1. Please rate Objective 3.1 from 1 to 4:
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.
| | | | | | | (%) | 0 | 7 | 75 | 18 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
2.
3.1.1 Which Performance Level statement best matches your school?
|
| | 4 Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills that align with the school’s purpose. |
| | | 12 (20%) | |
|
|
| | 3 Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills. |
| | | 33 (55%) | |
|
|
| | 2 Curriculum and learning experiences in each course/class provide most students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills. |
| | | 15 (25%) | |
|
|
| | 1 Curriculum and learning experiences in each course/class provide few or no students with challenging and equitable opportunities to develop learning skills, thinking skills and life skills. |
| | | 0 (0%) | |
|
|
Total: 60 |
3.
3.1.2 Which Performance Level statement best matches your school?
|
| | 4 Evidence clearly indicates curriculum and learning experiences prepare students for success at the next level. |
| | | 13 (22%) | |
|
|
| | 3 There is some evidence to indicate curriculum and learning experiences prepare students for success at the next level. |
| | | 41 (68%) | |
|
|
| | 2 There is little evidence to indicate curriculum and learning experiences prepare students for success at the next level. |
| | | 5 (8%) | |
|
|
| | 1 There is no evidence to indicate how successful students will be at the next level. |
| | | 1 (2%) | |
|
|
Total: 60 |
4.
3.1.3 Which Performance Level statement best matches your school?
|
| | 4 Like courses/classes have the same high learning expectations. |
| | | 8 (13%) | |
|
|
| | 3 Like courses/classes have equivalent learning expectations. |
| | | 32 (53%) | |
|
|
| | 2 Most like courses/classes have equivalent learning expectations. |
| | | 16 (27%) | |
|
|
| | 1 Like courses/classes do not always have the same learning expectations. |
| | | 4 (7%) | |
|
|
Total: 60 |
5.
3.1.4 Which Performance Level statement best matches your school?
|
| | 4 Learning activities are individualized for each student in a way that supports achievement of expectations. |
| | | 12 (20%) | |
|
|
| | 3 Some learning activities are individualized for each student in a way that supports achievement of expectations. |
| | | 42 (70%) | |
|
|
| | 2 Little individualization for each student is evident. |
| | | 6 (10%) | |
|
|
| | 1 No individualization for students is evident. |
| | | 0 (0%) | |
|
|
Total: 60 |
6. Advanced-Ed offers the items below as Possible Evidence for standard 3.1: 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. Please write your suggestions for evidence.
Descriptions of instructional techniques
Enrollment patterns for various courses
Graduate follow-up surveys
Course descriptions
Course schedules
Learning expectations for different courses
Representative samples of student work across courses
Posted learning objectives
Lesson plans
Survey results
|
| | We have course descriptions of every class that is offered on the school website. It is required to turn in lesson plans once a week to our supervisors that require to have objectives. We offer basic classes and advanced classes to meet our students level of learning. |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Interactive programs and diversified teaching tools, groups projects, related multi-lab projects , quarterly goals |
| | | 1 (4%) | |
|
|
| | We have all of these things and implement them throughtout the school year, everyone contributes from the classified staff to the certified staff. All of this stuff is keep in different departments throughout the building and adminstation building |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Course descriptions, representative samples of student work across courses, Lesson plans
|
| | | 1 (4%) | |
|
|
| | POS leads student involvment nad direction Teachers follow up reporrts findings to Emis cordinator Student services develpe student guidence to individule courses Program flyers guidence counclers offer and suggest schedules lesson plans on line objectives posted in classrooms |
| | | 1 (4%) | |
|
|
| | lesson plans, sample works, survey |
| | | 1 (4%) | |
|
|
| | Course descriptions present |
| | | 1 (4%) | |
|
|
| | Lesson plans throughout building provide evidence that upholds this. Support of differentiated instruction provided to students with specific needs. |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Follow-ups are completed by each c-t teacher the year after students complete programming. |
| | | 1 (4%) | |
|
|
| | I am only fully aware of the Project SEARCH curriculum. I would suggest attaching the curriculum as well as the individualized student assessment as evidence. Additionally, monthly meetings are held with students, parents and caseworkers. |
| | | 1 (4%) | |
|
|
| | Descriptions of instructional techniquesRepresentative samples of student work across courses
Posted learning objectives
Lesson plans
|
| | | 1 (4%) | |
|
|
| | learning expectations for different courses, representative samples of student work across courses |
| | | 1 (4%) | |
|
|
| | -Descriptions of individual techniques. -Enrollment patterns of various courses. -Graduate follow-up surveys. -Posted learning objectives. -Lesson plans. |
| | | 1 (4%) | |
|
|
| | Lesson Plans, Student work |
| | | 1 (4%) | |
|
|
| | Descriptionof instructional techniques Graduate follow-up surveys Course descriptions Lesson Plans |
| | | 1 (4%) | |
|
|
| | Descriptions of instructional techniques
Enrollment patterns for various courses
Graduate follow-up surveys
Course descriptions
Course schedules
Learning expectations for different courses
Representative samples of student work across courses
Posted learning objectives
Lesson plans
Survey results |
| | | 1 (4%) | |
|
|
| | Graduate follow-up surveys course descriptions |
| | | 1 (4%) | |
|
|
| | Course Description Lesson Plans |
| | | 1 (4%) | |
|
|
| | Lesson Plans, Graduate follow-up surveys, Graduate follow-up surveys, Course descriptions
Learning expectations for different courses, Representative samples of student work across courses
|
| | | 1 (4%) | |
|
|
| | Posted learning objectives |
| | | 1 (4%) | |
|
|
| | Course descriptions Learning expectations for different courses
|
| | | 1 (4%) | |
|
|
| | course schedules, course descriptions, enrollment patterns, different instructional techniques, lesson plans are posted along with learning objectives. |
| | | 1 (4%) | |
|
|
| | Course descriptions are on website |
| | | 1 (4%) | |
|
|
Total: 28 |
7. Please rate Objective 3.2 from 1 to 4:
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.
| | | | | | | (%) | 0 | 27 | 62 | 12 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
8.
3.2.1 Which Performance Level statement best matches your school?
4 Using data from multiple assessments of student learning and an examination of professional practice, school personnel systematically monitor and adjust curriculum, instruction and assessment to ensure vertical and horizontal alignment and alignment with the school’s goals for achievement and instruction and statement of purpose.
3 Using data from student assessments and an examination of professional practice, school personnel monitor and adjust curriculum, instruction and assessment to ensure vertical and horizontal alignment and alignment with the school’s goals for achievement and instruction and statement of purpose.
2 School personnel monitor and adjust curriculum, instruction and assessment to ensure for vertical and horizontal alignment and alignment with the school’s goals for achievement and instruction and statement of purpose.
1 School personnel rarely or never monitor and adjust curriculum, instruction and assessment to ensure vertical and horizontal alignment or alignment with the school’s goals for achievement and instruction and statement of purpose.
|
| | 4 |
| | | 5 (8%) | |
|
|
| | 3 |
| | | 36 (60%) | |
|
|
| | 2 |
| | | 18 (30%) | |
|
|
| | 1 |
| | | 1 (2%) | |
|
|
Total: 60 |
9.
