Wayne County School SystemOur

Journey Through AdvancED

Accreditation

Review of process . . .1. Internal Review Process2. External Team Review

and Feedback3. Maintain Momentum to

support Continuous Improvement

INTERNAL REVIEW

PROCESS

Student Performance Diagnostic

Self Assessment

Executive Summary

Assurances

Improvement Plans

Stakeholder Feedback Diagnostic

Where have we been?

What’s next?

What have we learned?

Description Product Timeline

System Accreditation Steering CommitteePreliminary Planning / Team Assignments

Planning Team / Team Members / Action Steps / Timeline March, 2013

Preliminary Planning Meetings w/ System Admin Review IR Process / Provide Resources

Action Steps / Timelines / Location of Resources March, 2013

Appointment of School Standards Team MembersAppointment of System Team Mbrs (w/rep. from schools)

Spreadsheet Listing All Team Members – include certified, non-certified, stakeholders

March, 2013

Community Engagement Stakeholder Surveys / Stakeholder Meetings / Inform BOE April , 2013 / Nov. 2013

School Level Standards Team Work – Review IR Process / Make Assignments /Self Assmnts

Complete School SARS April – Oct., 2013

System Standards Team work – Use Data from School Work to Inform

Complete System SARS April – Oct., 2013

Review Progress of SARS, Stakeholder Feedback, Student Performance, Executive Summary – update SIPSInform/Engage Stakeholders - Findings and Progress

Review & Communicate All Information – BOE Mtg, School Council, Stakeholder Mtgs, Staff Mtgs

Nov., 2013

Edit / Complete -Student Performance Diagnostic Stakeholder Feedback Diagnostic Improvement Planning Process Executive SummaryReview SARS for Final EditsCheck Continuity and Consistency of Information

Finalized Student Performance Diagnostic – System & School Stakeholder Feedback Diag.– System & School Executive Summary – System & School SARS – System & School Improvement Planning Process

January, 2014

Input ALL IR Components in ASSISTComplete Quality AssurancesShare Out Review of Work and Findings with Stakeholder Groups

System Submits ALL Work Review & Communicate Work & Findings – BOE Mtg, School Councils, Staff Mtgs, Stakeholder Mtgs (School & System)

February, 2014

Host QAR Team for External Review Process Five Member Team – Review All Work, Evidences Interviews w/ BOE Mbrs, Stakeholder Groups, Administrators, School Leadership Teams Conduct Classroom Observations Share Prelim Rec./ Comm.

March 9-12, 2014

Next Steps to Sustain Continuous Improvement Process Implement Next Steps from Internal & External Reviews March, 2014

Standards CommitteesSAMPLE COMMITTEE

Arthur Williams Middle School Standard 1 Standard 2 Standard 3 Standard 4 Standard 5

Purpose & Direction Governing & Leadership

Teaching & Assessing for Learning

Resources and Support Systems

Results for Continuous

Improvement

Chair: Rob Young Johnna Thomas Reggie Burgess Shawn Yeomans Tammie Thomas

Co-Chair: Amanda Horne Amy Smith Maggie Roberts Stacey Cain Melody Sinclair

School Staff Jeannette Fillmore Angie Schrum Erica Smith Melodie Wells Courtney Tyre

School Staff Linda Vasquez Belissa Wangstad Mike Gallagher Suzy Leonard Jenny Fulton

School Staff Martha Bongiorno Kayla Lightsey Sherry Weidner Missie Counts Tina Benner

School Staff Curt Titter Lisa Kicklighter Lacey Phillips Pam Hughes Paula Todd

School Staff Denise Voyles Jessica Bowen Christel Harris Jason Jones Candice Boyette

School Staff Sandra Michael Michelle Peagler Kathleen Guillot Jeff Ricketson Tanya Coleman

School Staff Jean Adams Linda Waters JoAnn Manning Shannon Griffin Jimmy Jackson

School Staff Shonda Lopez Jordan Mullis Jessica Thomas Terrie Barnhill Kathy Broadhead

School Staff Rhonda Stuckey Becky Henderson Emilia Edwards Paul Rothwell Valerie Merritt

Stakeholder Celia Boykin Adam Gipson Leslie Miller Melissa Perkins Gloria Overholt

Stakeholder Angela Campbell Billie Starling Misty Drury Niki Hinson Lucille Troup

Stakeholder Daphne Manning Carol Tillman Monica Bess Kelly Spinola

Student Caleb Campbell Jimmy Starling Isabella Drury Camren Ryals Garrett Overholt

Student Mary Grace Manning Mary Tillman Rashonda Doomes Mia Spinola Asieuna Troup

