or Question Response Evidence Rating3.8 The school engages families in

meaningful ways in theirchildren's education and keepsthem informed of their children'slearning progress.

Programs that engage families inmeaningful ways in their children'seducation are designed andimplemented. School personnel regularlyinform families of their children's learningprogress.

•Survey results

•List of varied activitiesand communicationsmodes with families, e.g.,info portal, online,newsletters, parentcenters, academic nights,open house, early releasedays

•Calendar outlining whenand how families areprovided information onchild's progress

•Parental/family/caregiverinvolvement plan includingactivities, timeframes, andevaluation process

•PTO MinutesSchool Council MinutesTitle I Annual Meeting

Level 3



Indicator Statement or Question Response Evidence Rating3.9 The school has a formal structure

whereby each student is wellknown by at least one adultadvocate in the school whosupports that student'seducational experience.

School personnel participate in astructure that gives them interaction withindividual students, allowing them tobuild relationships over time with thestudent. Most students participate in thestructure. The structure allows theschool employee to gain insight into thestudent's needs regarding learning skills,thinking skills, and life skills.

•List of students matchedto adult advocate

•Survey results

•Curriculum and activitiesof formal adult advocatestructure

•Description of formaladult advocate structures

•Speak Up, Be SafeSchedule of MentorEvents

Level 2

Indicator Statement or Question Response Evidence Rating3.10 Grading and reporting are based

on clearly defined criteria thatrepresent the attainment ofcontent knowledge and skills andare consistent across gradelevels and courses.

Teachers use common grading andreporting policies, processes, andprocedures based on clearly definedcriteria that represent each student'sattainment of content knowledge andskills. These policies, processes, andprocedures are implementedconsistently across grade levels andcourses. Stakeholders are aware of thepolicies, processes, and procedures.The policies, processes, and proceduresare regularly evaluated.

•Evaluation process forgrading and reportingpractices

•Survey results

•Sample report cards foreach grade level and forall courses

•Sample communicationsto stakeholders aboutgrading and reporting

•Policies, processes, andprocedures on grading andreporting

•Agenda for GradingGuidance with Dr. PattiMcWhorter

Level 3

Indicator Statement or Question Response Evidence Rating3.11 All staff members participate in a

continuous program ofprofessional learning.

All staff members participate in acontinuous program of professionallearning that is aligned with the school'spurpose and direction. Professionaldevelopment is based on an assessmentof needs of the school. The programbuilds capacity among all professionaland support staff. The program issystematically evaluated foreffectiveness in improving instruction,student learning, and the conditions thatsupport learning.

•Survey results

•Brief explanation ofalignment betweenprofessional learning andidentified needs

•Professional LearningLog

Level 3






Oglethorpe County Primary School (OCPS) has identified many areas of strength in the areas of teaching and assessing for learning.

Teachers accept all students as individuals and provide a differentiated and challenging program that guides all students towards success.

Our teachers instruct using the Common Core Georgia Performance Standards in the areas of ELA and Math, as well as the Georgia

Performance Standards in the areas of Science, Social Studies, Art, Music, and P.E. Teachers plan lessons that allow students to

collaborate, reflect and use critical thinking skills while taking into account individual learning needs. Technology, such as SmartBoards, I-

Pads, classroom computers, and computer labs are incorporated into daily lesson plans.

As a part of the TKES measure, school administrators are regularly visiting classrooms and evaluating teachers to ensure student success.

Administrators offer guidance and feedback during unit planning and curriculum development. The teachers also use exemplars during

instruction and assessments to develop their lesson plans. Additionally, they regularly conference with students and provide feedback about

their learning. With quarterly progress reports and report cards, teachers are able to provide evaluation results for parents based on content

knowledge and skills. Parents are provided multiple opportunities to volunteer, be involved in activities, and conference with teachers

regarding their child's learning.

Areas In Need of Improvement:

At OCPS, we recognize there are areas in which we can grow. With the loss of an instructional coach mid-year in 2013, the task of

developing professional learning on vertical alignment and creating common assessments was left unfinished, but is now being addressed by

the current instructional coach. Due to the high number of classrooms and teachers per grade level, meeting together as grade level groups

is difficult. Duties assigned during and after the school day make it difficult for some staff members to regularly attend collaborative learning

communities; however, they participate as their schedule permits. OCPS has a overwhelming number of faculty and staff that enjoy working

here; therefore, this translates into a low turn-over rate, which results in little need for a full staff mentoring program. Our newly implemented

program, "Speak Up, Be Safe", encourages first and second grade students to choose a trusted adult with whom they can discuss their

Indicator Statement or Question Response Evidence Rating3.12 The school provides and

coordinates learning supportservices to meet the uniquelearning needs of students.

School personnel use data to identifyunique learning needs of all students atall levels of proficiency as well as otherlearning needs (such as secondlanguages). School personnel staycurrent on research related to uniquecharacteristics of learning (such aslearning styles, multiple intelligences,personality type indicators) and provideor coordinate related learning supportservices to all students.