3.2.2 Which Performance Level statement best matches your school?
|
| | 4 There is a systematic, collaborative process in place to ensure alignment each time curriculum, instruction and/or assessments are reviewed or revised. |
| | | 5 (8%) | |
|
|
| | 3 There is a process in place to ensure alignment each time curriculum, instruction and/or assessments are reviewed or revised. |
| | | 34 (57%) | |
|
|
| | 2 A process is implemented sometimes to ensure alignment when curriculum, instruction and/or assessments are reviewed or revised. |
| | | 18 (30%) | |
|
|
| | 1 No process exists to ensure alignment when curriculum, instruction and/or assessments are reviewed or revised. |
| | | 3 (5%) | |
|
|
Total: 60 |
10. 3.2.3 Which Performance Level statement best matches your school?
|
| | 4 The continuous improvement process has clear guidelines to ensure that vertical and horizontal alignment as well as alignment with the school’s purpose are maintained and enhanced in curriculum, instruction and assessment. |
| | | 4 (7%) | |
|
|
| | 3 The continuous improvement process ensures that vertical and horizontal alignment as well as alignment with the school’s purpose are maintained and enhanced in curriculum, instruction and assessment. |
| | | 41 (68%) | |
|
|
| | 2 There is limited evidence that the continuous improvement process ensures vertical and horizontal alignment and alignment with the school’s purpose in curriculum, instruction and assessment. |
| | | 14 (23%) | |
|
|
| | 1 There is little or no evidence that the continuous improvement process is connected with vertical and horizontal alignment or alignment with the school’s purpose in curriculum, instruction and assessment. |
| | | 1 (2%) | |
|
|
Total: 60 |
11. Advanced-Ed offers the items below as Possible Evidence for standard 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. Please write your suggestions for evidence.
Curriculum writing process
A description of the systematic review process for curriculum, instruction and assessment
Curriculum guides
Lesson plans aligned to the curriculum
Products – scope and sequence, curriculum maps
Common assessments
Surveys results
Standards-based report cards
|
| | Students are assessed by the SLO pre and post tests that are aligned with the new state standards.
|
| | | 1 (4%) | |
|
|
| | tutoring has been offered as needed. |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | SOL, WebXams, Advisory Committee/Industry Standards |
| | | 1 (4%) | |
|
|
| | Everyone helps and participates in the develpment and implimintation of all of these things |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Lesson plans aligned to the curriculum, Common assessments
|
| | | 1 (4%) | |
|
|
| | curriculum director\writing process data Staff reearch of data for effectiveness on improved strategies ability of staff to select instructional services or strategies that impact teaching
|
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Lesson plans aligned with state standards |
| | | 1 (4%) | |
|
|
| | Curriculum- scope and sequence spelled out for program. Willingness of the school leadership to support the investigation of strategies for improved services to impact teaching and assessing for learning. |
| | | 1 (4%) | |
|
|
| | MAPP Testing is a common assessment used for student learning gains and for teacher common testing/curriculum collaboration. |
| | | 1 (4%) | |
|
|
| | I would again use our assessment tool as evidence. |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | curriculum guides, standard-based report cards |
| | | 1 (4%) | |
|
|
| | -Lesso plans aligned to the curriculum. -Common assessments. -Surveys results. -Standard-based report cards. |
| | | 1 (4%) | |
|
|
| | Course Curriculum, Lesson Plans |
| | | 1 (4%) | |
|
|
| | Lesson plans aligned to the curriculum Common assessments Standards-based report cards |
| | | 1 (4%) | |
|
|
| | Curriculum writing process
A description of the systematic review process for curriculum, instruction and assessment
Lesson plans aligned to the curriculum
Products – scope and sequence, curriculum maps
Surveys results
|
| | | 1 (4%) | |
|
|
| | curriculum writing process lesson plans aligned to the curriculum |
| | | 1 (4%) | |
|
|
| | Lesson plans aligned to ODE standards |
| | | 1 (4%) | |
|
|
| | Curriculum guides
Lesson plans aligned to the curriculum
Products – scope and sequence, curriculum maps
|
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | A description of the systematic review process for curriculum, instruction and assessment Lesson plans aligned to the curriculum
|
| | | 1 (4%) | |
|
|
| | lesson plans are aligned with curriculum and common assessments. Teachers give and take survey results for standard based curriculum instruction. |
| | | 1 (4%) | |
|
|
| | All lesson plans are aligned to the curriculum |
| | | 1 (4%) | |
|
|
| | Curriculum guides
Lesson plans aligned to the curriculum
Products – scope and sequence, curriculum maps |
| | | 1 (4%) | |
|
|
Total: 27 |
12. Please rate Objective 3.3 from 1 to 4:
Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.
| | | | | | | (%) | 0 | 7 | 65 | 28 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
13.
3.3.1 Which Performance Level statement best matches your school?
|
| | 4 Teachers are consistent and deliberate in planning and using instructional strategies that require student collaboration, self-reflection and development of critical thinking skills. |
| | | 11 (18%) | |
|
|
| | 3 Teachers plan and use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills. |
| | | 42 (70%) | |
|
|
| | 2 Teachers sometimes use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills. |
| | | 7 (12%) | |
|
|
| | 1 Teachers rarely or never use instructional strategies that require student collaboration, self-reflection and development of critical thinking skills. |
| | | 0 (0%) | |
|
|
Total: 60 |
14.
3.3.2
|
| | 4 Teachers personalize instructional strategies and interventions to address individual learning needs of each student. |
| | | 13 (22%) | |
|
|
| | 3 Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary. |
| | | 37 (62%) | |
|
|
| | 2 Teachers personalize instructional strategies and interventions to address individual learning needs of groups of students when necessary. |
| | | 10 (17%) | |
|
|
| | 1 Teachers seldom or never personalize instructional strategies. |
| | | 0 (0%) | |
|
|
Total: 60 |
15.
3.3.3 Which Performance Level statement best matches your school?
|
| | 4 Teachers consistently use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools. |
| | | 13 (22%) | |
|
|
| | 3 Teachers use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools. |
| | | 41 (68%) | |
|
|
| | 2 Teachers sometimes use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools. |
| | | 6 (10%) | |
|
|
| | 1 Teachers rarely or never use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines and use technologies as instructional resources and learning tools. |
| | | 0 (0%) | |
|
|
Total: 60 |
16. Advanced-Ed offers the items below as Possible Evidence for standard 3.3: Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. Please write your suggestions for evidence.
