Welcome to the AdvancED Standards Assessment Report.
The Standards Assessment Report is designed to serve as a valuable self-assessment and as a tool to help schools prepare for their Quality Assurance Review. The report is based on the AdvancED standards, which serve as the foundation of the accreditation process. In order to earn and maintain accreditation, schools must meet the AdvancED standards, engage in a process of continuous improvement, and host a Quality Assurance Review at least once every five years.
The Standards Assessment Report engages the school community in an in-depth assessment of each of the seven AdvancED standards. In completing the report, the school identifies the data, information, evidence, and documented results that validate that it is meeting each standard. This self assessment helps the school identify areas of strength and opportunities for improvement.
The Standards Assessment Report also serves as the primary resource for the Quality Assurance Review Team, which uses the report to prepare for the visit to the school. The team uses insights gathered from the report and information obtained during the on-site visit to provide feedback to the school and to make an accreditation recommendation.
Structure of the Report
The Standards Assessment Report is designed for online completion. This Microsoft Word version has been streamlined for easy viewing and sharing. This streamlined version includes two sections: 1) indicators rubric and 2) focus questions.
The indicators rubric enables the school to assess the degree to which practices and/or processes are in place that indicate adherence to the standard and indicators. For each indicator, the school may check if the practices and/or processes are highly functional in the school, operational, emerging, or not evident. The school should use the rubric as an opportunity to ask itself challenging questions and to respond with accurate answers geared toward self-improvement. After completing the rubric, the school can quickly see areas of strength and opportunity. The section asks, “To what degree are the noted practices/processes in place?”
The focus questions allow the school to expand on and think more deeply about the responses to the indicators rubric. The focus questions provide an opportunity for the school to describe the systematic and systemic processes that are in place to support its ability to meet the indicators. The section asks, “How are the practices/processes implemented?”
The online version of the Standards Assessment Report includes two additional sections: 1) considering the evidence; and 2) overall assessment rubric.
The section entitled “considering the evidence” allows school personnel to think about the practices and/or processes being implemented and identify evidence that will support its responses to the indicators rubric and focus questions. This section helps school stakeholders engage in a discussion about how it knows it is adhering to the standards. The section is not intended to engage the school in a collection of evidence, but rather in thoughtful dialogue about how it can demonstrate that quality practices, conditions, and results are occurring in the school. The section asks, “What practices/processes are being implemented, and are they effective?” or said another way, “How do we know we are doing what we say we are doing?” You can access examples of evidence on the online version by simply clicking on the “considering the evidence” link for each standard.
The overall assessment describes how well schools are implementing practices and/or processes and the impact these practices and/or processes have on student results and overall school effectiveness. The overall assessment helps schools judge where they are in relation to each standard. The “operational” level is required in order to demonstrate meeting the standard. The section asks, “How well are we meeting the standard overall?” In addition to this section being integrated into the online Standards Assessment Report, we have made the overall assessment rubric available as a standalone Microsoft Word document that can be downloaded in conjunction with this document.
Completion and Submission of the Report
This Standards Assessment Report is to be completed by the school six weeks to six months prior to hosting a Quality Assurance Review (QAR) visit. It is strongly recommended that a wide and broad cross-section of the school community participate in completing this report. The completed report is submitted to AdvancED for use by the QAR team.
Complete the Indicators Rubric, indicating the option that most accurately reflects the progress your school has made toward meeting the standards and indicators. Answer the focus questions related to the Quality School Indicators for each standard. Using the overall assessment rubric (separate downloadable document), indicate the option that most accurately reflects the school’s overall assessment of meeting the standard.
STANDARD: The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school.
Impact Statement: A school is successful in meeting this standard when it commits to a shared purpose and direction. The school establishes expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and fiscal resources.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
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INDICATORS
In fulfillment of this standard, the school: |
Not Evident |
Emerging |
Operational |
Highly Functional |
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1.1 |
Establishes a vision for the school in collaboration with its stakeholders |
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x |
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1.2 |
Communicates the vision and purpose to build stakeholder understanding and support |
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x |
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1.3 |
Identifies goals to advance the vision |
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x |
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1.4 |
Develops and continuously maintains a profile of the school, its students, and the community |
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x |
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1.5 |
Ensures that the school’s vision and purpose guide the teaching and learning process |
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x |
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1.6 |
Reviews its vision and purpose systematically and revises them when appropriate |
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x |
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Please respond to the following questions regarding the processes that are in place to support the school’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric.