•List of learning supportservices and studentpopulation served by suchservices

•Training and professionallearning related toresearch on uniquecharacteristics of learning

•Data used to identifyunique learning needs ofstudents

•Schedule of SupportServicesShared ServicesOCPS AfterschoolAcademyLearning SupportDescription (Handbook)

Level 3



concerns. Kindergarten is not included in that program; however, they are instructed using a similar program entitled, "Good Touch, Bad

Touch". Whereas the Early Intervention Program (EIP) students are identified and served adequately, the increased number of special

education students transferring to OCPS has reduced the teachers' ability to provide additional services and support beside those

enumerated in their Individualized Educational Program (IEPs).


In order to maintain these areas of strength, OCPS will continue to focus on professional learning, differentiation, and other instructional

supports to guide student success. The teachers will continue to review and revise units, common assessments, and curriculum maps to

support student growth and achievement. Furthermore, administrators will continue to monitor and evaluate teaching and student learning.

OCPS will also continue to provide opportunities for parents to be involved in their child's education.


The administration will disseminate a written survey to identify areas of potential need for professional development. The instructional coach

will continue to work with grade levels to develop common assessments. Teachers will be provided the opportunity to have a structured and

consistent common planning time in order for professional development and collaboration to be effective. When planning the schedule,

duties during and after school will be considered to avoid conflicting scheduled events as much as possible. The school counselor will

continue to offer classroom guidance to reinforce the "trusted adult" in the school building and find a way to extend the program to the

kindergarten level using the same terminology. The OCPS administration and teachers will continue to advocate for the needs of students.

The least restrictive environment placements for our special education population will continue to be evaluated and recommended by IEP

committee. Furthermore, the administrators and teachers will continue to consider the number of identified special education students as

well as students up for evaluation and eligibility when creating classes.



Standard 4: Resources and Support Systems

The school has resources and provides services that support its purpose and direction to ensure success for all students.


Indicator Statement or Question Response Evidence Rating4.1 Qualified professional and

support staff are sufficient innumber to fulfill their roles andresponsibilities necessary tosupport the school's purpose,direction, and the educationalprogram.

Policies, processes, and proceduresensure that school leaders have accessto, hire, place, and retain qualifiedprofessional and support staff. Schoolleaders systematically determine thenumber of personnel necessary to fill allthe roles and responsibilities necessaryto support the school purpose,educational programs, and continuousimprovement. Sustained fiscal resourcesare available to fund positions critical toachieve the purpose and direction of theschool.

•School budgets for thelast three years

•Survey results

•Assessments of staffingneeds

•Documentation of highlyqualified staff

Level 3

Indicator Statement or Question Response Evidence Rating4.2 Instructional time, material

resources, and fiscal resourcesare sufficient to support thepurpose and direction of theschool.

Instructional time, material resources,and fiscal resources are focused onsupporting the purpose and direction ofthe school. Instructional time is protectedin policy and practice. School leaderswork to secure material and fiscalresources to meet the needs of allstudents. School leaders demonstratethat instructional time, materialresources, and fiscal resources areallocated so that all students haveequitable opportunities to attainchallenging learning expectations.Efforts toward the continuousimprovement of instruction andoperations include achieving the school'spurpose and direction.

•Examples of efforts ofschool leaders to securenecessary material andfiscal resources

•Survey results

•School schedule

•Alignment of budget withschool purpose anddirection

•School calendar

•Dates of budget meetings

Level 3



Indicator Statement or Question Response Evidence Rating4.3 The school maintains facilities,

services, and equipment toprovide a safe, clean, and healthyenvironment for all students andstaff.

School leaders have adopted or createdclear expectations for maintaining safety,cleanliness, and a healthy environmentand have shared these definitions andexpectations with stakeholders. Schoolpersonnel and students are accountablefor maintaining these expectations.Measures are in place that allow forcontinuous tracking of these conditions.Improvement plans are developed andimplemented by appropriate personnelas necessary to improve theseconditions. Results of improvementefforts are evaluated.

•Records of depreciationof equipment

•Survey results

•Documentation ofcompliance with local andstate inspectionsrequirements

•Documentation ofemergency proceduressuch as fire drills,evacuation and otheremergency procedures.

•System for maintenancerequests

•Maintenance schedules

•Safety committeeresponsibilities, meetingschedules, and minutes

•Big Web Desk LogBoard PolicyKitchen InspectionsFire Marshall Report

Level 3

Indicator Statement or Question Response Evidence Rating4.4 Students and school personnel

use a range of media andinformation resources to supportthe school's educationalprograms.

Students and school personnel haveaccess to media and informationresources necessary to achieve theeducational programs of the school.Qualified personnel are available toassist students and school personnel inlearning about the tools and locations forfinding and retrieving information.

•Budget related to mediaand information resourceacquisition

•Survey results

•Data on media andinformation resourcesavailable to students andstaff

•Destiny/ CirculationReports

Level 3

Indicator Statement or Question Response Evidence Rating4.5 The technology infrastructure

supports the school's teaching,learning, and operational needs.

The technology infrastructure meets theteaching, learning, and operationalneeds of most stakeholders. Schoolpersonnel have a technology plan toimprove technology services andinfrastructure.