Teacher evaluation criteria
Findings from supervisor walk-thrus and observations
Student work demonstrating the application of knowledge
Examples of teacher use of technology as an instructional resource
Examples of student use of technology as a learning tool
Interdisciplinary projects
Authentic assessments
Professional development focused on these strategies
Agenda items addressing these strategies
Surveys results
|
| | All staff and students are using chromebooks. All classes are online. |
| | | 1 (4%) | |
|
|
| | one to one delivery with chromebooks moodle |
| | | 1 (4%) | |
|
|
| | Interdisciplinary projects |
| | | 1 (4%) | |
|
|
| | Lesson plans, skill tests quarterly, project based assignments, extended learning opportunities (i.e., visiting court rooms, judges, jail, etc.) |
| | | 1 (4%) | |
|
|
| | Online instruction and projects, hands on projects and job sheets, paper tests |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Teacher evaluation criteria, Findings from supervisor walk-thrus and observations, Examples of teacher use of technology as an instructional resource, Examples of student use of technology as a learning tool, Interdisciplinary projects
|
| | | 1 (4%) | |
|
|
| | SLO documentation Adminastrative walk- thru findings for improvement or continued stragaties for student development documenation lab hands on work, outside projects for community chrome book, e-book versions, disciplinary projects\ construction academy rotation authentic- program\industery certifications prof. dev.-corridenated through curriculm director, focused on the needs of staff through surveys,school needs, student needs, and ODE new concepts or regulations
|
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Lesson plans, walk thrus, observations, examples of how technology is implemented within the classroom |
| | | 1 (4%) | |
|
|
| | Student engagement in the classroom and classroom strategies that encourage active envolvement of students in their own learning. |
| | | 1 (4%) | |
|
|
| | The Technology training sessions need to be documented to show professional development area needs and resources for staff. |
| | | 1 (4%) | |
|
|
| | SLO results, my performance evaluations, parent feedback |
| | | 1 (4%) | |
|
|
| | Teacher evaluation criteria Student work demonstrating the application of knowledge
Examples of teacher use of technology as an instructional resource
Examples of student use of technology as a learning tool
|
| | | 1 (4%) | |
|
|
| | findings from supervisor observations/walk throughs authentic assessments Interdisciplinary projects |
| | | 1 (4%) | |
|
|
| | - Findings from suervisor walk-thrus and observations. -Authentic assessments. -Professional development focused on these strategies. |
| | | 1 (4%) | |
|
|
| | student work, technology classes, observations |
| | | 1 (4%) | |
|
|
| | Teacher evaluation criteria
Findings from supervisor walk-thrus and observations
Student work demonstrating the application of knowledge
Examples of teacher use of technology as an instructional resource
Examples of student use of technology as a learning tool
Interdisciplinary projects |
| | | 1 (4%) | |
|
|
| | Teacher evaluation criteria
Findings from supervisor walk-thrus and observations
Student work demonstrating the application of knowledge
Examples of teacher use of technology as an instructional resource
Examples of student use of technology as a learning tool
Interdisciplinary projects
Authentic assessments
Professional development focused on these strategies
Agenda items addressing these strategies
Surveys results |
| | | 1 (4%) | |
|
|
| | examples of teacher/student use of technology |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Teacher evaluation criteria
Findings from supervisor walk-thrus and observations
Student work demonstrating the application of knowledge
Examples of teacher use of technology as an instructional resource
Examples of student use of technology as a learning tool
Interdisciplinary projects
Professional development focused on these strategies
Agenda items addressing these strategies
Surveys results |
| | | 1 (4%) | |
|
|
| | Student work demonstrating the application of knowledge |
| | | 1 (4%) | |
|
|
| | Examples of teacher use of technology as an instructional resource
Examples of student use of technology as a learning tool
Interdisciplinary projects |
| | | 1 (4%) | |
|
|
| | professional development is designed to aid student enrichment and learning. Teacher's show student work continuous throughout school. Teacher's are given evaluations and the opportunity to grow. |
| | | 1 (4%) | |
|
|
| | Teachers have Smart Boards |
| | | 1 (4%) | |
|
|
| | Teacher evaluation criteria
Findings from supervisor walk-thrus and observations
Student work demonstrating the application of knowledge |
| | | 1 (4%) | |
|
|
Total: 27 |
17. Please rate Objective 3.4 from 1 to 4:
School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.
| | | | | | | (%) | 0 | 23 | 57 | 20 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
18.
Which Performance Level statement best matches your school?
4 School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
3 School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
2 School leaders monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
1 School leaders occasionally or randomly monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school’s values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning and 4) use content-specific Standards of professional practice.
|
| | 4 |
| | | 14 (23%) | |
|
|
| | 3 |
| | | 31 (52%) | |
|
|
| | 2 |
| | | 15 (25%) | |
|
|
| | 1 |
| | | 0 (0%) | |
|
|
Total: 60 |
19. Advanced-Ed offers the items below as Possible Evidence for standard 3.4: School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. Please write your suggestions for evidence.
Supervision and evaluation procedures
Curriculum maps
Peer or mentoring opportunities and interactions
Recognition of teachers with regard to these practices
Administrative classroom observation protocols and logs
Examples of improvements to instructional practices resulting from the evaluation process
Documentation of collection of lesson plans and grade books
Surveys results
|
| | supervision and evaluation procedures |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Teacher Observations, teacher evaluations, SOL, Lesson plan reviews |
| | | 1 (4%) | |
|
|
| | Yea we do all of these things like all other schools do. Supervisor classroom and instructional evaluations, progress book for grades and lesson plans, Mentors for new teachers and staff, regular update classes and meetings. The Slo process |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Supervision and evaluation procedures, Administrative classroom observation protocols and logs
|
| | | 1 (4%) | |
|
|
| | SLO All new teachers have mentors and collaborate with other staff, most are invalved in the new teacher progran and attending an institutation to get certified
|
| | | 1 (4%) | |
|
|
| | Recognition - ACTE Comunity service award in the state for Construction Trades |
| | | 1 (4%) | |
|
|
| | mentors, eval, observations |
| | | 1 (4%) | |
|
|
| | documentation of collection of lesson plans, access to ProgressBook |
| | | 1 (4%) | |
|
|
| | Mentoring of new teachers. Daily classroom visits. |
| | | 1 (4%) | |
|
|
| | The SLO Process and the Resident Educator Program could be highlighted here for documentation. The Senior End of Year Student Surveys could also be used. |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Peer or mentoring opportunities and interactions staff engagement of strategies for improvement |
| | | 1 (4%) | |
|
|
| | -Examples of improvements to instructional practices resulting from the evaluation process. -Documentation of collection of lesson plans and grade books. |
| | | 1 (4%) | |
|
|
| | observation logs, lesson plans, Progressbook |
| | | 1 (4%) | |
|
|
| | Supervision and evaluation procedures Peer or mentoring opportunities and interactions Administrative classroom observation protocols and logs Documentation of collection of lesson plans and grade books |
| | | 1 (4%) | |
|
|
| | Supervision and evaluation procedures
Peer or mentoring opportunities and interactions
Recognition of teachers with regard to these practices
Administrative classroom observation protocols and logs
Examples of improvements to instructional practices resulting from the evaluation process
Documentation of collection of lesson plans and grade books
Surveys results |
| | | 1 (4%) | |
|
|
| | supervision and evaluation procedures documentation of collection of lesson plans |
| | | 1 (4%) | |
|
|
| | RE mentor Administrative evaluation |
| | | 1 (4%) | |
|
|
| | Supervision and evaluation procedures
Curriculum maps
Administrative classroom observation protocols and logs
Examples of improvements to instructional practices resulting from the evaluation process
Documentation of collection of lesson plans and grade books
Surveys results |
| | | 1 (4%) | |
|
|
| | Supervision and evaluation procedures |
| | | 1 (4%) | |
|
|
| | Administrative classroom observation protocols and logs
Examples of improvements to instructional practices resulting from the evaluation process
Documentation of collection of lesson plans and grade books |
| | | 1 (4%) | |
|
|
| | lesson plans, grade books |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Documentation of collection of lesson plans and grade books Peer or mentoring opportunities and interactions
|
| | | 1 (4%) | |
|
|
Total: 26 |
20. Please rate Objective 3.5 from 1 to 4:
Teachers participate in collaborative learning communities to improve instruction and student learning.
| | | | | | | (%) | 2 | 38 | 50 | 10 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
21.
