Smith SAR

Standards Assessment Report

TemplateAdvancED School Accreditation

For NCA CASI and SACS CASI Schools

Standards Assessment Report 1Fall 2009

(This is a working document. You must complete the Standards Assessment Report online.)

Introduction & Purpose of ReportWelcome 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 ReportThe Standards Assessment Report is organized by the AdvancED standards. For each standard, the report includes four sections: 1) Indicators rubric; 2) Indicators evidence; 3) focus questions; and 4) overall assessment. Each section reinforces the other sections by asking a question that builds on the prior section.

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 Indicators 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 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?"

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 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?"

Together, the Indicators rubric, Indicators evidence, focus questions, and overall assessment provide a comprehensive view of how schools address each of the standards.

Completion and Submission of the ReportThis 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.

Directions for Completing the ReportComplete the Indicators Rubric, indicating the option that most accurately reflects the progress your school has made toward meeting the standards and indicators. Select evidence to support each Indicators rubric selection. Answer the focus questions related to the Quality School Indicators for each standard. Be thorough and concise in your answers, focusing on quality and depth over quantity. If you use this document as a working draft of your report, please note that when you copy and paste content from this document to your web-based Standards Assessment Report, some special characters (such as dashes and colons) may not copy and you may need to do some minor editing of the format.


Confirm Demographics

Please enter your demographics information below.

School Name:Roberta T. Smith

School Type: Elementary School

Charter School: N/A

Location Type: 6340 Hwy 42 south Rex, GA 30273

Enrollment: 940

Gender at School: Male and Female

Grade(s) K-5

# Head of Institution Name:

Dr. Thomasina Goodgame

# Head of Institution E-mail:

[email protected]

# Head of Institution Phone:

770-960-5750


mailto:[email protected]

Standard 1 - Vision & Purpose

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.

Indicators Evidence: For each Indicator, click the (Add Evidence) link to provide examples of evidence that support the rubric response.

Definitions of Indicators Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented


INDICATORS

In fulfillment of this standard, the school:

Not Evident

Emerging

Operational

Highly Functional

1. Establishes a vision for the school in collaboration with its stakeholders

X

1. Communicates the vision and purpose to build stakeholder understanding and support

X

1.3

Identifies goals to advance the vision X

1. Develops and continuously maintains a profile of the school, its students, and the community

X

1. Ensures that the school’s vision and purpose guide the teaching and learning process

X

1. Reviews its vision and purpose systematically and revises them when appropriate

X

INDICATORS EVIDENCE: Select one or more examples of evidence from the list below to support your response to each Indicator.

Indicator Evidence Type

Selection

1.1Mission Statement visible throughout school and/or district

Artifact X

1.1

Policies/Procedures manuals/handbooks demonstrating stakeholder involvement in development of mission

Artifact

1.1 Strategic Plans include missionArtifact X

1.1 Other:Artifact


1.1 Leadership demonstrates stakeholder supportPractice

1.1Stakeholder perception data used to develop mission

Practice X

1.1Stakeholders are knowledgeable about vision, mission

Practice X

1.1Vision, mission statements include all elements of stakeholder inclusion

Practice X

1.1 Other:Practice

1.2 Handbooks include vision, missionArtifact X

1.2 Newsletters include vision, missionArtifact X

1.2 Signage includes vision, missionArtifact X

1.2 Website/page includes vision, missionArtifact X

1.2 Other:Artifact

1.2 Meetings incorporate elements of vision, missionPractice X

1.2Stakeholders are knowledgeable about vision, mission

Practice X

1.2 Other:Practice

1.3Goals distributed through publications and communication

Artifact X

1.3 Goals that are data-driven and measurableArtifact X

1.3 School improvement plan includes vision, missionArtifact X

1.3 Strategic Plan includes vision, missionArtifact

1.3 Other:Artifact

1.3School improvement planning incorporates vision, mission

Practice X

1.3Stakeholders demonstrate involvement in and knowledge of goal setting

Practice X

1.3 Strategic planning incorporates vision, mission Practi Standards Assessment Report 8

Fall 2009

ce

1.3 Other:Practice

1.4 Annual ReportArtifact

1.4 Community-based dataArtifact

1.4 Newsletters, articlesArtifact X

1.4 Publications, brochures, handbooksArtifact X

1.4 School Improvement PlanArtifact X

1.4 Other:Artifact

1.4School/district profile is used during parent/community meetings

Practice X

1.4School/district profile is used during staff meetings

Practice X

1.4Stakeholders demonstrate knowledge of school/district profile

Practice X

1.4 Other:Practice X

1.5Curriculum demonstrates alignment with vision, mission

Artifact X

1.5Lesson plans demonstrate alignment with vision, mission

Artifact X

1.5

School Improvement Plan demonstrates alignment of vision, mission with teaching and learning

Artifact X

1.5

Staff and Parent Handbooks demonstrate alignment of vision, mission with teaching and learning

Artifact X

1.5Strategic Plan demonstrates alignment of vision, mission and teaching and learning