Standards Standards – 5

Indicators – 35 (system), 33 (M/H schls), 56 (Elem)

Purpose & DirectionGovernance & Leadership

Teaching & Assessing for LearningResources & Support Systems

Continuous Improvement

Focus ProcessRated Individually – Performance Rubric &

NarrativeMultiple Concepts for EachEvidence Collected for Each

INTERNAL REVIEW

PROCESS

Student Performance Diagnostic

Self Assessment

Executive Summary

Assurances

Improvement Plans

Stakeholder Feedback Diagnostic

Student Performance Diagnostic

Summative Data

Scales – Quality and Reliability of Instruments

Alignment to CurriculumData Disaggregation

All Content Areas, All Grade LevelsAreas Above & Below Expected Performance Levels

Positive & Negative TrendsSubgroup Achievement Gaps

INTERNAL REVIEW

PROCESS

Student Performance Diagnostic

Self Assessment

Executive Summary

Assurances

Improvement Plans

Stakeholder Feedback Diagnostic

Stakeholder Feedback Diagnostic

AdvancED Surveys

Parents > 20% participationStudents > 40% participation

Staff > 60% participation

Aligned w/StandardsElectronic & Paper Distribution

April/May 2013

INTERNAL REVIEW

PROCESS

Student Performance Diagnostic

Self Assessment

Executive Summary

Assurances

Improvement Plans

Stakeholder Feedback Diagnostic

Self Assessment Rubricthoughtful and deliberate reflection

on current status

Respond to Statements of Quality for each Standard

Determine Performance LevelIdentify & Collect Supporting Evidence

Narrative Response

– Areas of Strength– Areas for Improvement– Actions being Implemented to Sustain Areas of Strength– Actions being Implemented to Improve Areas of Need

INTERNAL REVIEW

PROCESS

Student Performance Diagnostic

Self Assessment

Executive Summary

Assurances

Improvement Plans

Stakeholder Feedback Diagnostic

Improvement Planning Process

School Improvement Plans (SIPs)Comprehensive LEA Improvement Plan

(CLIP)

Ongoing Process Connected to Data from Multiple Sources Engages Stakeholders in the Process Planning Revision Monitoring

INTERNAL REVIEW

PROCESS

Student Performance Diagnostic

Self Assessment

Executive Summary

Assurances

Improvement Plans

Stakeholder Feedback Diagnostic

Executive Summary

Our Story Community <-> School System

HistoryDemographics

Economic FactorsPartnerships

Notable AchievementsAreas of Concern

INTERNAL REVIEW

PROCESS

Student Performance Diagnostic

Self Assessment

Executive Summary

Assurances

Improvement Plans

Stakeholder Feedback Diagnostic

Quality Assurances• Complied w/ AdvancED policies & procedures• Reported all substantive changes• Utilize a Written Security & Crisis Management

Plan• Monitor Financial Transactions – approved

auditing process• Engage in Continuous Improvement –

comprehensive improvement planning• Verification process for ensuring that all

institutions meet AdvancED standards

Where have we been?

What’s next?

What have we learned?

External Review

March 9-12, 2014Comprehensive Examination of Internal

Review Process & FindingsSystem Presentation

Verify All Documents, Diagnostics & Evidence CollectionsInterviews – Administrators, School Leadership Teams, Parents,

Community Partners, BOE MembersClassroom Observations - Learning Environments and the

LearnerDetermine Validity of IR Process

Provide Recommendations / Commendations

External ReviewSchedule

Sunday, 3/9/2014 – Review Data/ Make AssignmentsMonday, 3/10/14 – System Overview (Superintendent) Interviews – Stakeholder groups Central Office Admin. Selected Principals BOE Members *Tuesday, 3/11/14 – School Visits – Classroom Observations Interviews – Prin., Ldrshp

TeamsWednesday, 3/12/14 – Compile Data 2:00 - Called BOE Mtg - Present Unofficial

Rec/Comm/Required Actions

Maintain Momentum• Respond to Required

Actions• Continue to Self

Reflect & Improve• Sustain Culture that

Supports Continuous Improvement

• Engage All Stakeholder Groups

Where have we been?

What’s next?

What have we learned?