3.5.1 Which Performance Level statement best matches your school?
|
| | 4 All members of the school staff participate in collaborative learning communities that meet both informally and formally on a regular schedule. |
| | | 6 (10%) | |
|
|
| | 3 All members of the school staff participate in collaborative learning communities that meet both informally and formally. |
| | | 22 (37%) | |
|
|
| | 2 Some members of the school staff participate in collaborative learning communities that meet both informally and formally. |
| | | 31 (52%) | |
|
|
| | 1 Collaborative learning communities randomly self-organize and meet informally. |
| | | 1 (2%) | |
|
|
Total: 60 |
22.
3.5.2 Which Performance Level statement best matches your school?
|
| | 4 Frequent collaboration occurs across grade levels and content areas. |
| | | 8 (13%) | |
|
|
| | 3 Collaboration often occurs across grade levels and content areas. |
| | | 31 (52%) | |
|
|
| | 2 Collaboration occasionally occurs across grade levels and content areas. |
| | | 19 (32%) | |
|
|
| | 1 Collaboration seldom occurs across grade levels and content areas. |
| | | 2 (3%) | |
|
|
Total: 60 |
23.
3.5.3 Which Performance Level statement best matches your school?
|
| | 4 Staff members implement a formal process that promotes productive discussion about student learning. |
| | | 6 (10%) | |
|
|
| | 3 Staff members have been trained to implement a formal process that promotes discussion about student learning. |
| | | 22 (37%) | |
|
|
| | 2 Staff members promote discussion about student learning. |
| | | 31 (52%) | |
|
|
| | 1 Staff members rarely discuss student learning. |
| | | 1 (2%) | |
|
|
Total: 60 |
24.
3.5.4 Which Performance Level statement best matches your school?
|
| | 4 Learning from, using and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching are a part of the daily routine of school staff members. |
| | | 4 (7%) | |
|
|
| | 3 Learning from, using and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching occur regularly among most school personnel. |
| | | 29 (48%) | |
|
|
| | 2 Learning from, using and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching sometimes occur among school personnel. |
| | | 23 (38%) | |
|
|
| | 1 Learning from, using and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams and peer coaching rarely occur among school personnel. |
| | | 4 (7%) | |
|
|
Total: 60 |
25.
3.5.5 Which Performance Level statement best matches your school?
|
| | 4 School personnel can clearly link collaboration to improvement results in instructional practice and student performance. |
| | | 8 (13%) | |
|
|
| | 3 School personnel indicate that collaboration causes improvement results in instructional practice and student performance. |
| | | 34 (57%) | |
|
|
| | 2 School personnel express belief in the value of collaborative learning communities. |
| | | 18 (30%) | |
|
|
| | 1 School personnel see little value in collaborative learning communities. |
| | | 0 (0%) | |
|
|
Total: 60 |
26. Advanced-Ed offers the items below as Possible Evidence for standard 3.5: Teachers participate in collaborative learning communities to improve instruction and student learning. Please write your suggestions for evidence.
Agendas and minutes of collaborative learning committees
Calendar/schedule of learning community meetings
Common language, protocols and reporting tools
Examples of improvements to content and instructional practice resulting from collaboration
Examples of cross curricular projects, interdisciplinary instruction and classroom action research project
Peer coaching guidelines and procedures
Survey results
|
| | Basic government teachers align their lesson plans with their online curriculumn. |
| | | 1 (4%) | |
|
|
| | Construction trades rotate junior year. Work on project together. |
| | | 1 (4%) | |
|
|
| | Teacher seminars, conferences and meetings |
| | | 1 (4%) | |
|
|
| | Collaboration with other classes on projects (i.e., Mock Trial), Group/Team leadership of small groups & group projects |
| | | 1 (4%) | |
|
|
| | We cover these things also. Committees are established to set goals and agendas for the school year and things that need to be covered or updated with the stafff and students. Things are out lined in hand books and manuals |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Examples of improvements to content and instructional practice resulting from collaboration
|
| | | 1 (4%) | |
|
|
| | dept. meetings clalander commity meetings cross curricular- construction academy rotation in related content-community based projects
|
| | | 1 (4%) | |
|
|
| | calendars, examples of cross curricular, peer coaching |
| | | 1 (4%) | |
|
|
| | Agendas/minutes of meetings regarding improvement activities and results. |
| | | 1 (4%) | |
|
|
| | Community advisory board meeting |
| | | 1 (4%) | |
|
|
| | staff meetings, staff inservices, staff collaboration regarding individualized education |
| | | 1 (4%) | |
|
|
| | -Survey results. -Peer coaching guideleines and procedures. |
| | | 1 (4%) | |
|
|
| | Advisory meetings, cross curricular projects |
| | | 1 (4%) | |
|
|
| | Examples of improvements to content and instructional practice resulting from collaboration
Examples of cross curricular projects, interdisciplinary instruction and classroom action research project |
| | | 1 (4%) | |
|
|
| | Agendas and minutes of collaborative learning committees
Calendar/schedule of learning community meetings
Common language, protocols and reporting tools
Examples of improvements to content and instructional practice resulting from collaboration
Examples of cross curricular projects, interdisciplinary instruction and classroom action research project
Peer coaching guidelines and procedures
Survey results |
| | | 1 (4%) | |
|
|
| | Criminial justice/legal office cross curricular projects construction trades cross curricular projects |
| | | 1 (4%) | |
|
|
| | Co-teach Myth Busters session with Ms. Colson Co-teach Mock crime scene/trial with Ms. Plunkett Co-teach (new later this year) Facial reconstruction with Mr. Flem Co-teach PT and Incident Command with Mr. Keene |
| | | 1 (4%) | |
|
|
| |
Examples of improvements to content and instructional practice resulting from collaboration
Examples of cross curricular projects, interdisciplinary instruction and classroom action research project
Peer coaching guidelines and procedures
Survey results
|
| | | 1 (4%) | |
|
|
| | Calendar/schedule of learning community meetings |
| | | 1 (4%) | |
|
|
| | Examples of cross curricular projects, interdisciplinary instruction and classroom action research project Agendas and minutes of collaborative learning committees
|
| | | 1 (4%) | |
|
|
| | mentoring, peer coaching |
| | | 1 (4%) | |
|
|
| | Teachers of different programs collaborate on learning projects such as Mock Trial with Criminal Justice and Legal Office Technology |
| | | 1 (4%) | |
|
|
Total: 24 |
27. Please rate Objective 3.6 from 1 to 4:
Teachers implement the school’s instructional process in support of student learning.
| | | | | | | (%) | 0 | 15 | 67 | 18 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
28.
3.6.1 Which Performance Level statement best matches your school?
|
| | 4 All teachers systematically use an instructional process that clearly informs students of learning expectations and Standards of performance. |
| | | 6 (10%) | |
|
|
| | 3 All teachers use an instructional process that informs students of learning expectations and Standards of performance. |
| | | 36 (60%) | |
|
|
| | 2 Most teachers use an instructional process that informs students of learning expectations and Standards of performance. |
| | | 18 (30%) | |
|
|
| | 1 Few teachers use an instructional process that informs students of learning expectations and Standards of performance. |
| | | 0 (0%) | |
|
|
Total: 60 |
29.