Artifact X

1.5Student report cards demonstrate alignment with vision, mission

Artifact

1.5 Other:Artifact

1.5Extra -curricular activities incorporate vision, mission

Practice X


1.5Instructional practices demonstrate alignment with vision, mission

Practice X

1.5School improvement planning demonstrates alignment with vision, mission

Practice X

1.5 Other:Practice

1.6Agendas, minutes for strategic planning demonstrate review

Artifact X

1.6 Strategic Plan demonstrates reviewArtifact X

1.6 Other:Artifact

1.6Strategic planning process demonstrates review by stakeholders

Practice X

1.6 Other:Practice


Focus QuestionsPlease 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. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. What is the process for establishing and building understanding of and commitment to the vision statement among stakeholders?

The vision and mission of Roberta T. Smith Elementary was reviewed and evaluated by its stakeholders in the 2006-2007 school year. The foundation of the review was based on the true understanding of a mission. Criteria were set in place for the review. Some of the criteria were that the mission should inspire change and is long-term in nature. The stakeholders worked in small groups to make the process more efficient and allow for all stakeholder input.

Roberta T. Smith also uses stakeholders to help carry out its vision by having an active School Council. The School Council is made up of community members, parents, and staff and is responsible for collaborating and meeting in regards to the vision and purpose of Roberta T. Smith. The School Council members have received training on expectations. The School Council is another way that stakeholders can give input and collaborate with Roberta T. Smith. Also, Roberta T Smith has sent out surveys to the staff, teachers, parents and students to better understand the climate of the school. This survey information is used to help shape and guide the school.

In the 2009-2010 school year, Roberta T. Smith underwent a visual enhancement. Roberta T. Smith utilized this opportunity to noticeably display our vision and mission throughout the school. The vision is painted on the walls and ceilings in common areas of the building. The parent resource center, media center and cafeteria are also areas of the building that the vision and purpose are prominent.

At Roberta T. Smith, meetings are a formal way for faculty and staff to collaborate. At these meetings the vision and purpose are incorporated with the current order of business. In the meetings ways to use technology to increase academic success at Roberta T. Smith is continually on the agenda.

2. What is the school’s process for developing a profile and systematically maintaining and using information that describes the school, its students, and their performance?Roberta T. Smith continuously maintains a profile of student performance. A variety of reports are used to describe the school, students, as well as student performances. Reports are generated from the different tests that students take in Clayton County. Some of these tests are the Iowa Test of Basic Skills (ITBS), Assessing Comprehension and Communication in English State-to-Standards Assessment Report 11

Fall 2009

State for English Language (ACCESS), Criterion-Reference Competency Test (CRCT), Mock CRCT, Benchmark tests, and Standardized Tests for the Assessment of Reading (STAR). These reports give information on the different subgroups such as race, English language learners, students with disabilities, and students with free and reduced lunches. On the school’s website stakeholders can view data information and a profile of student performance. For example, 76.4% of all students met and exceeded standards in reading and language arts and 63.5% of all students met and exceeded standards in math. The school exceeded the annual measurable objective provided by the state of Georgia in both categories. Roberta T. Smith displays CRCT grade level data in the front hallway for public observation. Additionally, the Georgia Department of education website provides a wealth of information on testing and demographic data annually. This information is used to develop lessons that build on the background knowledge of our students, address learning needs, prepare community celebrations of our cultures, and offer guidance groups for other transient populations.

Furthermore, electronic methods are used to obtain and disaggregate student information regarding class performance, attendance, discipline, parent contact information, learning needs and language needs. For example, the AS400 database is used to maintain student information and to create charts, graphs, and other visuals for data disaggregation. Data are disaggregated during faculty meetings, professional development sessions, curriculum planning meetings, team meetings, Student Support Team (SST) meetings, School Council meetings, and grade level meetings. Roberta T. Smith also uses the Chalkboard which is a technology tool maintained by the county that provides an excess of student information. Educators within Clayton County Schools use the Smartweb online grade book to keep track of student performance in each of their classes by recording class tasks and grades. This electronic gradebook also creates various kinds of progress reports that outline student performance that is accessible by parents online.

3. How does leadership ensure that the school’s vision, purpose, and goals guide the teaching and learning process?The faculty and staff at Roberta T. Smith understand the significance of using our school’s vision and purpose to direct our decision making when it comes to the teaching and learning process. Roberta T. Smith is maintaining this standard in different aspects. Our vision is to empower our community of learners to utilize technology in order to become productive citizens in a challenging and global society. Our purpose is to provide challenging and technologically-focused learning opportunities to empower students to become life-long learners. The vision and purpose is apparent in Roberta T. Smith’s teaching and learning process.

Expectations and goals of the students and faculty are set in place through the School Improvement Plan. The School Improvement Plan outlines the goals and standards that are to be addressed by each stakeholder. It is through the School Improvement Plan that the faculty and staff are able to monitor the learning and teaching process with measurable goals.