•Technology plan andbudget to improvetechnology services andinfrastructure

•Assessments to informdevelopment of technologyplan

•Survey results

•Policies relative totechnology use

•Big Web Desk Data

Level 2





Cite sources of evidence External Review team members may be interested in reviewing. Areas of Strength

Oglethorpe County Primary School (OCPS) has 100% highly qualified classified and certified employees. School leadership uses a variety of

data to project personnel needs for the upcoming year to ensure that staffing needs are met. One service that OCPS provides to the

community is "Kindergarten Round-Up." In April of each year, parents are encouraged to bring upcoming kindergarten children to OCPS for

academic and physical screenings. Data collected from these assessments allow school leadership to project specific staffing needs such as

English to Speakers of Other Languages (ESOL), Early Intervention Program (EIP), and special education services more efficiently. The

current kindergarten and first grade student data are examined to determine needs for the next school year.

Indicator Statement or Question Response Evidence Rating4.6 The school provides support

services to meet the physical,social, and emotional needs ofthe student population beingserved.

School personnel implement a processto determine the physical, social, andemotional needs of each student in theschool. School personnel provide orcoordinate programs to meet the needsof students as necessary. Measures ofprogram effectiveness are in place, andschool personnel use the data fromthese measures to evaluate allprograms. Improvement plans related tothese programs are designed andimplemented when needed to moreeffectively meet the needs of students.

•Student assessmentsystem for identifyingstudent needs

•Agreements with schoolcommunity agencies forstudent-family support

•Survey results

•Schedule of familyservices, e.g., parentclasses, survival skills

•Social classes andservices, e.g., bullying,character education

•List of support servicesavailable to students

•Family ConnectionsBehavioral Observation

Level 3

Indicator Statement or Question Response Evidence Rating4.7 The school provides services that

support the counseling,assessment, referral, educational,and career planning needs of allstudents.

School personnel endeavor to determinethe counseling, assessment, referral,educational, and career planning needsof students in the school. Schoolpersonnel provide or coordinateprograms to meet the needs of studentswhen possible. School personnelevaluate all programs. Improvementplans related to these programs aresometimes designed and implementedto meet the needs of students.

•List of services availablerelated to counseling,assessment, referral,educational, and careerplanning

•Survey results

•Budget for counseling,assessment, referral,educational and careerplanning

•Description of IEPprocess

•Description of referralprocess

Level 2



OCPS is very fortunate to have paraprofessionals in each kindergarten classroom. Paraprofessionals are also used in inclusive settings to

meet the needs of students with Individualized Educational Programs (IEPs). This school year a full-time school nurse position was funded.

Additionally, a position was created to assist with behaviorally-challenged students. These additional staff members allow teachers to remain

focused on instruction rather than leaving the classroom to care for an ill child or deal with behavior issues.

Material and fiscal resources are aligned with the schoolwide improvement plan as well as the school's purpose and direction. Furthermore,

these resources are focused on providing equitable opportunities for all students. According to the parent and staff surveys, over 85% of

respondents agree that OCPS protects its instructional time. During the 2014-2015 school year the system has not had to implement any

reduced work days. This has increased the amount of instructional time compared to previous years where we had on average three fewer

instructional days.

According to our parent, faculty and staff surveys, our school is viewed as a clean, safe, and healthy environment (parents 93.1%; staff

97.3%,). OCPS is in compliance with all state and local inspection requirements. Safety is promoted by the use of key pads on the exterior

entrance doors. It is expected that classroom doors be locked to enhance the school's safety. Faculty, staff, and students review and practice

the school's safety procedures. Emergency plans are posted in each classroom and guidelines are in place to ensure an efficient response in

case of an emergency. Emergency drills are conducted on a regular basis. Visitors are required to check in at the front office. There is a

camera in place so office personnel can see who is approaching the building to gain entry through the only unlocked door in the building.

Faculty, staff, substitute teachers, and mentors must have a background check and an orientational training before working with our students.

Weekly custodial inspections are completed by faculty and staff to ensure that the building is kept clean and safe. These inspections reports

are reviewed weekly by the administration and custodial staff. As a result of the findings an improvement plan is developed and implemented

as needed. These inspection ratings are consistently high even though this is one of the oldest buildings in the system, having been erected

in 1954.

Student health is promoted through a clean, organized, and safe cafeteria. This is evident by the high scores attained through health

inspections. Even though scores are typically exemplary, if areas of concern are noted, the cafeteria manager develops a plan for

improvement. The inviting atmosphere of the lunchroom and friendly demeanor of the lunchroom staff creates a warm and welcoming place

for our students to enjoy their meals. Students have a variety of healthy foods from which to choose daily.

OCPS has a wide range of resources and media to support student achievement and to provide resources for faculty, staff, and parents. Our

full-time media specialist provides instructional lessons each week as well as offers support for teacher-led activities in the media center as

needed. Additionally, she assists students in preparing a news show which is broadcast each morning. The media specialist maintains a

leveled reader library for teachers to use along with books on tape.

Technology is available for student use along with resources such as headphones and tape and CD players. I-Pad workshops are offered for

teachers and students to learn how to use the I-Pads and its applications effectively. OCPS also provides multiple workshops for parents.