3.6.2 Which Performance Level statement best matches your school?
|
| | 4 Exemplars are provided to guide and inform students. |
| | | 8 (13%) | |
|
|
| | 3 Exemplars are often provided to guide and inform students. |
| | | 30 (50%) | |
|
|
| | 2 Exemplars are sometimes provided to guide and inform students. |
| | | 20 (33%) | |
|
|
| | 1 Exemplars are rarely provided to guide and inform students. |
| | | 2 (3%) | |
|
|
Total: 60 |
30.
3.6.3 Which Performance Level statement best matches your school?
|
| | 4 The process requires the use of multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. |
| | | 9 (15%) | |
|
|
| | 3 The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. |
| | | 36 (60%) | |
|
|
| | 2 The process may include multiple measures, including formative assessments, to inform the ongoing modification of instruction. |
| | | 15 (25%) | |
|
|
| | 1 The process includes limited measures to inform the ongoing modification of instruction. |
| | | 0 (0%) | |
|
|
Total: 60 |
31.
3.6.4 Which Performance Level statement best matches your school?
|
| | 4 The process provides students with specific and immediate feedback about their learning. |
| | | 7 (12%) | |
|
|
| | 3 The process provides students with specific and timely feedback about their learning. |
| | | 39 (65%) | |
|
|
| | 2 The process provides students with feedback about their learning. |
| | | 13 (22%) | |
|
|
| | 1 The process provides students with minimal feedback of little value about their learning. |
| | | 1 (2%) | |
|
|
Total: 60 |
32. Advanced-Ed offers the items below as Possible Evidence for standard 3.6: Teachers implement the school’s instructional process in support of student learning. Please write your suggestions for evidence.
Samples of exemplars used to guide and inform student learning
Examples of learning expectations and Standards of performance
Examples of assessments that prompted modification in instruction
Survey results
|
| | IEP and 504 students are given the opportunity to retake assignment as needed. |
| | | 1 (5%) | |
|
|
| | Survey results assists future decisions |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Student handbook, Credits for graduation. |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Samples of exemplars used to guide and inform student learning, Examples of learning expectations and Standards of performance, Examples of assessments that prompted modification in instruction
|
| | | 1 (5%) | |
|
|
| | NCCER performance\formal based criteria |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Assessments that prompted modification in instruction |
| | | 1 (5%) | |
|
|
| | Support of differentiated instruction provided to students with specific needs. |
| | | 1 (5%) | |
|
|
| | Samples of exemplars used to guide and inform student learning |
| | | 1 (5%) | |
|
|
| | the variety of services provided samples of exemplars use to guide and inform student learning |
| | | 1 (5%) | |
|
|
| | -Survey results. -Examples of learning expectations and Standards performance. |
| | | 1 (5%) | |
|
|
| | progressbook, standards, |
| | | 1 (5%) | |
|
|
| | Samples of exemplars used to guide and inform student learning
Examples of learning expectations and Standards of performance |
| | | 1 (5%) | |
|
|
| | Samples of exemplars used to guide and inform student learning
Examples of learning expectations and Standards of performance
Examples of assessments that prompted modification in instruction
Survey results |
| | | 1 (5%) | |
|
|
| | advisory members speaking to students |
| | | 1 (5%) | |
|
|
| | Student Learning Objectives are presented at the start of each topic of instruction. |
| | | 1 (5%) | |
|
|
| | Samples of exemplars used to guide and inform student learning
Examples of learning expectations and Standards of performance
Examples of assessments that prompted modification in instruction
Survey results |
| | | 1 (5%) | |
|
|
| | Examples of learning expectations and Standards of performance |
| | | 1 (5%) | |
|
|
| | Examples of learning expectations and Standards of performance
Examples of assessments that prompted modification in instruction |
| | | 1 (5%) | |
|
|
Total: 21 |
33. Please rate Objective 3.7 from 1 to 4:
Mentoring, coaching and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning.
| | | | | | | (%) | 2 | 32 | 48 | 18 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
34.
3.7.1 Which Performance Level statement best matches your school?
|
| | 4 All school personnel are engaged in systematic mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning. |
| | | 14 (23%) | |
|
|
| | 3 School personnel are engaged in mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning. |
| | | 23 (38%) | |
|
|
| | 2 Some school personnel are engaged in mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning. |
| | | 21 (35%) | |
|
|
| | 1 Few or no school personnel are engaged in mentoring, coaching and induction programs that are consistent with the school’s values and beliefs about teaching, learning and the conditions that support learning. |
| | | 2 (3%) | |
|
|
Total: 60 |
35.
3.7.2 Which Performance Level statement best matches your school?
|
| | 4 These programs set high expectations for all school personnel and include valid and reliable measures of performance. |
| | | 10 (17%) | |
|
|
| | 3 These programs set expectations for all school personnel and include measures of performance. |
| | | 31 (52%) | |
|
|
| | 2 These programs set expectations for school personnel. |
| | | 18 (30%) | |
|
|
| | 1 Limited or no expectations for school personnel are included. |
| | | 1 (2%) | |
|
|
Total: 60 |
36. Advanced-Ed offers the items below as Possible Evidence for standard 3.7: Mentoring, coaching and induction programs support instructional improvement consistent with the school’s values and beliefs about teaching and learning. Please write your suggestions for evidence.
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
Personnel manuals with information related to new hires including mentoring, coaching and induction practices
Records of meetings and walk thrus/feedback sessions
Survey results
|
| | The staff is offered IT and professional development opportunites. Mrs. Gambill is always sending information for Professional Development. Example: HSTW July 2015 in Atlanta, GA. |
| | | 1 (5%) | |
|
|
| | Career Tech teachers are mentors to students. Student services is available to help students as needed. |
| | | 1 (5%) | |
|
|
| | Mentor programs for new hires through year 4 |
| | | 1 (5%) | |
|
|
| | Mentor programs for staff, professional development, periodic observations and evaluations |
| | | 1 (5%) | |
|
|
| | professional and personnel manuals goals and direction. Mentoring program is in place. |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Professional learning calendar with activities for instructional support of new staff, Records of meetings and walk thrus/feedback sessions
|
| | | 1 (5%) | |
|
|
| | all done with admin assigned mentors, walk thrus, along with other support staff that mostly is related to teacher curriculm
|
| | | 1 (5%) | |
|
|
| | calendars, records, survey |
| | | 1 (5%) | |
|
|
| | Engagement levels of new and veterans teachers in mentoring programs. |
| | | 1 (5%) | |
|
|
| | New teacher mentor program, staff meeting agendas |
| | | 1 (5%) | |
|
|
| | records of orientation to new employees records of training |
| | | 1 (5%) | |
|
|
| | -Professional learning calendar with activitivies for instructional support or new staff. -Records of meetings and walk thrus/feedback sessions. |
| | | 1 (5%) | |
|
|
| | Professional days, mentoring |
| | | 1 (5%) | |
|
|
| | 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
Personnel manuals with information related to new hires including mentoring, coaching and induction practices
Records of meetings and walk thrus/feedback sessions |
| | | 1 (5%) | |
|
|
| | 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
Personnel manuals with information related to new hires including mentoring, coaching and induction practices
Records of meetings and walk thrus/feedback sessions
Survey results |
| | | 1 (5%) | |
|
|
| | Resident educator mentoring program required for all new teachers mentoring for most staff in new positions |
| | | 1 (5%) | |
|
|
| | Resident Educator Program. |
| | | 1 (5%) | |
|
|
| | 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
Personnel manuals with information related to new hires including mentoring, coaching and induction practices |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Descriptions and schedules of mentoring, coaching and induction programs with references to school beliefs and values about teaching and learning Records of meetings and walk thrus/feedback sessions
|
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
Total: 22 |
37. Please rate Objective 3.8 from 1 to 4:
The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress.
| | | | | | | (%) | 2 | 23 | 55 | 20 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
38.