Executive SummaryWayne County Georgia

Median Household Income

$36,496 $49,604

Population Below Poverty Level

20.6% 17.4%

DemographicsWayne County WCSS

W 76.3% 65%

B 20.6% 23%

H 6.2% 7%

Largest Employer – Rayonier – 900 employeesSecond Largest Employer – WCSS – 754 employees

WCSS5424 Students

58% ED 11% SWD 2% EL 6% GftdPer Pupil Expenditure - $7,604.71

[4th Lowest in FDRESA] [State Avg - $8,336.32]

Executive SummaryCelebrations

eSPLOST & Facilities Plan 2 New Schools, 3 Renovated

Schools, 2 Final Builds 2 High Progress Schools – MRSE,

WCHS Strong Community Partnerships

Partners In Education (PIE) / Family Connections / CAFÉ / Rayonier Foundation / Boys & Girls Club / School Councils

Community Support for Athletics Football Sub Region Champs /

Softball Final 4 / Cross Country Regional Champs

WCHS Student Council GASC Past President / Vice President

/ Advisor of the Year / Scholarship and Competition Winners / $25,000 State Farm Comp. Winner

Challenges Negative Economic Impact

Staff Cuts / Class Sizes / Instructional Resources / Instructional Days, Staff Work & Professional Learning Days

New Teacher / Leader Evaluation System

Lack of Positive Trends in Student Achievement

Continuous Changes in Some Curricular Areas – H.S. Math

Preparation for Next Generation Assessments

Expanding Career Paths CCRPI School/System Evaluation

Student PerformanceNotable Achievement

Areas in Need of Improvement

Level of Achievement EOCT – Physical ScienceEOCT – US History

EOCT – 9th gr. LitEOCT – American LitGr. 7,8 ELA

Trends Gr. 3, 4 Rdg Exceeds RateGr. 3 SS Exceeds Rate

Flat Trend LinesMultiple Flat Lines(H.S. Math – ever evolving)

PerformanceGr. 8 RdgGr. 11 Writing Test Mts/Exc.

Gr. 6, 7, 8 SSGr. 8 ScEOCT – Math I, II

Subgroup Trends

Gr. 3-8 ED – Math, Sc, SSGr. 3-8 BL – Sc, SSGr. 3-8 SWD – ELA, RdgGr. 3-8 EL - Math, Rdg, ScGr. 9-12 ED – Econ, Math, Phy.Sc, US HistGr. 9-12 BL – Math, Phy. Sc, US HisGr. 9-12 SWD - Econ, Math, Phy Sc, US Hist

Gr. 9-12 Black – Amer Lit, EconGr. 9-12 SWD – Amer Lit, 9th gr. Lit, Biology

Achievement GapGr. 3-8 ED/ALL– ELA, SSGr. 9-12 ED/ALL – Biol, Phys Sc, US HisGr. 9-12 BL/ALL – Biol, US Hist

Gr. 3-8 BL/ALL – Rdg, ScGr. 3-8 EL/ALL – Rdg, Sc, SSGr. 9-12 BL/ALL – Econ, MathGr. 9-12 SWD/ALL – Econ, Math, Phy Sc, US HistGr. 9-12 ED/ALL – Amer Lit, 9th Gr. Lit

Stakeholder Feedback

AGREE/STRONGLY AGREE with STANDARDS STATEMENTSStandard Staff Students Parents

Purpose & Direction 88.16% Elem – 94.10%MH -62.87 % 82.58%

Governance & Leadership 80.04% Elem – 73.37%

MH – 58.71% 75.64%

Teaching & Learning 73.04% Elem – 84.08%MH – 67.86% 80.55%

Resources & Support Systems 82.01% Elem – 84.23%

MH – 61.47% 80.89%

Continuous Improvement 86.70% Elem – 78.89%

MH – 65.22% 81.29%

Overall Scores Staff Survey – 3.94

Parent Survey – 4.06Student Surveys – 4.04

Stakeholder FeedbackHighest Levels of Satisfaction

Parents – focus on student achievement safe learning environmentsStudents – high expectations for learning access to resources preparation for next levelStaff – focus on student achievement continuous improvement process qualified staff members multiple assessments to determine student learning resources to support learning

Lowest Levels of Satisfaction

Parents – being informed of children’s progress (11%)

Students –student lack of respect for property of others or for Staff – support for new or struggling teachers (17%) safe environments (14%)*

Areas for Further Analysis and Focus

Parent-School CommunicationsStudent Respect for One Another & Adults

Professional Learning Support

Self AssessmentPurpose & Direction

Indicator Statement or Question Rating

1.1The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success.

3

1.2The system ensures that each school engages in a systematic,inclusive, and comprehensive process to review, revise, andcommunicate a school purpose for student success.

3

1.3

The school leadership and staff at all levels of the system commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.

