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AdvancED Accreditation

This is a Presentation on the AdvancED Accreditation process at Ridgeway Middle

Telicia Taylor

on 28 February 2013

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Transcript of AdvancED Accreditation

Foundation Standard 1 Standard 3 Standard 4 Standard 5 Standard 2 T. Goodman Welcome and Introduction J. Calhoun Growing in Excellence A. Long Resources and Support Systems A. Staples AdvancED Accreditation Co-Chair Members 2012-2013 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. Indicator 1.1 The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. Indicator 1.2 The school leadership and staff 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. Insight Survey
Climate/Culture Survey
AdvancED Survey
SAI2 Survey
2012-2013 Vision and Mission Statement
School Data
Profile Data Links
PPT Monday Memo Reflections by Teachers
Common Assessment Data
Discovery Education Data
TCAP Writing Assessment Data
PLC Agendas/Minutes
Data Day Agendas
Department Meeting Agendas/Minutes
Faculty Meeting Agendas
International Baccalaureate Program Indicator 1.3 The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning. School Data Profile
Climate/Culture Survey Results
AdvancEd Survey Results
SAI2 Survey Results
Monday Memos
Parent/Student Newsletters
RMS Website
RMS IB Website
International Baccalaureate Program
Title 1 Meetings
Family Dinner Night
Math, Science, Language Arts, and Social Studies Family Night
Honors Awards Programs
Athletic Events (Football, Volleyball, Basketball, Soccer, Baseball, Softball)
Debate Team Events
Club Day Agendas/Minutes
Parent Contact Logs
Data Links Meetings
Data Links PPTSDIS
Teachers Teaching Teacher Observation Logs
TCAP Pep Rally
Homecoming Events/Pep Rally
After School Tutoring (RMS, CTR, and Quince Baptist)
IB Student Of The Month
Caught You Doing Good Teaching and Assessing for Learning Standard 3: Teaching and Assessing for Learning

The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. How do we show this?•
Learning expectations for different courses
Course descriptions
•Representative samples of student work across courses
•Course schedules/Enrollment patterns for various courses
•Lesson plans
•Posted learning objectives (Whiteboard Protocal)
•Descriptions of instructional techniques
•Sample IB Project Collected From Each Grade Level, Data, Clue (Creative Learning In A Unique Environment) Program Data, (IB) International Baccalaureate Curriculum 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. Indicator 3. 1 Indicator 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. How do we show this?
• Lesson plans aligned to the curriculum •Common assessments
•Curriculum guides
•A description of the systematic review process for curriculum, instruction, and assessment •Curriculum writing process
•Products – scope and sequence, curriculum maps
•TEM Framework And Rubric, Data, Re-Teaching Calendar, Study Island/Tutoring Intervention Rosters, Student Reflections Samples Indicator 3. 4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. How do we show this?
•Supervision and evaluation procedures•Peer or mentoring opportunities and interactions
•Curriculum maps
•Examples of improvements to instructional practices resulting from the evaluation process
•Documentation of collection of lesson plans and grade books
•Administrative classroom observation protocols and logs
•No Nonsense Nurturing Program, PLC's, Data, Dr. Nero, Educational Consultant, District Coaches Support Indicator 3. 5 Teachers participate in collaborative learning communities to improve instruction and student learning. How do we show this?
•Calendar/schedule of learning community meetings
•Examples of improvements to content and instructional practice resulting from collaboration
•Common language, protocols and reporting tools
•Agendas and minutes of collaborative learning committees
•Examples of cross curricular projects, interdisciplinary instruction, and classroom action research project
•Peer coaching guidelines and procedures Indicator 3. 6 Teachers implement the instructional school's process in support of student learning. How do we show this?
•Survey results
•Examples of learning expectations and standards of performance
•Examples of assessments that prompted modification in instruction
•Samples of exemplars used to guide and inform student learning•IB Curriculum, IB Student Of The Month , Technology, SDIS, Data Links Indicator 3. 7 Mentoring, coaching, and induction programs support instructional improvement consistent with the school's values and beliefs about teaching and learning. How do we show this?
•Personnel manuals with information related to new hires including mentoring, coaching, and induction practices
•Descriptions and schedules of mentoring, coaching, and induction programs with references to school beliefs and values about teaching and learning
•Professional learning calendar with activities for instructional support of new staff
•Records of meetings and walk through's/feedback sessions
•IB Program, Differentiated Instruction (Nero and Associates) Indicator 3. 8 The school engages families in meaningful ways in their children's education and keeps them informed of their children's learning progress. How do we show this?
•List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days •Parental/family/caregiver involvement plan including activities, time frames, and evaluation process
•Calendar outlining when and how families are provided information on child's progress •Volunteer program with a variety of options for participation Indicator 3. 9 The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student's educational experience. How do we show this?
•Master schedule with time for formal adult advocate structure
•Curriculum and activities of formal adult advocate structure
•List of students matched to adult advocate•Survey results
•Description of formal adult advocate structures Indicator 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. How do we show this?
•Sample report cards for each grade level and for all courses
•Policies, processes, and procedures on grading and reporting
•Samples communications to stakeholders about grading and reporting
•Evaluation process for grading and reporting practices Indicator 3. 11 All staff members participate in a continuous program of professional learning. How do we show this?
•Survey results
•Results of evaluation of professional learning program.
•Evaluation tools for professional learning
•Brief explanation of alignment between professional learning and identified needs
•Crosswalk between professional learning and school purpose and direction Indicator 3. 12 The school provides and coordinates learning support services to meet the unique learning needs of students. How do we show this?
•Data used to identify unique learning needs of students•Survey results
•Training and professional learning related to research on unique characteristics of learning
•List of learning support services and student population served by such services Indicator 3. 3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. How do we show this?
•Professional development focused on these strategies
•Findings from supervisor walk-thrus and observations
•Agenda items addressing these strategies
•Teacher evaluation criteria•Examples of teacher use of technology as an instructional resource
•Interdisciplinary projects
•Surveys results
•Student work demonstrating the application of knowledge
•Authentic assessments•Examples of student use of technology as a learning tool
•IB School-wide Thematic Unit, IEP Meetings 2012-2013 Vision and Mission Statement
PBIS and Culture Teams
Insight Survey
Climate/Culture Survey
AdvancEd Survey
SAI2 SurveyRMS
IB Website
RMS Student Handbook
Team Leader Meeting Agendas
Student Packets
Site Based Decision Making Council 4.1 Resources and Support Services 100 % Highly Qualified and Professional Staff