3.8.1 Which Performance Level statement best matches your school?
|
| | 4 Programs that engage families in meaningful ways in their children’s education are designed, implemented and evaluated. |
| | | 10 (17%) | |
|
|
| | 3 Programs that engage families in meaningful ways in their children’s education are designed and implemented. |
| | | 29 (48%) | |
|
|
| | 2 Programs that engage families in their children’s education are available. |
| | | 17 (28%) | |
|
|
| | 1 Few or no programs that engage families in their children’s education are available. |
| | | 4 (7%) | |
|
|
Total: 60 |
39.
3.8.2 Which Performance Level statement best matches your school?
|
| | 4 Families have multiple ways of staying informed of their children’s learning progress. |
| | | 24 (40%) | |
|
|
| | 3 School personnel regularly inform families of their children’s learning progress. |
| | | 23 (38%) | |
|
|
| | 2 School personnel provide information about children’s learning. |
| | | 13 (22%) | |
|
|
| | 1 School personnel provide little relevant information about children’s learning. |
| | | 0 (0%) | |
|
|
Total: 60 |
40. Advanced-Ed offers the items below as Possible Evidence for standard 3.8: The school engages families in meaningful ways in their children’s education and keeps them informed of their children’s learning progress. Please write your suggestions for evidence.
Volunteer program with variety of options for participation
Parental/family/caregiver involvement plan including activities, timeframes and evaluation process
Calendar outlining when and how families are provided information on child’s progress
List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days
|
| | ProgressBook is online and available for parental view. All assignments are on Moodle. |
| | | 1 (4%) | |
|
|
| | Parents have access to Progress Book, parent/teacher conferences, open house, meet and greet. |
| | | 1 (4%) | |
|
|
| | Community days; Parent conferences |
| | | 1 (4%) | |
|
|
| | Parent-teacher conferences, parental access to Progress Book to track student progress, teacher to parent period contact/updates |
| | | 1 (4%) | |
|
|
| | Progressbook, email, phone calls, grade cards, website |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days
|
| | | 1 (4%) | |
|
|
| | agendas\minutes from skills parent involvement, advisories, school web for activities, projects, and school calender parrent access to progress book |
| | | 1 (4%) | |
|
|
| | involvement plans, calendars, list |
| | | 1 (4%) | |
|
|
| | Access to ProgressBook, communication open between parents and teachers, Open House (meeting with families), Parent/Teacher Conference night |
| | | 1 (4%) | |
|
|
| | Parents access to progress book, invitation to parent teacher conferences. Special parent and community days/nights offered |
| | | 1 (4%) | |
|
|
| | Project SEARCH monthly meetings, Project SEARCH facebook page. printed meeting calendar, prnted Project SEARCH calendar |
| | | 1 (4%) | |
|
|
| | open house documenation, parent/teacher conference documentation, web site, district calendar, IEP meetings |
| | | 1 (4%) | |
|
|
| | -Parental /family/ caregiver invlovemtn plan including activities, timeframes and evaluation. -List of varied activities and communications modes with families, e.g., info portal, omnline, newsletters, parent enters, academic nights, open house, early release days. |
| | | 1 (4%) | |
|
|
| | Progressbook, e-mail communication, facebook page |
| | | 1 (4%) | |
|
|
| | List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days |
| | | 1 (4%) | |
|
|
| | Parental/family/caregiver involvement plan including activities, timeframes and evaluation process
Calendar outlining when and how families are provided information on child’s progress
List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days |
| | | 1 (4%) | |
|
|
| | Progress book available to all families teachers need to contact parents more often regarding child's performance |
| | | 1 (4%) | |
|
|
| | Parents are provided access to Progress Book at the start of the year. Report cards are mail to parents. Parents are contacted regarding progress of a student on an as needed basis. |
| | | 1 (4%) | |
|
|
| | Calendar outlining when and how families are provided information on child’s progress
List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days |
| | | 1 (4%) | |
|
|
| | Parental/family/caregiver involvement plan including activities, timeframes and evaluation process |
| | | 1 (4%) | |
|
|
| | Parental/family/caregiver involvement plan including activities, timeframes and evaluation process
Calendar outlining when and how families are provided information on child’s progress
List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days |
| | | 1 (4%) | |
|
|
| | parental contact is made- but should be mandatory by all staff with a list of ways to improve. instructional staff should be made to contact parents of students that are and do fail their classes. |
| | | 1 (4%) | |
|
|
| | Parent Portal on the website |
| | | 1 (4%) | |
|
|
| | List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days
|
| | | 1 (4%) | |
|
|
Total: 25 |
41. Please rate Objective 3.9 from 1 to 4:
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.
| | | | | | | (%) | 3 | 13 | 48 | 35 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
42.
3.9.1 Which Performance Level statement best matches your school?
|
| | 4 School personnel participate in a structure that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student and related adults. |
| | | 21 (35%) | |
|
|
| | 3 School personnel participate in a structure that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student. |
| | | 26 (43%) | |
|
|
| | 2 School personnel participate in a structure that gives them interaction with individual students, allowing them to build relationships over time with the student. |
| | | 11 (18%) | |
|
|
| | 1 Few or no opportunities exist for school personnel to build long-term interaction with individual students. |
| | | 2 (3%) | |
|
|
Total: 60 |
43.
3.9.2 Which Performance Level statement best matches your school?
|
| | 4 All students participate in the structure. |
| | | 15 (25%) | |
|
|
| | 3 All students may participate in the structure. |
| | | 32 (53%) | |
|
|
| | 2 Most students participate in the structure. |
| | | 13 (22%) | |
|
|
Total: 60 |
44. 3.9.3 Which Performance Level statement best matches your school?
|
| | 4 The structure allows the school employee to gain significant insight into and serve as an advocate for the student’s needs regarding learning skills, thinking skills and life skills. |
| | | 18 (30%) | |
|
|
| | 3 The structure allows the school employee to gain insight into and serve as an advocate for the student’s needs regarding learning skills, thinking skills and life skills. |
| | | 29 (48%) | |
|
|
| | 2 The structure allows the school employee to gain insight into the student’s needs regarding learning skills, thinking skills and life skills. |
| | | 11 (18%) | |
|
|
| | 1 Few or no students have a school employee who advocates for their needs regarding learning skills, thinking skills and life skills. |
| | | 2 (3%) | |
|
|
Total: 60 |
45. Advanced-Ed offers the items below as Possible Evidence for standard 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. Please write your suggestions for evidence.
