Monroe County Schools Standards Overview Presentation AdvancED - PowerPoint PPT Presentation

Monroe County Schools Standards Overview Presentation AdvancED Review January/February 2016

The Work ● Recorded Accomplishments, Strengths, Challenges, and Next ● Common timeline Steps ● Review of 2010 District ● Brainstormed Evidence and Accreditation Report Artifacts by Standard ● Review of 2012-2013 Progress ● Report ● Collaboration/Teamwork ● Review of Standards and Indicators ● System Strategic Plan aligned to AdvancED Standards ● Self-Assessment ● Reviewed Survey Results

Standard 1: Vision and Purpose 3.25 The 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. Standard Leaders: Dr. Mike Hickman and Valerie Mercer

Standard 1: Vision and Purpose 1 2 3 4 1.1 The system engages in a systematic, inclusive, and comprehensive process X to review, revise, and communicate a system-wide purpose for student success. 1.2 The system ensures that each school engages in a systematic, inclusive, X and comprehensive process to review, revise, and communicate a school purpose for student success. 1.3 The school leadership and staff at all levels of the system commit to a X 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. 1.4 Leadership at all levels of the system implement a continuous improvement X process that provides clear direction for improving conditions that support student learning.

Standard 1: Areas of Strength ● Stability and support of the Board of Education. ● Sustained implementation of research-based leadership practices. ● Stakeholder satisfaction and trust in leadership.

Standard 1: Actions to Sustain Areas of Strength ● Continue regular policy and regulation reviews. ● Continued use of eBoard for meetings. ● Local Board Governance Training tailored to the needs of the school system. ● Continued focus on providing research- based professional learning opportunities to all faculty and staff based on ongoing needs assessments.

Standard 1: Areas in Need of Improvement ● Succession planning for growing leadership capacity. ● Continued instructional leadership for differentiation to close achievement gaps through targeted, specific professional learning. ● Regular meetings of system teacher/staff advisory group, student advisory group, and stakeholder/parent advisory group.

Standard 1: Plans to Improve Areas in Need of Improvement ● Plan and implement Leadership Capacity Training. ● Continuously monitor the implementation of a variety of teaching strategies to meet the diverse learning needs of students.

Standard 2: Governance and Leadership 4.0 The system operates under governance and leadership that promote and support student performance and system effectiveness. Standard Leaders: Sandy Colwell and Valerie Mercer

Standard 2: Assessment of Indicators 1 2 3 4 2.1 The governing body establishes policies and supports practices that ensure effective x administration of the system and its schools. 2.2 The governing body operates responsibly and functions effectively. x 2.3 The governing body ensures that the leadership at all levels has the autonomy to meet x goals for achievement and instruction and to manage day-to-day operations effectively. 2.4 Leadership and staff at all levels of the system foster a culture consistent with the x system's purpose and direction. 2.5 Leadership engages stakeholders effectively in support of the system's purpose and x direction. 2.6 Leadership and staff supervision and evaluation processes result in improved professional x practice in all areas of the system and improved student success.

Standard 2: Areas of Strength ● Supportive and unified local board of education that embraces the vision, mission, and guiding principles of system. ● Board members operate as a whole to make informed decisions in the best interest of the students. ● Serve as the cornerstone of leadership for the Superintendent and Principals to navigate change and uphold traditions. ● Sustained implementation of research-based leadership practices. ● Stakeholder satisfaction and trust in leadership.

Standard 2: Actions to Sustain Areas of Strength ● Regular policy and regulation reviews to support effective operation of the system and schools. ● Continued practice of tailored, customized local board governance training. ● Continued focus on providing research-based professional learning opportunities to all faculty and staff based on ongoing needs assessments.

Standard 2: Areas in Need of Improvement ● Continued professional learning focused on differentiated instruction and personal learning to close the achievement gap. ● Increase meaningful, two-way communication with stakeholders and create a strong culture of mutual accountability for student success. ● Continue to grow teacher leadership.

Standard 2: Plans to Improve Areas in Need of Improvement ● Plan and implement leadership capacity training that cultivates instructional coaches, school administrators, and central office administrators. ● Continuously monitor the implementation of strategies to meet diverse learning needs and provide meaningful feedback on performance. ● Consistently communicate and solicit ideas, input, and support for current initiatives.

Standard 3: Teaching and Assessing for Learning 3.0 The 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. Standard Leaders: Angie Dillon and Marcy Hunt-Harris

Standard 3: Assessment of Indicators 1 2 3 4 3.1 The system’s curriculum provides equitable and challenging learning experiences that x ensure all students have sufficient opportunities to develop learning, thinking and life skils that lead to success at the next level. 3.2 Curriculum, instruction and assessment throughout the system are monitored and x adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. 3.3 Teachers throughout the system engage students in their learning through instructional x strategies that ensure achievement of learning expectations. 3.4 System and school leaders monitor and support the improvement of instructional x practices of teachers to ensure student success. 3.5 The system operates as a collaborative learning organization through structures that x support improved instruction and student learning at all levels.

Standard 3: Assessment of Indicators 1 2 3 4 3.6 Teachers implement the system’s instructional process in support of student learning. x 3.7 Mentoring, coaching and induction programs support instructional improvement consistent x with the system’s values and beliefs about teaching and learning. 3.8 The system and all of its schools engage families in meaningful ways in their children’s x education and keep them informed of their children’s learning progress. 3.9 The system designs and evaluates structures in all schools whereby each student is well x known by at least one adult advocate in the student’s school who supports that student’s educational experience. 3.10 grading and reporting are based on clearly defined criteria that represent the attainment x of content knowledge and skills and are consistent across grade levels and courses.

Standard 3: Assessment of Indicators 1 2 3 4 3.11 All staff members participate in a continuous program of professional learning. x 3.12 The system and its schools provide and coordinate learning support services to meet the x unique learning needs of students.

Standard 3: Areas of Strength ● Data driven decision making utilizing Plan-Do-Check-Act process. ● Targeted “walk-through” observations are ongoing and focused on specific instructional strategies identified in (CIP) Continuous Improvement Plan. ● Structured system and school level meetings focus on curriculum, instruction and assessment. ● Collaborative approach to ensure alignment of curriculum, instruction and assessment. ● Lesson Plans include 8 elements common throughout all grade levels.

Standard 3: Areas of Strength Continued ● Prioritized professional development based on identified needs of students and teachers. ● Annual GAPSS reviews and Pulse Check visits. ● Instructional Coaches and Parent Involvement Specialists are at elementary and middle school levels.

Standard 3: Actions to Sustain Areas of Strength ● Development and training of Data Teams at each school to create greater learning for students, teachers and administrators. ● Continuation of structured meetings to ensure alignment of curriculum, instruction, assessment, and effective communication. ● Continuation of monitoring process by conducting structured “walk-through” observations.