Some of the regularly scheduled workshop topics are: "How to Help Your Child with Homework" and "Technology". Information presented

includes websites to assist the students and parents and how to use technology to help children learn. OCPS is fortunate to have several

forms of technology available for use. Currently, a minimum of three I-Pads are available in each classroom with additional devices available

for student use. With an additional forty plus I-Pads available for checkout from the media center the students are exposed to digital learning

on a regular basis. Finally, all teachers have SMARTBoards in their classrooms; a mobile SMARTBoard is available for presentations

wherever needed, and most classrooms have document cameras.



OCPS offers an after school academy to support students who struggle academically. EIP students are served in small, instructional groups.

ESOL students are served using the pull-out model which is designed to support their emotional and academic needs. OCPS has procedures

for gifted education, ESOL, EIP, and SPED programs. The RTI process is strong; however, the data tracking software is not user friendly and

requires one-on-one support from administration. Data teams assess student data and make changes regarding instruction as needed.

Furthermore,this year we are fortunate to have a full-time gifted teacher. She assesses students who are recommended for gifted education.

OCPS works with the Athens Area Food Bank which sponsors the Food 2 Kids Program. Over forty students are sent home with food bags

that contain nutritious food and snacks for the weekend.

Counseling referrals are made by parents, teachers, and administration. Character and career education is offered throughout the school

year. Teachers use a variety of resources and invite guest speakers to enhance their curriculum. These individuals are invited based on

careers from the career clusters as delineated by the state. The health fair which is held yearly at OCPS demonstrates many careers in the

medical and public safety cluster. Heritage Day is a demonstration of many agricultural jobs. Furthermore, the OCPS counseling department

hosts a career day each year.


While we are fortuitous in regards to technology, it is not always operational. The school system uses BigWeb Desk for logging and tracking

its technology issues. The technology staff is responsible for supporting the entire school system, not just an individual school. There have

been many instances where technology was not working properly for an extended time period. Four full-time technology staff members are

responsible for four schools' hardware, software, installation, maintenance, and all student reporting of information required by the Georgia

Department of Education (GaDOE). Software programs on the computers and I-Pads routinely need to be updated and or added. High

school students are employed on a part-time basis to assist the department with minor technology issues; oftentimes, these students do not

have the expertise to correct the problem.

In order to maintain efficacy, OCPS feels that more special education (SPED) staff is needed. This year at OCPS, we have received an

increased number of special education students (SPED) as transfers from other systems. A decision was made mid-year to rearrange SPED

teachers' schedules to accommodate the needs of transfer students. While we value classroom guidance, scheduled sessions for all classes

and small groups may not occur due to shared responsibilities.


We will continue to assess personnel needs of the school using data collected to ensure qualified professional and support staff are sufficient

in number to fulfill their roles and responsibilities necessary to support the school's purpose, direction, and the educational program.

Instructional time, material resources, and fiscal resources will be evaluated annually during the budget process to ensure the best and most

efficient use of all resources. The school will review emergency plans as needed and use inspection data to support a safe, clean, and

healthy environment for all students and staff. Lastly, OCPS will continue to evaluate the needs of students and school personnel to update

media and informational needs to support the school's educational programs.


While we consider ourselves fortunate to have a wealth of technology to positively impact student achievement, human resources are where

we are insufficient. The media specialist troubleshoots issues that she is trained to solve as time permits, but a full-time technology specialist

would ensure more efficient use of available technology and the capacity to resolve technological matters expeditiously. As a result, the



administration will campaign for additional technology support during the budget process.

We will with regularity analyze our SPED population's needs in a way so that we can accommodate future, unexpected growth. We will also

explore other options that would foster a more efficient process to accommodate the counselor's duties and responsibilities.



Standard 5: Using Results for Continuous Improvement

The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness

and uses the results to guide continuous improvement.

Overall Rating: 2.8

Indicator Statement or Question Response Evidence Rating5.1 The school establishes and

maintains a clearly defined andcomprehensive studentassessment system.

School personnel use an assessmentsystem that produces data from multipleassessment measures about studentlearning and school performance. Thesystem generally provides consistentmeasurement across classrooms andcourses. Some assessments, especiallythose related to student learning, areproven reliable and bias free. Thesystem is evaluated for effectiveness inimproving instruction, student learning,and the conditions that support learning.

•Documentation ordescription of evaluationtools/protocols

•Survey results

•Brief description ofstudent assessmentsystem including range ofdata produced fromstandardized and localassessments on studentlearning and schoolperformance

•Evidence thatassessments are reliableand bias free

•Oglethorpe CountyTesting Calendar

Level 2

Indicator Statement or Question Response Evidence Rating5.2 Professional and support staff

continuously collect, analyze, andapply learning from a range ofdata sources, includingcomparison and trend data aboutstudent learning, instruction,program evaluation, andorganizational conditions.

Systematic processes and proceduresfor collecting, analyzing, and applyinglearning from multiple data sources areused consistently by professional andsupport staff. Data sources includecomparison and trend data that providea complete picture of student learning,instruction, the effectiveness ofprograms, and the conditions thatsupport learning. School personnel usedata to design, implement, and evaluatecontinuous improvement plans toimprove student learning, instruction, theeffectiveness of programs, andorganizational conditions.