Description of formal adult advocate structures
List of students matched to adult advocate
Curriculum and activities of formal adult advocate structure
Master schedule with time for formal adult advocate structure
Survey results
|
| | Student Services is available for each individual student. |
| | | 1 (5%) | |
|
|
| | Career Tech teachers have two years to develop relationships with students and support them. |
| | | 1 (5%) | |
|
|
| | no adult advocate programs to my knowledge |
| | | 1 (5%) | |
|
|
| | Counselors and intervention counselors available, resources available to help meet student learning needs, progress book tracking (student access) |
| | | 1 (5%) | |
|
|
| | Counslers, outside agencies for counsling, VOSE, teachers, classified staff and admistration |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Lab Instructors have the best opportunity for individual interaction over a two year period |
| | | 1 (5%) | |
|
|
| | List of students matched to adult advocate
|
| | | 1 (5%) | |
|
|
| | list of matches, master schedule of time, survey |
| | | 1 (5%) | |
|
|
| | Student experiences of teacher-student mentoring program. |
| | | 1 (5%) | |
|
|
| | M staff:student ratio is 1:4, so we are able to know students very well. |
| | | 1 (5%) | |
|
|
| | curriculum and activities matched to adult advocate monitoring of academic and emotional needs by all personnel-counseling notes, special education case notes, phone logs |
| | | 1 (5%) | |
|
|
| | -Curriculum and activities of formal adult advocate structure. -Master schedule with time for formaladult advocate structure. |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Description of formal adult advocate structures
List of students matched to adult advocate
Curriculum and activities of formal adult advocate structure
Master schedule with time for formal adult advocate structure
Survey results |
| | | 1 (5%) | |
|
|
| | teacher/student mentoring program "secret santa" program by staff for students student services, Solutions mental health counselors and others are great advocates along with most career tech teachers |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Master schedule with time for formal adult advocate structure |
| | | 1 (5%) | |
|
|
| | Description of formal adult advocate structures |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
Total: 21 |
46. Please rate Objective 3.10 from 1 to 4:
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.
| | | | | | | (%) | 2 | 18 | 57 | 23 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
47.
3.10.1 Which Performance Level statement best matches your school?
|
| | 4 All teachers consistently use common grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student’s attainment of content knowledge and skills. |
| | | 18 (30%) | |
|
|
| | 3 Teachers use common grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student’s attainment of content knowledge and skills. |
| | | 29 (48%) | |
|
|
| | 2 Most teachers use common grading and reporting policies, processes and procedures based on criteria that represent each student’s attainment of content knowledge and skills. |
| | | 12 (20%) | |
|
|
| | 1 Few or no teachers use common grading and reporting policies, processes and procedures. |
| | | 1 (2%) | |
|
|
Total: 60 |
48.
3.10.2 Which Performance Level statement best matches your school?
|
| | 4 These policies, processes and procedures are implemented without fail across all grade levels and all courses. |
| | | 12 (20%) | |
|
|
| | 3 These policies, processes and procedures are implemented consistently across grade levels and courses. |
| | | 30 (50%) | |
|
|
| | 2 These policies, processes and procedures are implemented across grade levels and courses. |
| | | 16 (27%) | |
|
|
| | 1 Policies, processes and procedures, if they exist, are rarely implemented across grade levels or courses and may not be well understood by stakeholders. |
| | | 2 (3%) | |
|
|
Total: 60 |
49.
3.10.3 Which Performance Level statement best matches your school?
|
| | 4 All stakeholders are aware of the policies, processes and procedures. |
| | | 17 (28%) | |
|
|
| | 3 Stakeholders are aware of the policies, processes and procedures. |
| | | 32 (53%) | |
|
|
| | 2 Most stakeholders are aware of the policies, processes and procedures. |
| | | 11 (18%) | |
|
|
Total: 60 |
50.
3.10.4 Which Performance Level statement best matches your school?
|
| | 4 The policies, processes and procedures are formally and regularly evaluated. |
| | | 12 (20%) | |
|
|
| | 3 The policies, processes and procedures are regularly evaluated. |
| | | 34 (57%) | |
|
|
| | 2 The policies, processes and procedures may or may not be evaluated. |
| | | 13 (22%) | |
|
|
| | 1 No process for evaluation of grading and reporting practices is evident. |
| | | 1 (2%) | |
|
|
Total: 60 |
51. Advanced-Ed offers the items below as Possible Evidence for standard 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. Please write your suggestions for evidence.
Policies, processes and procedures on grading and reporting
Samples communications to stakeholders about grading and reporting
Sample report cards for each grade level and for all courses
Evaluation process for grading and reporting practices
Survey results
|
| | |
| | | 1 (5%) | |
|
|
| | Grade reports are fair and consistent |
| | | 1 (5%) | |
|
|
| | WCCC Handbook, Progress Book (shared information) |
| | | 1 (5%) | |
|
|
| | Progrss book, student hand book |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Policies, processes and procedures on grading and reporting, Samples communications to stakeholders about grading and reporting, Sample report cards for each grade level and for all courses
|
| | | 1 (5%) | |
|
|
| | parent communication\contact on student progress |
| | | 1 (5%) | |
|
|
| | survey, examples of policies, etc. |
| | | 1 (5%) | |
|
|
| | ProgressBook procedures on grading left up to teacher |
| | | 1 (5%) | |
|
|
| | Indication by staff and community members that are familiar with the purpose, direction, and goals. |
| | | 1 (5%) | |
|
|
| | Project SEARCH performance evaluation |
| | | 1 (5%) | |
|
|
| | evaluation process for grading and reporting practices record of grades/progress training record of staff |
| | | 1 (5%) | |
|
|
| | -Policies, processes and procedures on grading and repeoting. -Survey results. |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Policies, processes and procedures on grading and reporting Sample report cards for each grade level and for all courses
Evaluation process for grading and reporting practices |
| | | 1 (5%) | |
|
|
| | Policies, processes and procedures on grading and reporting
Samples communications to stakeholders about grading and reporting
Sample report cards for each grade level and for all courses
Evaluation process for grading and reporting practices
Survey results |
| | | 1 (5%) | |
|
|
| | progress book with grades updated regularly midterms and report cards mailed directly to parent |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Policies, processes and procedures on grading and reporting
Samples communications to stakeholders about grading and reporting
Sample report cards for each grade level and for all courses |
| | | 1 (5%) | |
|
|
| | Policies, processes and procedures on grading and reporting |
| | | 1 (5%) | |
|
|
| | Policies, processes and procedures on grading and reporting |
| | | 1 (5%) | |
|
|
Total: 21 |
52. Please rate Objective 3.11 from 1 to 4:
All staff members participate in a continuous program of professional learning.
| | | | | | | (%) | 0 | 17 | 52 | 32 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
53.
3.11.1 Which Performance Level statement best matches your school?
|
| | 4 All staff members participate in a rigorous, continuous program of professional learning that is aligned with the school’s purpose and direction. |
| | | 18 (30%) | |
|
|
| | 3 All staff members participate in a continuous program of professional learning that is aligned with the school’s purpose and direction. |
| | | 33 (55%) | |
|
|
| | 2 Most staff members participate in a program of professional learning that is aligned with the school’s purpose and direction. |
| | | 9 (15%) | |
|
|
| | 1 Few or no staff members participate in professional learning. |
| | | 0 (0%) | |
|
|
Total: 60 |
54.
3.11.2 Which Performance Level statement best matches your school?
|
| | 4 Professional development is based on an assessment of needs of the school and the individual. |
| | | 17 (28%) | |
|
|
| | 3 Professional development is based on an assessment of needs of the school. |
| | | 21 (35%) | |
|
|
| | 2 Professional development is based on the needs of the school. |
| | | 16 (27%) | |
|
|
| | 1 Professional development, when available, may or may not address the needs of the school or build capacity among staff members. |
| | | 6 (10%) | |
|
|
Total: 60 |
55.
