PA U L D I N G C O U N T Y S C H O O L D I S T R I C T

AdvancED EXTERNAL REVIEW REPORT

DISTRICT ACCREDITATION

• Accreditation is a voluntary method of quality assurance designed to distinguish schools adhering to a set of educational standards.

• To retain accreditation, a district must meet AdvancED Standards, demonstrate high levels of student performance, and provide evidence of stakeholder satisfaction with the operation of the district.

DISTRICT ACCREDITATION

• The External Review Team conducted the PCSD visit October 6-9, 2013.

• The External Review consisted of:• Review of Self Assessments, Artifacts and

Evidence• 50 Classroom Observations• 246 Interviews• 55 administrators• 100 teachers• 19 support staff• 72 parents and community leaders

PART I: STANDARDS & INDICATORS

• Using indicator-specific performance levels, the External Review Team evaluates the degree to which the district met each indicator on a scale of 1-4.• Powerful Practices and Opportunities for

Improvement are identified for each of the standards if applicable.

Average Indicator Score for PCSD: 2.91

STANDARD 1: PUPOSE AND DIRECTIONThe system maintains and communicates at all levels of the organization a purpose

and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

Indicator Score

The district engages in a systematic, inclusive comprehensive process to review, revise, and communicate a system-wide purpose for student success.

4*

Each school engages in a systematic, inclusive comprehensive process to review, revise, and communicate a school purpose for student success.

4*

School leadership and staff commit to a culture of shared values of teaching and learning and support educational programs for all students.

3

Leadership at all levels implement a continuous improvement process with a clear direction for supporting student learning.

3

* Identified as a Powerful Practice

POWERFUL PRACTICES

The system clearly engages in a systematic, systemic, inclusive, and comprehensive process

for assuring high expectations for learning.

• The values and beliefs established in this process are shared by all and are evident by the advances in student achievement.

• The purpose has been communicated at such a level that all stakeholders have a pervasive commitment for advancing the clear purpose and direction for student success.

• The district is to be commended for the strong advancements made in student achievement and through the high expectations set for learners.

POWERFUL PRACTICES

The system ensures that each school and department engages in a systematic, inclusive,

and comprehensive process to review, revise, and communicate a school purpose for student

success.

• System leadership, school leadership, teachers, parents and students use a common language to describe a clear and cohesive purpose for student success.

• Schools create detailed school improvement plans focused on student achievement. Instruction is based on regular assessment designed to meet student needs. System expectations are clearly articulated and shared with all stakeholders.

• System leadership monitors data about each school to provide feedback and direction of the district.

STANDARD 2: GOVERNANCE AND LEADERSHIPThe system operates under governance and leadership that promote and

support student performance and system effectiveness.

Indicator Score

Governing body establishes policies and supports practices to ensure effective administration.

3

Governing body operates responsibly and functions effectively.

4*

Governing body ensures leadership has autonomy to met goals and manage day-to-day operations.

4*

Leadership and staff foster a culture consistent with district purpose and direction.

3

Leadership engages stakeholders in support of district purpose and direction.

3

Supervision and evaluation processes result in improved professional practice and student success.

3

* Identified as a Powerful Practice

POWERFUL PRACTICES

The Board of Education and system leadership team exceed in their unified

approach of governing the school system in order to assure effective fulfillment of roles

and responsibilities.

• The Board of Education participates in annual professional development that meets or exceeds the requirement of Georgia Law and the State Board of Education.

• The essence of an effective school system is one in which the governing body recognizes its roles and entrusts the system leadership to administer their duties while promoting the district mission.

POWERFUL PRACTICES

The governing body ensures that leadership possesses the autonomy to meet

achievement goals and to manage day-to-day operations effectively.

• The Board of Education consistently protects, supports, and respects the district and school leadership, allowing them to establish and complement goals for academic achievement and the ability to function on a day-to-day basis.

STANDARD 3: TEACHING AND ASSESSING FOR LEARNINGThe system’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and

courses.

Indicator Score

The system’s curriculum provides equitable and challenging learning experiences for all students.

3

Curriculum, instruction, and assessment are monitored and adjusted in response to assessment data, student learning and professional practice.

3

Teachers engage students in their learning through instructional strategies that ensure achievement.

2

Leaders monitor and support the improvement of instructional practices of teachers.

3

System operates as a collaborative learning organization.

3

Teachers implement the system’s instructional process in support of student learning.

3

STANDARD 3: TEACHING AND ASSESSING FOR LEARNINGThe system’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and

courses.

Indicator Score

Mentoring, coaching and induction programs support instructional improvement.

3

Families are engaged in meaningful ways and kept informed of their children’s learning progress.

3

Structures are in place whereby each student is well known by at least one adult advocate in the student’s school to support their educational experience.

2

Grading and reporting are based on clearly defined criteria the represent content knowledge and skills.

3

All staff participate in professional learning. 3System and schools provide and coordinate learning support services to meet unique learning needs of students.

