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.
district's narrative
The district's process for review, revision and communication of the district’s purpose is clearly documented, and a record of the use and results of the process is maintained. The process is formalized and implemented with fidelity on a regular schedule (five-year cycle) through the district's Governance Committee which represented all stakeholders. The district seeks student input through communications with the current Government class. The purpose statement clearly focuses on student success.
The district’s purpose statement also serves as the purpose statement for each school. Stakeholders from each school are involved in the revision process. To smooth transitions from one school to the next, the district analyzes data district wide. The purpose statement is reflected in the district’s school improvement action plan and teacher annual professional development goals.
Through the district's established culture, commitment to shared values and beliefs about teaching and learning is evident in documentation and decision making. This commitment is regularly reflected in communication among leaders and staff. Challenging educational programs and equitable learning experiences are implemented so that all students achieve learning, thinking and life skills necessary for success. Evidence indicates commitment to instructional practices that include active student engagement, a focus on depth of understanding and the application of knowledge and skills. School leadership and staff share high expectations for professional practice.
Due to training in Multi-Tiered Systems of Support (MTSS) at the elementary, the school has developed a strong core of shared beliefs and values especially in reading. Development of core curriculum is a year long process that includes all teachers, instructional aides, and administrators. Using a detailed written set of decision rules, students receive scientifically researched interventions based on student data. While the area of reading would score a 4, we need to continue to improve in other core areas.
The secondary level has noticed a negative trend in the available testing data. The staff decided to align their goals to address the area of need in reading. Uniquely fit to the secondary, they used the latest in test data to identify areas of need and to design the appropriate interventions needed to accommodate the students. The staff participated in this effort. The staff evaluation tool is used to hold the staff accountable to the school goal.
School leaders require the use of a documented, systematic, and systemic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups are engaged in the process. School personnel systematically maintain, use, and communicate the district’s profile with current and comprehensive data on student and school performance. The profile contains analysis of data used to identify goals for the improvement of achievement and instruction that are aligned with the school's purpose. Improvement goals have measurable performance targets. The process includes planning that identifies measurable objectives, strategies, activities, resources, and timelines for achieving all improvement goals. Most interventions and strategies are implemented with fidelity. The process is reviewed and evaluated. Documentation that the process yields improved student achievement and instruction is available and communicated to stakeholders.
Curriculum is reviewed and updated on a rotating schedule (7-year cycle). Time is provided monthly for all teachers, instructional aides, and administrators to meet to develop a challenging, sequenced curriculum that meets the current and future needs of our students. The administrators facilitate these meetings, and provide guidance so staff can develop a challenging curriculum. The budget supports the curriculum development. Staff development opportunities are provided in accordance with the school improvement action plan.
As an area of growth, the district needs to update and utilize its communication plan as prescribed in the plan.
The district’s purpose statement also serves as the purpose statement for each school. Stakeholders from each school are involved in the revision process. To smooth transitions from one school to the next, the district analyzes data district wide. The purpose statement is reflected in the district’s school improvement action plan and teacher annual professional development goals.
Through the district's established culture, commitment to shared values and beliefs about teaching and learning is evident in documentation and decision making. This commitment is regularly reflected in communication among leaders and staff. Challenging educational programs and equitable learning experiences are implemented so that all students achieve learning, thinking and life skills necessary for success. Evidence indicates commitment to instructional practices that include active student engagement, a focus on depth of understanding and the application of knowledge and skills. School leadership and staff share high expectations for professional practice.
Due to training in Multi-Tiered Systems of Support (MTSS) at the elementary, the school has developed a strong core of shared beliefs and values especially in reading. Development of core curriculum is a year long process that includes all teachers, instructional aides, and administrators. Using a detailed written set of decision rules, students receive scientifically researched interventions based on student data. While the area of reading would score a 4, we need to continue to improve in other core areas.
The secondary level has noticed a negative trend in the available testing data. The staff decided to align their goals to address the area of need in reading. Uniquely fit to the secondary, they used the latest in test data to identify areas of need and to design the appropriate interventions needed to accommodate the students. The staff participated in this effort. The staff evaluation tool is used to hold the staff accountable to the school goal.
School leaders require the use of a documented, systematic, and systemic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups are engaged in the process. School personnel systematically maintain, use, and communicate the district’s profile with current and comprehensive data on student and school performance. The profile contains analysis of data used to identify goals for the improvement of achievement and instruction that are aligned with the school's purpose. Improvement goals have measurable performance targets. The process includes planning that identifies measurable objectives, strategies, activities, resources, and timelines for achieving all improvement goals. Most interventions and strategies are implemented with fidelity. The process is reviewed and evaluated. Documentation that the process yields improved student achievement and instruction is available and communicated to stakeholders.
Curriculum is reviewed and updated on a rotating schedule (7-year cycle). Time is provided monthly for all teachers, instructional aides, and administrators to meet to develop a challenging, sequenced curriculum that meets the current and future needs of our students. The administrators facilitate these meetings, and provide guidance so staff can develop a challenging curriculum. The budget supports the curriculum development. Staff development opportunities are provided in accordance with the school improvement action plan.
As an area of growth, the district needs to update and utilize its communication plan as prescribed in the plan.
district evidence
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Elementary only evidence
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Secondary only evidence
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