•Survey results

•Examples of use of datato design, implement, andevaluate continuousimprovement plans andapply learning

•List of data sourcesrelated to student learning,instruction, programeffectiveness, andconditions that supportlearning

•BenchmarksSLOsGKIDSSRI/SMIDIBELS

Level 3






When analyzing the indicators for Standard five, Oglethorpe County Primary School (OCPS) identified several strengths. OCPS utilizes

Indicator Statement or Question Response Evidence Rating5.3 Professional and support staff are

trained in the evaluation,interpretation, and use of data.

All professional and support staffmembers are assessed and trained in arigorous professional developmentprogram related to the evaluation,interpretation, and use of data.

•Professional learningschedule specific to theuse of data

•Documentation ofattendance and trainingrelated to data use

•Survey results

Level 3

Indicator Statement or Question Response Evidence Rating5.4 The school engages in a

continuous process to determineverifiable improvement in studentlearning, including readiness forand success at the next level.

Policies and procedures describe aprocess for analyzing data thatdetermine verifiable improvement instudent learning, including readiness forand success at the next level. Resultsindicate improvement, and schoolpersonnel consistently use these resultsto design, implement, and evaluate theresults of continuous improvementaction plans related to student learning,including readiness for and success atthe next level.

•Student surveys

•Agendas, minutes ofmeetings related toanalysis of data

•Examples of use ofresults to evaluatecontinuous improvementaction plans

•Evidence of studentreadiness for the next level

•Evidence of studentgrowth

•Evidence of studentsuccess at the next level

Level 3

Indicator Statement or Question Response Evidence Rating5.5 Leadership monitors and

communicates comprehensiveinformation about studentlearning, conditions that supportstudent learning, and theachievement of schoolimprovement goals tostakeholders.

Leaders monitor comprehensiveinformation about student learning,conditions that support student learning,and the achievement of schoolimprovement goals. Leaders regularlycommunicate results using multipledelivery methods to all stakeholdergroups.

•Minutes of boardmeetings regardingachievement of studentlearning goals

•Survey results

•Sample communicationsto stakeholders regardingstudent learning,conditions that supportlearning, and achievementof school improvementgoals

•Executive summaries ofstudent learning reports tostakeholder groups

Level 3



processes and procedures for collecting, analyzing, and applying learning from multiple data sources. These data sources are used

consistently by professional and support staff which provide specific information on student learning. One example of data utilized is the

Dynamics Indicators of Basic Early Literacy Skills (DIBELS) reading scores (administered three times a year). Common benchmark

assessments are developed during grade level and professional learning community meetings and are administered by all grade levels two

to three times a year. The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is administered throughout the kindergarten year by

teachers and discussions are held in both grade level meetings and pods. The pod concept, three to four grade level members, allows a time

to meet and plan, regarding student progress. Performance and adjustments are made to instruction based on these discussions. The

Scholastic Reading Inventory (SRI), is administered three times a year and teachers use this data to assist in determining the students'

instructional levels. The SRI also allows student grouping for differentiation of the curriculum both with leveled readers and for small group

instruction. In addition, teachers utilize computer-based programs to support blended learning including Headsprout, Successmaker and

Waterford; reports generated from these programs provide data on students in Response to Invention (RTI) tiers as well as to assist with

gifted identification. The Scholastic Math Inventory (SMI) is also administered one to three times per year depending on the grade level and

also assists in determining student strengths and areas for improvement. In addition, Student Learning Objective (SLO) measures are

administered and data are examined which is utilized in designing and implementing continuous improvement plans to positively impact

student learning and instruction.

The effectiveness of programs such as Early Intervention Program (EIP), gifted education, English to Speakers of Other Languages (ESOL),

and our extended learning through our after school academy are measured by these data sources and adjustments are made accordingly.

Our instructional coach, disaggregates the data with staff and presents results during grade level meetings. Discussions are held about these

results in order to support improvement. Many professional staff members have been trained in data interpretation and use of data. Ongoing

training through contracting with the University of Georgia and Northeast Georgia Regional Educational Service Agency (NEGA RESA)

ensures the use and continued examination of student data as well as provides training to professional staff in designing effective and

rigorous assessments. This ensures students are prepared for the next level of learning. Students who do not meet benchmarks are placed

in RTI and receive specific interventions to assist in preparing them for the next level of learning. The SRI and SMI are used to determine the

skills that a student may be deficient in. These assessments also allow teachers to monitor the need for remediation and/or acceleration.

Once these assessments have been in place over time, they will provide valuable trend data.

Administrators monitor information about student learning and the achievement of school improvement goals. They also regularly

communicate results using multiple delivery methods to all stakeholder groups. Information about student learning and achievement of

school improvement goals are communicated through teacher communication, school council meetings, Title I meetings/workshops, the

OCPS and system webpage in addition to our Facebook page. Survey outcomes are shared with staff, parents, school council members, and

the leadership team. Professional development is provided regarding procedures, policy, confidentially, rules and regulation regarding any

standardized test given. Test administrators are aware of testing procedures and feel confident in giving the assessments.