Success---All Students----All Standards is our school’s shared vision statement. Our vision is fully supported by school personnel and external stakeholders as evidenced by the involvement of faculty and staff, parents, and community members in making decisions about the allocation of all resources to ensure that all students receive optimal learning experiences. Our School Improvement Plan is developed through strategic data analysis to develop goals and strategies that will promote continued student achievement. School Improvement Teams representing faculty and staff develop and monitor the plan to ensure implementation. The School Advisory Council is an integral part of this process. Our School Improvement Plan and the data that determines instructional goals and strategies is shared in depth with SAC so that members can make informed fiscal decisions that will best promote student achievement. These decisions encompass the purchase of research based learning materials, safety net instructors, and professional development.
At the beginning of each academic year the Steering Committee studies disaggregated data from the Florida Comprehensive Achievement Test, noting trends as well as gains and losses for grade levels, demographic subgroups and individual students. This information is shared with faculty and staff and with the School Advisory Council. Class profile sheets are developed and consistently monitored for classrooms in grades four and five based on FCAT performance.
In all grades, additional assessment data is compiled and analyzed to develop class profiles sheets to inform lesson planning.
Achievement expectations are defined for Florida Sunshine State Standards and New Standards Performance Standards.
3. How does the leadership ensure that the school’s vision, purpose, and goals guide the teaching and learning process?
The Leadership Team monitors the teaching and learning process by frequent formal and informal observations as well as daily classroom visits. Immediate feedback is provided to each teacher. The Leadership Team also monitors assessment notebooks, lesson plans, and safety net documentation. Frequent discussions between the Leadership Team and teachers allows for the opportunity to collaborate about the need to utilize the collected data to ensure differentiated instruction in a strategic manner.
Our School Improvement Plan and District Standard’s Implementation Rubric is consistently reviewed by all stakeholders to monitor the progress of strategies and goals.
4. What process is used to ensure that the vision and purpose of the school remain current and aligned with the school’s expectations for student learning and school effectiveness?
The goals, objectives, and strategies outlined in our School Improvement Plan are frequently reviewed and updated by the Steering Committee, School Improvement Teams, School Advisory Council and grade levels.
STANDARD: The school provides governance and leadership that promote student performance and school effectiveness.
Impact Statement: A school is successful in meeting this standard when it has leaders who are advocates for the school’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
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INDICATORS
In fulfillment of this standard, the school operates under the jurisdiction of a governing board that: |
Not Evident |
Emerging |
Operational |
Highly Functional |
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2.1 |
Establishes policies and procedures that provide for the effective operation of the school |
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x |
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2.2 |
Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school |
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x |
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2.3 |
Ensures compliance with applicable local, state, and federal laws, standards, and regulations |
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x |
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In fulfillment of this standard, the school has leadership that: |
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2.4 |
Employs a system that provides for analysis and review of student performance and school effectiveness |
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x |
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2.5 |
Fosters a learning community |
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x |
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2.6 |
Provides teachers and students opportunities to lead |
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x |
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2.7 |
Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership |
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x |
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2.8 |
Controls curricular and extracurricular activities that are sponsored by the school |
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x |
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2.9 |
Responds to community expectations and stakeholder satisfaction |
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x |
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2.10 |
Implements an evaluation system that provides for the professional growth of all personnel |
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x |
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric.
1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school?
Policies and procedures are reviewed annually to ensure that they remain aligned with vision, purpose, and district guidelines. Policies and procedures are reviewed with faculty and staff at the beginning of each school year and reviewed as needed throughout the year.
2. What process does the school’s leadership use to evaluate school effectiveness and student performance?
Abess Park’s Leadership Team frequently monitors classroom assessment notebooks, data profile sheets, and grades to ensure continued student academic performance. Leadership consistently collaborates with teachers to discuss student progress towards meeting grade level standards, discuss strategies, solutions to barriers, review guided reading plans and conferencing notes, and the effectiveness of safety nets. Modifications are made as needed.
3. In what ways are stakeholders, including staff, given opportunities to provide leadership and to contribute to the decision-making process?
School Advisory Team, Steering Committee, Curriculum Lead Teachers, and Committee Chairs are given opportunities to contribute to the decision-making process through relevant agenda driven meetings and the submission of meeting minutes providing feedback to the Leadership Team.