There are 2 full core teams (Language Arts, Math, Science and Social Studies) per grade level

Our support staff consists of the following teachers: 2 P.E., 4 Special Ed., 4 Foreign Language, 1 ESL, 1 Art, 2 Music, 1 Band,1 Teen Living and 1 Guidance Counselor. Standard 4.2 Time and Resources
Instructional time, material resources are sufficient to support the purpose and direction of the school. Computer Lab with 35 new computers
12 Mobi Systems
12 CPS systems
IPAD carts
Study Island
Discovery Education Technology Thursdays
PBIS Culture Team
A/B Block Schedule 4.3 Evidence
Safe, Clean and Healthy Environment Multi-Hazard Emergency
School Energy Management Plan Award
Regularly scheduled emergency drills
Documentation of local and state inspections
Regularly scheduled maintenance schedules 4.4 Media Resources 9701 library books
Online scheduling system for students and community members
Wide range of media resources
$15,000 used to replace outdated materials
Latest wired/wireless desktops & laptops available for use 4.6 Support Services Address Needs of all the Students Clubs provide mentoring and socialization opportunities
2 times a month Gang Awareness
Bullying Sessions
Conflict Resolution Skills
Physical Education classes 4.7 Counseling Services School psychologist and social worker on site
Girls Rock (support our daughters)
Anger Management Group classes
GREAT (Gang Resistance Education and Training
Parent Awareness Seminar:
Monitors student performance and creates intervention techniques
Student Envoy leadership training
PBIS monitoring behavior issues C. Mungle Using Results for Continuous Improvement Rating Level 4
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. Indicator 5.1 The school establishes and maintains a clearly defined and comprehensive student assessment system. 5.1 Evidence
conditions that support learning
TCAP data
IB Rubric Indicator 5.2
Professional and support staff continuously collects, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions. 5.2 Evidence:
IB Rubric
Reteaching Calendars
Discovery Assessment Data Indicator 5.3
Professional and support staffs are trained in the evaluation, interpretation, and use of data. 5.3 Evidence:
Sign In sheets
Data Days Handouts
PD Schedule Indicator 5.4
The school engages in a continuous process to determine verifiable improvement in students learning, including readiness for and success at the next level.
We engage in a continuous process to determine verifiable improvement in student learning 5.4 Evidence:
TCAP data
Examples of use of results to evaluate continuous improvement
action plans
minutes of meetings related to analysis of data
Evidence of student readiness for the next level
Evidence of student success at the next level
Evidence of student growth
Description of process for analyzing data to determine verifiable improvement in student learning Indicator 5.5
Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders. 5.5 Evidence:Compstat ReportData LinksExplore TSIPPNewslettersDiscovery Assessment•Communication plan regarding student learning, conditions that support learning, and achievement of school improvement goals to stakeholders•Minutes of board meetings regarding achievement of student learning goals Evidence Standard 2.1The governing body establishes policies and supports practices that ensure effective administration of the school. Standard 2.2
The governing body operates responsibly and functions effectively. Standard 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. How we demonstrate this at Ridgeway: •School handbooks
•Governing body policies, procedures, and practices
•Communications to stakeholder about policy revisions•Staff handbooks
•Student handbooks
•School Website, School Wide Behavior Matrix, Classroom Rules and Procedures,
School Vision, School Mission,
Professional Development/Training
Informal Observation Forms
Teacher Reflection and Feedback
Student Packets/Newsletters How we do show this? •List of assigned staff for compliance
•Proof of legal counsel
•Governing body policies on roles and responsibilities, conflict of interest•Governing code of ethics
•Assurances, certifications
•Communications about program regulations
•Communication plan to inform all staff on code of ethics, responsibilities, conflict of interest
•Findings of internal and external reviews of compliance with laws, regulations, and policies•Survey How we do this at RMS..... •Stakeholder input and feedback
•Survey results regarding functions of the governing body
•Roles and responsibilities of school leadership
•School improvement plan developed by the school
•Communications regarding board actions
•Maintenance of consistent academic oversight, planning, and resource allocation
•Agendas and minutes of meetings
•Student Packets/Newsletters Standard 2.4