3.11.3 Which Performance Level statement best matches your school?
|
| | 4 The program is rigorously and systematically evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. |
| | | 7 (12%) | |
|
|
| | 3 The program is systematically evaluated for effectiveness in improving instruction, student learning and the conditions that support learning. |
| | | 31 (52%) | |
|
|
| | 2 The program is regularly evaluated for effectiveness. |
| | | 21 (35%) | |
|
|
| | 1 If a program exists, it is rarely and/or randomly evaluated. |
| | | 1 (2%) | |
|
|
Total: 60 |
56. Advanced-Ed offers the items below as Possible Evidence for standard 3.11: All staff members participate in a continuous program of professional learning. Please write your suggestions for evidence.
Crosswalk between professional learning and school purpose and direction
Brief explanation of alignment between professional learning and identified needs
Evaluation tools for professional learning
Results of evaluation of professional learning program
Survey results
|
| | Attend professional development and tech training. |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Staff members can take technology training to meet the need of their classroom. |
| | | 1 (4%) | |
|
|
| | CEU and professional development opportunities are in place |
| | | 1 (4%) | |
|
|
| | Attending professional learning classes |
| | | 1 (4%) | |
|
|
| | Professional development requirements, departmental meetings |
| | | 1 (4%) | |
|
|
| | Goals set by the staff and admistration, udpate coarses and training provided by the distirict and advanced classes out side of the district and verified by the LPDC committee |
| | | 1 (4%) | |
|
|
| | Brief explanation of alignment between professional learning and identified needs |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Evaluation tools for professional learning, Survey results
|
| | | 1 (4%) | |
|
|
| | eval tools, survey results, agendas |
| | | 1 (4%) | |
|
|
| | The extent to which staff are involved in personal plans of professional development. |
| | | 1 (4%) | |
|
|
| | Professional Development session often throughout the school are rigorous and help align with the classroom and district. |
| | | 1 (4%) | |
|
|
| | record of staff training record of training outside of the school setting follow up of implementation of new material |
| | | 1 (4%) | |
|
|
| | -Evaluation tools for professional learning. -Results of evaluation of professional learning program. |
| | | 1 (4%) | |
|
|
| | Professional day schedules, technology classes offered |
| | | 1 (4%) | |
|
|
| | Brief explanation of alignment between professional learning and identified needs
Evaluation tools for professional learning Survey results |
| | | 1 (4%) | |
|
|
| | Crosswalk between professional learning and school purpose and direction
Brief explanation of alignment between professional learning and identified needs
Evaluation tools for professional learning
Results of evaluation of professional learning program
Survey results |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | |
| | | 1 (4%) | |
|
|
| | Brief explanation of alignment between professional learning and identified needs
Evaluation tools for professional learning
Results of evaluation of professional learning program |
| | | 1 (4%) | |
|
|
| | Brief explanation of alignment between professional learning and identified needs |
| | | 1 (4%) | |
|
|
| | Crosswalk between professional learning and school purpose and direction Brief explanation of alignment between professional learning and identified needs
|
| | | 1 (4%) | |
|
|
Total: 23 |
57. Please rate Objective 3.12 from 1 to 4:
The school provides and coordinates learning support services to meet the unique learning needs of students.
| | | | | | | (%) | 0 | 27 | 53 | 20 |
| > | | | | | 1 | 2 | 3 | 4 |
|
Total: 60 |
58.
3.12.1 Which Performance Level statement best matches your school?
|
| | 4 School personnel systematically and continuously use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages). |
| | | 12 (20%) | |
|
|
| | 3 School personnel use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages). |
| | | 27 (45%) | |
|
|
| | 2 School personnel use data to identify unique learning needs of special populations of students based on proficiency and/or other learning needs (such as second languages). |
| | | 20 (33%) | |
|
|
| | 1 School personnel identify special populations of students based on proficiency and/or other learning needs (such as second languages). |
| | | 1 (2%) | |
|
|
Total: 60 |
59.
3.12.2 Which Performance Level statement best matches your school?
4 School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related individualized learning support services to all students.
3 School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to all students.
2 School personnel are familiar with research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to students within these special populations.
1 School personnel provide or coordinate some learning support services to students within these special populations.
|
| | 4 |
| | | 11 (18%) | |
|
|
| | 3 |
| | | 26 (43%) | |
|
|
| | 2 |
| | | 22 (37%) | |
|
|
| | 1 |
| | | 1 (2%) | |
|
|
Total: 60 |
60. Advanced-Ed offers the items below as Possible Evidence for standard 3.12: The school provides and coordinates learning support services to meet the unique learning needs of students. Please write your suggestions for evidence.
List of learning support services and student population served by such services
Data used to identify unique learning needs of students
Training and professional learning related to research on unique characteristics of learning
Survey results
|
| | Intervention Specialists are available for IEP students in classroom settings. Example: Extra time for testing. Tests can be read as needed. |
| | | 1 (5%) | |
|
|
| | IEP's are available on the school network to meet the needs of their students. |
| | | 1 (5%) | |
|
|
| | Training, IT, curriculum and state support |
| | | 1 (5%) | |
|
|
| | Incoming student information/history, Resource room assistance |
| | | 1 (5%) | |
|
|
| | VOSE office, student services, Out side advance ment from area busisness and industry |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | special needs program Project Search |
| | | 1 (5%) | |
|
|
| | List of learning support services and student population served by such services, Data used to identify unique learning needs of students
|
| | | 1 (5%) | |
|
|
| | interaction between instructore and teachers on student development, this includes student services, iep specialists, social services identified student from home school or on site instructor prof. development on identified students
|
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | Resource room and the staff that make this up to allow all the various students learning needs be met. |
| | | 1 (5%) | |
|
|
| | Ohio Means Jobs is a free on-line resource available for everyone that has career interest inventories, personality typing is on these inventories, and other resources. |
| | | 1 (5%) | |
|
|
| | training records data regarding identified students |
| | | 1 (5%) | |
|
|
| | -Training and professional learning related to research on unique characterisitics of learning. -List of learning support services and student population served by such services. |
| | | 1 (5%) | |
|
|
| | student services, IEP support staff |
| | | 1 (5%) | |
|
|
| | List of learning support services and student population served by such services
Data used to identify unique learning needs of students
Training and professional learning related to research on unique characteristics of learning |
| | | 1 (5%) | |
|
|
| | List of learning support services and student population served by such services
Data used to identify unique learning needs of students
Training and professional learning related to research on unique characteristics of learning
Survey results |
| | | 1 (5%) | |
|
|
| | list of learning support services and student population served by such services |
| | | 1 (5%) | |
|
|
| | |
| | | 1 (5%) | |
|
|
| | List of learning support services and student population served by such services
Data used to identify unique learning needs of students
Training and professional learning related to research on unique characteristics of learning |
| | | 1 (5%) | |
|
|
| | Data used to identify unique learning needs of students |
| | | 1 (5%) | |
|
|
| | List of learning support services and student population served by such services
Data used to identify unique learning needs of students
Training and professional learning related to research on unique characteristics of learning |
| | | 1 (5%) | |
|
|
Total: 22 |
|