OCPS recognizes the need to establish and maintain a clearly defined and comprehensive student assessment system. While many data

sources are available at the school level there is some discrepancy as to which assessments are best used to inform student learning at our

grade level. Unit assessments are written and designed by grade level teams and they are valid measures of the curricula taught in each

unit. Common assessments utilized by the district (provided to the primary school staff or created with input from school staff) have changed

over the past couple of years therefore some further training may be needed to ensure that all school personnel are familiar with interpreting

the results and the best use of this data. The general consensus is that we need to work on creating better communication across grade

levels pertaining to grade level unit tests because staff have questions about how grade level assessments carry over to the next grade in

terms of being true measures of student growth. It is our desire to see how assessments can be used to show student growth year after year.



We feel that our assessments are good measures of student growth here at the primary school. However, since nearby counties do not use

these same measures, it is difficult to compare our student assessment outcomes to those of other counties. Therefore, it is sometimes hard

to know how our students are doing compared to others. The state and system assessments have not been in place long enough to have

trend data to examine. We also have a need to develop a systematic process in which to examine these data.


In order to sustain a strong level of performance on this standard; OCPS administrators, professional, and support staff will continue to utilize

the various data sources. Through the collection, evaluation, analysis, and interpretation of the data school personnel are able to maintain a

high level of expectation for student growth. The professional learning plan at OCPS provides training in best practices, ESOL, Common

Core Georgia Performance Standards (CCGPS), guided reading, and differentiation for students.

To sustain our strength in the area of communicating information to all stakeholders, OCPS will investigate the use of live streaming of

educational information on the types of assessments, student learning goals, and research-based tips for school success. This information

will scroll on a television screen for visitors such as community members, parents, and business leaders waiting in the main entrance of our

building.


Looking forward, OCPS recognizes that unit tests for first and second grade need revisions. Additional guidelines will be implemented at the

grade level to ensure that data from these assessments are utilized in a way that results in adjustments for student learning. The OCPS staff

will seek further professional learning on the design of SLO assessments and the use of the resulting data.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Standard 1: Purpose and Direction

Standard 2: Governance and Leadership

Standard 3: Teaching and Assessing for Learning

Standard 4: Resources and Support Systems

Standard 5: Using Results for Continuous Improvement

2.67

3

2.83

2.71

2.8



Stakeholder Feedback Diagnostic



Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.



Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes See Attachments Stakeholder

Feedback



Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating1. Questionnaire Administration All required AdvancED questionnaires were

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withcomplete fidelity to the appropriateadministrative procedures. In every instance,the stakeholders to whom these questionnaireswere administered fully represented thepopulations served by the institution.Appropriate accommodations were provided asnecessary for all participants.

Level 4

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? OCPS continues to receive praise and very favorable ratings from all stakeholders. The AdvancEd Parent Survey results from the 2014-

2015 rated all standards from a 4.06 to 4.33 on a 5.0 scale with many indicators receiving a 4.31 or higher:

3.1 The school's curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to

develop learning, thinking and life skills that lead to success at the next level.

3.8 The school engages families in meaningful ways in their children's education and keeps them informed of their children's learning

progress.

3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are

consistent across grade levels and courses.

4.1 Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school's

purpose, direction and the educational program.

4.3 The school maintains facilities, services and equipment to provide a safe, clean and healthy environment for all students and staff.

4.4 Students and school personnel use a range of media and information resources to support the school's educational programs.

The AdvancED Staff Surveys show satisfaction among OCPS faculty and staff. The survey results from 2014-2015 revealed rating from 3.94

to 4.03 on a 5.0 scale with many indicators receiving a 4.18 or higher:

1.1 The school engages in a systematic, inclusive and comprehensive process to review, revise, and communicate a school purpose for

student success.

1.3 The school's leadership implements a continuous improvement process that provides clear direction for improving conditions that support

student learning.

2.6 Leadership and staff supervision and evaluation processes result in improved professional practice and student success.

4.1 Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school's

purpose, direction and the educational program.

4.3 The school maintains facilities, services and equipment to provide a safe, clean and healthy environment for all students and staff.

The AdvancEd Student Surveys also show that the OCPS students are pleased with their education. The student survey revealed an overall

rating of 4.92 on a 5.0 scale.



Which area(s) show a trend toward increasing stakeholder satisfaction or approval? OCPS has not collected and analyzed consistently survey data during the last five years. Plans will be devised to begin collecting more

consistent data. Parents are welcome to provide feedback to administration whenever they wish to do so; however a more systematic,

formalized method of collecting feedback will be implemented in the coming years. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? During the review process, OCPS reports that the school maintains its facilities, services and equipment to provide a safe, clean and healthy

environment for all students and staff. OCPS parents and staff found that there are a number of strategic benefits to a clean school: creates a

positive learning experience and contributes to the spirit and culture of the school; promotes a positive image to parents and reassures

students' safety. It teaches respect for property and environment; reduces hidden costs associated with deterioration of property and

expenditure on maintenance. The stakeholders over the years have always praised and communicated that this is an area of strength for

OCPS, despite the building being one of the oldest facilities in the county.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? In analyzing all survey results, the parent survey results indicated these are the areas with the lowest level of satisfaction as demonstrated by

scores ranging from 3.78 to 4.15:

1.1 The school engages in a systemic, inclusive and comprehensive process to review, revise, and communicate a school purpose for

student success.

2.2 The governing body operates responsibly and functions effectively.

2.3 The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage

day-to-day operations effectively.