Leadership and staff foster a culture consistent with the school's purpose and direction. How do we display this....... •Communication plan
•Minutes from meetings with stakeholders
•Copies of surveys or screen shots from online surveys
•Survey responses•Involvement of stakeholders in a school improvement plan
•PBIS Plan, Culture Plan, IB/Optional School Open House, Parent Teacher Conferences Forms, Teacher Communication Log, EdPlan Updates Leadership engages stakeholders effectively in support of the school's purpose and direction. Standard 2.5 Examples of collaboration and shared leadership
•Survey results
•Examples of decisions in support of the school's continuous improvement plan
•Examples of decisions aligned with the school's statement of purpose
•IB Honesty Policy, IB Assessment Policy Standard 2.6
Leadership and staff supervision and evaluation processes result in improved professional practice and student success. How we accomplish this......

•Examples of professional development offerings and plans tied specifically to the results from supervision and evaluation
•Governing body policy on supervision and evaluation
•Representative supervision and evaluation reports
•Supervision and evaluation documents with criteria for improving professional practice and student success noted
•Job specific criteria
•Teacher Reflections, Mentoring Program, Faculty Incentive Program, I Teach I Am Campaign Recognition Performance levels
(4) School personnel maintain and consistently use a comprehensive assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance.
(4) The system ensures consistent measurement across all classrooms and courses.
(4) All assessments are proven reliable and bias free.
(4) The system is regularly and systematically evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning. 5.5 Evidence:Compstat ReportData LinksExplore TSIPPNewslettersDiscovery Assessment•Communication plan regarding student learning, conditions that support learning, and achievement of school improvement goals to stakeholders•Minutes of board meetings regarding achievement of student learning goals Ms. Turner J. Calhoun
T. Goodman
A. Long
C. Mungle
A. Staples 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. 4.4 Students and school personnel use a range of
media and information resources to support the school's educational programs. 4.5 The technology infrastructure supports
the school's teaching, learning, and operational needs.

Evidence: Technology plan and budget to improve technology services and infrastructure.
Policies relative to technology use
Assessments to inform development of technology plan 4.6 The school provides support services to meet the physical, social, and emotional needs of the student population being served. 4.7 The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students. 4.3 The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff 4.2 Evidence:
School Schedule
School calendar
Alignment of budget with school purpose and direction
Examples of efforts of school leaders to secure
necessary material and fiscal resources.
Full transcript