4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation?
Equity of learning opportunities is embedded within standards based instruction. Teacher leaders collaborate frequently and share successful pedagogical methods, techniques, and strategies during teacher meetings and faculty meetings. In addition, innovative ideas are shared in our weekly newsletter to inform others of successful instructional practices. Disaggregated data is frequently studied to ensure fair and equitable implementation of the instructional program. If discrepancies are found in instructional delivery, immediate action is taken to correct these so that all students receive instruction that enables them to meet the standards.
STANDARD: The school provides research-based curriculum and instructional methods that facilitate achievement for all students.
Impact Statement: A school is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students feedback to improve their performance.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
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INDICATORS
In fulfillment of this standard, the school: |
Not Evident |
Emerging |
Operational |
Highly Functional |
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3.1 |
Develops and implements curriculum based on clearly defined expectations for student learning |
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x |
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3.2 |
Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning |
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x |
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3.3 |
Gathers, analyzes, and uses data and research in making curricular and instructional choices |
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x |
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3.4 |
Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice |
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x |
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3.5 |
Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity |
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x |
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3.6 |
Allocates and protects instructional time to support student learning |
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x |
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3.7 |
Provides for articulation and alignment between and among all levels of schools |
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x |
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3.8 |
Implements interventions to help students meet expectations for student learning |
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x |
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3.9 |
Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning |
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x |
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3.10 |
Provides comprehensive information and media services that support the curricular and instructional programs |
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x |
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3.11 |
Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program |
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x |
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions
Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric.
Teachers follow district learning schedules, grade level specific curriculum, and use best teaching practices to maintain alignment of assessment and student learning outcomes. Plans are monitored and student work is reviewed to ensure that academic standards and grade level expectations remain constant. Formal and informal cross-grade level articulation meetings are held in order to facilitate smooth transitions between grade levels. The school’s organizational plan enables all grade levels to participate actively in monitoring of practices and assessments that lead to optimum student achievement.
Math and science instruction is inquiry based and a research based workshop model is used during the literacy block to provide highly effective, rigorous instruction at all grade levels. Teachers gradually release responsibility to students as they progress. Teachers use data collected from a variety of informal and formal assessments to differentiate instruction and provide relevant safety nets.
A Collaborative Coaching and Learning Cycle has been initiated to give teachers an in-depth study of a specific area of the curriculum. Teachers meet and develop common assignments and assessments to refine and strengthen teaching practices. Lesson Studies provide teachers with the opportunity to observe their colleagues deliver instruction and then debrief the lesson for refinement of their teaching practice. Faculty Meetings provide time for teachers to share and model best practices. Professional Book Studies are used to increase teachers’ depth of knowledge and understanding around a particular content area or topic. Our Schoolwide Professional Development Plan encompasses school level and district level initiatives to provide teachers with information to better implement the curriculum. In addition, there is the practice of formally and informally mentoring among colleagues.
Abess Park maintains an attractive Media Center staffed by a certified media specialist and a full time clerk. The media collection of print and nonprint materials is comprehensive in scope and covers all areas of the elementary curriculum. Media lessons reflect an emphasis on standards and curricular expectations. The media schedule allows for open checkout and access to materials, technology, and other resources by teachers and students.
All classrooms are equipped with four to five student computers. Students have access to a variety of instructional technology opportunities including word processing, research, FCAT Explorer, Reading Counts, and Destination. A computer lab has been added to provide classes with opportunities for additional group instruction with the utilization of multiple computers. This will enhance the use of technology instruction and increase student learning in this critical area.
Classroom libraries provide additional information for students through a variety of print materials including leveled books, books by the same author, and books by genre.
Technology information and school-based training for faculty and staff is coordinated by two School Technology Contacts and supported by administration. District training is also available and availability is shared with staff through email.
STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.
Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
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INDICATORS
In fulfillment of this standard, the school: |
Not Evident |
Emerging |
Operational |
Highly Functional |
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4.1 |
Establishes performance measures for student learning that yield information that is reliable, valid, and bias free |
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x |
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4.2 |
Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning |
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x |
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4.3 |
Uses student assessment data for making decisions for continuous improvement of teaching and learning processes |
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x |
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4.4 |
Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance |
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x |
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4.5 |
Communicates the results of student performance and school effectiveness to all stakeholders |
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x |
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4.6 |
Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness |
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