2.4 Leadership engages stakeholders effectively in support of the school's purpose and directions.

2.5 Leadership engages stakeholders effectively in support of the school's purpose and directions.

In analyzing all survey results, the staff survey results indicated these are the areas with lowest level of satisfaction as demonstrated by

scores ranging from 3.51 to 3.82:

2.2 The governing body operates responsibly and functions effectively.

2.3 The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage

day-to-day operations effectively.

3.2 Curriculum, instruction and assessment are monitored and adjusted systematically in response to data from multiple assessments of

student learning and an examination of professional practice.

4.6 The school provides support services to meet the physical, social and emotional needs of the student population being served.

5.2 Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and

trend data about student learning, instruction, program evaluation and organizational conditions.

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? OCPS has not collected and analyzed consistently survey data during the last five years. Plans will be devised to begin collecting more

consistent data. Parents are welcome to provide feedback to administration whenever they wish to do so; however a more systematic,

formalized method of collecting feedback will be implemented in the coming years.



What are the implications for these stakeholder perceptions? As a school we need to educate our parents as to the definition of governing body. When working through the self-assessment we used the

term governing body to define our school system board of education, we are not sure this is the same definition used by parents when

completing the survey. As a result, we as a school need to educate our parents on various terms such as governing body and to provide

more information to the stakeholders about their function. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? Due to the finding of the information provided by standard two in conjunction with the board we will make a more concerted effort to inform its

stakeholders of actions.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.5



Student Performance Diagnostic



Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.



Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes Student

PerformanceDiagnostic



Evaluative Criteria and Rubrics


Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the entire set of curricular aimsregarded as high-priority, “must accomplish,”instructional targets. The documentationprovided in support of this alignment ispersuasive. All of the assessments used areaccompanied by evidence demonstrating thatthey satisfy accepted technical requirementssuch as validity, reliability, absence of bias, andinstructional sensitivity.

Level 4

Statement or Question Response Rating2. Test Administration All the assessments used by the institution to

determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.

Level 4

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and these achievement gapsdemonstrate a modest decline.

Level 2



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? Students at Oglethorpe County Primary School (OCPS) are assessed at the beginning of the year and again quarterly using a reading

benchmark program. In 2014-2015, the Scholastic Next Steps Guided Reading Assessment Kits were adopted by the school system to help

teachers consistently assess the students' reading levels. The schoolwide decision was also made to assess the students using the non-

fiction texts to gain a better understanding of the reading levels. This information helps to group students and differentiate instruction within

the classroom and groups. At the current mid-year point, 67% of all first graders are on or above grade level according to system

expectations. These percentages also reflect a first grade special education collaborative class.

In 2014-2015 the decision was made to change the student assessed sight word lists from Dolch to the Fry. Although this has been a

challenge for teachers to adjust to, currently 61% of first graders and 88% of second graders are meeting or exceeding their mid-year goal.

Kindergarteners are tested at the beginning of the year as a Student Learning Objective (SLO) requirement; they will not be formally

assessed again until the end of the year. Currently, 71% of the students are able to identify all of the upper and lowercase letters and 67%

are able to accurately produce all of their letter sounds.

At the conclusion of the 2013-2014 school year 92% of the kindergarten students were able to identify all of the upper and lowercase letters

and 82% were able to accurately produce all letter sounds as identified in the Common Core Georgia Performance Standards (CCGPS).

In 2013-2014, OCPS began collecting and analyzing student achievement data based on the Scholastic Reading Inventory (SRI) and

Scholastic Math Inventory (SMI). According to the 2012-2013 benchmark scores the following were revealed:

75.6% of first grade students met or exceeded their projected growth in reading.

77.8% of first grade students met or exceeded their projected growth in English/Language Arts.

89.3% of first grade students met or exceeded their projected growth in math.

84.6% of second grade students met or exceeded their projected growth in reading.

95.1% of second grade students met or exceeded their projected growth in English/Language Arts.

89.6% of second grade students met or exceeded their projected growth in math.

The Georgia Kindergarten Inventory of Developing Skills (GKIDS) data reveal that the OCPS students continue to score highly in all

domains. The noted areas of strength are writing, geometry, measurement, and data.

Describe the area(s) that show a positive trend in performance. GKIDS assessment is one of the only data sets that we can track due to the consistency of administration over the last four years. The data

shows that since 2010-2011, there has been an overall 3.2% gain in the area of English Language Arts, a 3.9% gain in mathematics, 9.3 %

gain in approaches to learning, and a 3.8% gain in personal and social development.



Due to budgetary concerns and state level decisions, few state-wide assessment have been available since the 2011-2012 school year. In

2013-2014 we began administering the SRI to our 1st grade students mid-year and second grade students three times that year. We also

administered the SMI to the second grade students three times that year. Since this is only our second year administering this assessment,

we are not noticing any positive trends at this time. We will continue to monitor the SRI and SMI data to see if a trend presents itself.

Which area(s) indicate the overall highest performance? With the current information, we are witnessing that the number of kindergarten students meeting or exceeding their goals according to

GKIDS is continuing to rise in the area of English Language Arts. We are also noticing that 61% of first grade and 88% of second grade

students are meeting or exceeding their sight word recall projections at amazing rates.