3

OPPORTUNITIES FOR IMPROVEMENT

Establish a structure to ensure that an adult advocate has been assigned to every

student.

• Informal structures are in place, but a structure that clearly describes these relationships should be developed to support student needs and enable increased student success.

STANDARD 4: RESOURCES AND SUPPORT SYSTEMSThe system has resources and provides services in all schools that support its

purpose and direction to ensure success for all students.

Indicator Score

System recruits, employs and retains a sufficient number of qualified staff to support schools and programs.

3

Instructional time, material resources, and fiscal resources are sufficient to support the direction of the system, schools, educational programs, and system operations.

3

System maintains facilities, services, and equipment to provide a safe, clean, and healthy learning environment.

3

System demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system.

3

System provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs.

2

STANDARD 4: RESOURCES AND SUPPORT SYSTEMSThe system has resources and provides services in all schools that support its

purpose and direction to ensure success for all students.

Indicator Score

System provides a technology infrastructure and equipment to support the system’s teaching, learning, and operational needs.

2

System provides coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population.

3

System provides coordinates, and evaluates the effectiveness of services that support the counseling , assessment, referral, educational, and career planning needs of all students.

3

STANDARD 5: USING RESULTS FOR CONTINUOUS IMPROVEMENTThe system implements a comprehensive assessment system that generates a

range of data about student learning and system effectiveness and uses the results to guide continuous improvement.

Indicator Score

System establishes and maintains a clearly defined and comprehensive student assessment system.

3

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

2

Throughout the system, professional and support staff are trained in the interpretation and use of data.

2

System engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.

2

System and school leaders communicate comprehensive information about student learning, school performance, and achievement of goals to stakeholders.

3

OPPORTUNITIES FOR IMPROVEMENT

Provide professional learning opportunities for all professional and support staff members related to

the evaluation, interpretation, and utilization of data.

• Professional learning was noted, both formal and informal. Teachers expressed a need for a deeper understanding of the data. Data rooms are in the beginning stage.

Implement a process that ensures stakeholder involvement for determining readiness at the next

level.

• Data results for determining student needs on a regular basis were observed. Some evidence of sharing of information between grade levels was noted.

PART II: LEARNING ENVIRONMENT

• Observations of 50 classrooms were conducted using the Effective Learning Environments Observation Tool (ELEOT).

Equitable Learning

High Ex-pectations

Supportive Learning

Active Learning

Progress Monitoring

Well Man-aged Learn-

ing

Digital Learning

RATING 2.88 3.28 3.34 3.47 3.18 3.4 1.59

0.25

0.75

1.25

1.75

2.25

2.75

3.25

3.75

ELEOT Rating

PART III: STUDENT PERFORMANCE

• The External Review Team evaluates the quality of the assessments used by the district, the degree to which they properly administered the assessments, analyzed and acted on the results and the overall performance of students using a set of rubrics with a scale of 1- 4.

Evaluative Criteria Performance Level

Assessment Quality 3

Test Administration 4

Quality of Learning 4

Equity of Learning 3

PART IV: STAKEHOLDER FEEDBACK

• The External Review Team evaluates the quality of the administration of the surveys by the district and the degree to which they analyzed and acted on the results using a set of rubrics with a scale of 1- 4.

Evaluative Criteria Performance Level

Questionnaire Administration 4

Stakeholder Feedback Results and Analysis

4

REQUIRED ACTIONS

Identify, implement and evaluate non-negotiable technology instructional strategies to support

curricular expectations.

• Identifying and implementing appropriate technology support for present curriculum will enhance learning and provide for more efficient use of limited funds.

Implement a technology plan to reduce the gap between existing technology and the technology

required for students in support of the curriculum.

• Availability of technology is improving. A plan to support the necessary components to implement programs will provide the greatest impact on student success.

SUMMARY COMMENTS

• PCSD has a thoroughly developed, comprehensive strategic plan. Planning is a considerable strength of the district. The plans provide direction and an organized focus for every initiative.

• PCSD is blessed with a cadre of leadership that is totally committed to student learning.

• The BOE consistently protects, supports, and respects the district and school leadership.

• The Superintendent is unanimously supported by the board, and is a highly respected leader throughout the district and in the community.

SUMMARY COMMENTS

• Technology is an area for improvement. The infrastructure and hardware needs to be improved and expanded and additional instructional technology support is needed. • Learning was occurring in an active environment.

In most of the classes observed, students were involved in small group activities, allowing the teachers to provide support and assistance at all three levels (elementary, middle and high).• The classes were well managed and transitions

between activities were smoothly and efficiently carried out.

EXTERNAL REVIEW TEAM RECOMMENDATION

It was the recommendation of the AdvancED Review Team that Paulding County School District

be granted a new five-year term of accreditation by the Accreditation Committee.

The new five year term of District Accreditation was granted by the

AdvancED Accreditation Commission on

January 23, 2014.

THANK YOU!

Thank you all for your hard work, commitment, and dedication to the

improvement process, our schools and district, and most importantly,

to our students!