3

1.4

Leadership at all levels of the system implement a continuousimprovement process that provides clear direction for improving conditions that support student learning. 2

Self AssessmentPurpose & Direction

Implications / Recommendations

• Revisit Strategic Plan –update and align system activities to ensure consistency

• Continue systemic initiative to implement Data Teams

• Continue work to assist teachers as they implement Teacher Keys Evaluation System (TKES) standards

Self AssessmentGovernance & Leadership

Indicator Statement or Question Rating

2.1The governing body establishes policies and supports practices that ensure effective administration of the system and its schools. 3

2.2 The governing body operates responsibly and functions effectively. 3

2.3The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. 3

2.4Leadership and staff at all levels of the system foster a culture consistent with the system's purpose and direction. 3

2.5Leadership engages stakeholders effectively in support of the system's purpose and direction. 2

2.6Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success. 3

Self AssessmentGovernance & Leadership

Implications / Recommendations

• Continue policies review cycle• Continue systemic initiative to implement Data

Teams • Continue work to assist teachers and leaders

as they implement Teacher and Leader Keys Evaluation System (TKES, LKES) and standards

• Improve upon consistent communications with stakeholders – especially parent and community members

Self AssessmentTeaching and Assessing for Learning

Indicator Statement or Question Rating

3.1The system'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

3.2Curriculum, instruction, and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.

2

3.3Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectations.

2

3.4System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success. 3

3.5The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels.

23.6 Teachers implement the system's instructional process in support of

student learning. 2

3.7Mentoring, coaching, and induction programs support instructional improvement consistent with the system's values and beliefs about teaching and learning. 2

Self AssessmentTeaching and Assessing for Learning

Indicator Statement or Question Rating

3.8The system and all of its schools engage families in meaningful ways in their children's education and keep them informed of their children's learning progress.

3

3.9The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the student's school who supports that student's educational experience.

2

3.10Grading 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. 2

3.11All staff members participate in a continuous program of professional learning. 2

3.12The system and its schools provide and coordinate learning support services to meet the unique learning needs of students. 2

Self AssessmentTeaching & Assessing for Learning

Implications / Recommendations

• Continue to provide professional learning and opportunities for collaboration as WCSS teachers implement CCGPS standards, data teams and TKES

• Improve vertical collaboration to align processes for adjusting instructional practices

• Improve coordination of learning support services for struggling populations

• Implement Data Teams, Formative Instructional Practices and TKES with fidelity

• Develop a more systematic approach to the evaluation of professional learning opportunities

Self AssessmentResources & Support Systems

Indicator Statement or Question Rating

4.1

The system engages in a systematic process to recruit, employ, and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs.

2

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

2

4.3The system maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. 2

4.4The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system.

2

4.5The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system.

24.6 The system provides a technology infrastructure and equipment to

support the system's teaching, learning, and operational needs. 2

Self AssessmentResources & Support Systems

Indicator Statement or Question Rating

4.7The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served.

1

4.8The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served..

2

Self AssessmentResources & Support Systems

Implications / Recommendations

• Utilize eSPLOST funds for the construction of MRSE and OES (facilities plan)

• No further cuts to staffing (98 less positions than 2009), and/or material resources – prioritize staffing needs in order to add critical positions back as budget allows

• Add instructional and professional learning days back to calendar as budget allows

• Expand technology infrastructure and organization to allow our schools to meet requirements for 21st Century Learning Centers

• Revisit Strategic Plan – update, use to guide decision-making and ongoing analysis of systems work, reevaluate yearly and revise based on system needs and priorities

Self AssessmentUsing Results for Continuous Improvement

Indicator Statement or Question Rating

5.1The system establishes and maintains a clearly defined and comprehensive student assessment system. 3

5.2

Professional and support staff continually 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 that support learning.

2

5.3Throughout the system professional and support staff are trained in the interpretation and use of data. 2

5.4The school system engages in a continuous process to determine verifiable improvement in student learning, including readiness forand success at the next level.

2

5.5System and school leaders monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals tostakeholders.

3

Self AssessmentUsing Results for Continuous

Improvement

Implications / Recommendations

• Continue systemic initiative to implement Data Teams across all grade levels and content areas

• Continue work to support teachers and leaders as they implement Teacher and Leader Keys Evaluation System (TKES, LKES)

• Plan for reevaluation of WCSS Strategic Plan - establish protocol and procedures for consistent and ongoing monitoring of student learning, school and system improvement

Review of All DiagnosticsCommon Concerns /

Recommendations• Revisit Strategic Plan – update, use to guide

decision-making and ongoing analysis of systems work, reevaluate yearly and revise based on system needs and priorities

• Continue Systemic Initiative – Data Teams• Support for TKES/LKES Implementation• Systemic approach to Professional Learning

priorities and evaluation • Examine Parent-School Communications –

engaging and welcoming for all parents