Which subgroup(s) show a trend toward increasing performance? At this time we do not have data to show a trend in regards to which subgroups are increasing in performance. We will continue to monitor

the SRI and SMI data to track this growth.

Between which subgroups is the achievement gap closing? OCPS is just beginning to collect and analyze data using the SRI. At this time we have limited data to track the achievement gaps that may

or may not exist, due the recently adopted inventory. The 2013-2014 data reveals an increase of 29% of African-Americans meeting

proficiency or above on the second administration, whereas Caucasians made a 26% increase in proficiency or above on the second

administration. This school year we have already noted a 15% increase in African-Americans meeting or exceeding proficiency, in a like

manner, Caucasians have meet or exceeded proficiency by 21%. We will develop a protocol to track these subgroups and trends as we

continue to utilize SRI . Which of the above reported findings are consistent with findings from other data sources? Currently, we are using SRI and SMI to track reading and math growth. Additionally, we are utilizing the Scholastic Next Steps Guided

Reading Assessment to monitor reading growth. Fry words are also used to assess the students at OCPS. Mid-year of the 2014-2015

school year 60% of all students met or exceeded expected student growth. It is our hope that these assessment tools will continue to show a

marked to high learning trend.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? In reviewing the 2013-2014 SRI and SMI data, we have found that more of our students are not meeting the growth potential in reading as

compared to math. For example, only 27% of second grade students met or exceeded their potential growth in reading whereas 64% met or

exceeded the growth potential in math.

Another area of low growth is evidenced in the 2014-2015 mid-year reading levels for first and second grades as measured by the Next Step

Guided Reading Assessment. Currently, we have 54% of first grade students on or above grade level and 48% of second grade students on

or above grade level in reading. It is hypothesized that this low area of growth is a result of the change from assessing fiction to assessing

non-fiction.

Describe the area(s) that show a negative trend in performance. The 2013-2014 GKIDS shows that the mean number of elements on which students were rated as meeting or exceeding standards was 19

out of 22 which equates to 86%. This was a slight decrease of one percentage point on the reading strand as compared to the 2012-2013

GKIDS. Which area(s) indicate the overall lowest performance? The area of overall lowest performance on the SRI is that 27% of second grade students did not meet their projected growth potential in

reading. Which subgroup(s) show a trend toward decreasing performance? Our 2013-2014 SRI and SMI scores are our baseline data points, so at this time, we cannot identify a decreasing trend in performance. We

will audit this year's data upon completion of the assessments. Between which subgroups is the achievement gap becoming greater? Our 2013-2014 SRI and SMI scores are our baseline data points, so at this time, we cannot identify an achievement gap based on

subgroups. We will monitor this year's results upon completion of the assessments. Which of the above reported findings are consistent with findings from other data sources?



As previously reported, we have just begun to analyze our data using new assessment measurements that the system has provided us. With

OCPS being a Pre-K through second grade school, we have limited opportunities to take state-wide assessments; therefore, we are using

the Scholastic Reading and Math Inventories, as well as the Scholastic Next Steps Guided Reading Assessment Kits to evaluate student

achievement. We are also using different common and formative assessments in the areas of reading and math to track student growth and

achievement, as well as to differentiate our instruction.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.25



AdvancED Assurances



Introduction AdvancED Policies and Procedures outline certain requirements that all institutions must meet in order to be in compliance. Institutions are

required to verify whether or not they meet these requirements by answering a series of questions and in some cases, attaching evidence for

review.

By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not

meet each of the Assurances for Accreditation.



AdvancED Assurances

Label Assurance Response Comment Attachment1. The institution has read, understands, and

complies with the AdvancED Policies andProcedures.

Yes

Label Assurance Response Comment Attachment2. The institution has reported all substantive

changes in the institution that affect the scopeand/or have an impact on the institution's abilityto meet the AdvancED standards and policies.Such changes include, but are not limited to:- Restructuring (merging, opening, or closing) ofthe institution or institution(s) within itsjurisdiction- Mission and purpose of the institution- Governance structure of the institution,including changing to a charter school/schoolsystem, being the subject of a state takeover, ora change in ownership- Grade levels served by the institution- Staffing, including administrative and othernon-teaching professionals personnel- Available facilities, including upkeep andmaintenance- Level of funding- School day or school year- Establishment of an additional locationgeographically apart from the main campus- Student population that causes program orstaffing modification(s)- Available programs, including fine arts,practical arts and student activities

Yes

Label Assurance Response Comment Attachment3. The institution implements a written security

and crisis management plan which includesemergency evacuation procedures andappropriate training for stakeholders. Attach thesecurity and crisis management plan. (optional)

Yes The emergency plan will beavailable on-site for the externalreview team.

Label Assurance Response Comment Attachment4. The institution monitors all financial transactions

through a recognized, regularly auditedaccounting system.

Yes

Label Assurance Response Comment Attachment5. The institution engages in a continuous

improvement process and implements animprovement plan. Attach the improvement planif the plan is not located in AdvancED'sAdaptive System of School ImprovementSupport Tools (ASSIST).

Yes See attachment SchoolwideImprovement Plan



Accreditation Report Oglethorpe County Primary School · 2018/5/7 · With approximately 500...

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Transcript of Accreditation Report Oglethorpe County Primary School · 2018/5/7 · With approximately 500...