Roberta T. Smith’s lesson planning supports our vision and purpose by ensuring the integration


of technological and challenging learning opportunities. Roberta T. Smith is preparing our students for a global society by using technology to meet academic standards. Teachers have to turn in weekly lesson plans. The lesson plans are reviewed by administration. The lesson plans must show the use of technology and differentiated instruction. The technology is used for every level of learner. Each lesson must be differentiated for remediation, on-level and the above level student.

Our assessment strategies support our vision and purpose by ensuring all students are able to be assessed in various ways, to maximize academic success. Students are allowed to take assessments on the computer or paper pencil. Data from various common assessments and benchmarks are kept in an online data base. Faculty and staff have this data readily available. The faculty and staff at Roberta T. Smith use this data to guide instruction.

Roberta T. Smith is a standards based school. We align our school curriculum with the state standards. Faculty and staff are provided with professional development and workshop opportunities that will assist with providing challenging and technologically learning opportunities for students. In these workshops, teachers are provided with resources and support in the area of higher order thinking skills and technology integration. Faculty and staff have the opportunity to participate in technology learning academies. In these workshops, teachers are awarded the chance to become skilled at integrating technology in their daily instruction.

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?

Roberta T. Smith Elementary knows the significance of establishing a vision and mission for the school in collaboration with its stakeholders. During the 2006-2007 school year, the stakeholders (administration, teachers, staff, parents, and community) worked diligently to revise the previous vision with one that could reflect Roberta T. Smith’s new “technology” theme and data driven curriculum and instruction. The current vision is “to empower our community of learners to utilize technology in order to become productive citizens in a challenging and global society.” Roberta T. Smith believes that earning the Title I, Distinguished honor and making adequate yearly progress for three consecutive years is the result of our stakeholders believing in and carrying out our mission and vision.

Additionally, surveys were used to enhance the work of the school by gleaning the knowledge and opinions of stakeholders. Students were given surveys regarding their school experiences and parental involvement. The information gained from student surveys helped to inform the school staff of other measures that may be necessary to assist students increase student achievement. A school climate survey was given to parents and staff members to gain insight into their thoughts about the school’s vision and mission. After reviewing the surveys, strategies were incorporated into the vision and mission in order for the school to remain current and viable for the upcoming school year. To advance the vision and mission the school performed a range of actions. These actions included collaborative planning


among grade levels which allowed for interaction among faculty and staff across grade levels to brainstorm strategies, techniques and learning opportunities to increase student academic performance. After consideration, it was determined that stakeholder participation and ongoing activities which involved parents are a vital component in advancing the vision and mission of Roberta T. Smith. It was also determined that the school would benefit from more frequent use of surveys, hence, distributing the survey once per year gathering stakeholder opinions and ideas to facilitate with school improvement.

The School Improvement Plan is the constant variable in advancing the vision and mission. Measurable time frames and interventions to which the school will commit to were outlined for the year based on current data. At the end of every year the leadership team reviews the School Improvement Plan (SIP) for the following year. This plan is presented to the staff and the School Council yearly. Using student achievement data the leadership team determines if the school is in alignment with the vision and mission that was set forth or if adjustments need to take place. If goals are not being met members strategize to ensure that goals will be met. Roberta T. Smith Elementary is working towards involving more stakeholders in the review of the vision and mission through the use of the School Council and a parent suggestion box set up in the front office.


Overall Assessment for Vision & Purpose

Not Evident

The school has not committed to a shared purpose and direction. The school has little or no evidence that expectations for student learning are aligned with the school's vision with little support by school personnel and external stakeholders. Expectations for student learning do not serve as the focus for assessing student performance and school effectiveness. The school's vision has little influence on allocations of time and human, material, and fiscal resources. The preponderance of the evidence supports an overall assessment of "not evident" and is substantiated in the responses to the Indicators Rubric.

Emerging

The school has begun the process of engaging its stakeholders to commit to a shared purpose and direction. The school is developing expectations for student learning aligned with the school's vision that is supported by school personnel and external stakeholders. These expectations will serve as the focus for assessing student performance and school effectiveness but the process is not fully in place. The school's vision has some influence on allocations of time and human, material, and fiscal resources. The preponderance of the evidence supports an overall assessment of "emerging" and is substantiated in the responses to the Indicators Rubric.

Operational

The school has committed to a shared purpose and direction. The school has clearly defined 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. The preponderance of the evidence supports an overall assessment of "operational" and is substantiated in the responses to the Indicators Rubric.

Highly Functional

The school has achieved a wide commitment by all groups of stakeholders to a shared purpose and direction. The school has clearly defined expectations for student learning aligned with the school's vision that is fully 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. The preponderance of the evidence supports an overall assessment of "highly functional" and is substantiated in the responses to the Indicators Rubric.


Standard 2 - Governance & Leadership

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

In fulfillment of this standard, the school operates under the jurisdiction of a governing board that:

Not Evident

Emerging

Operational

Highly Functional

2.1 Establishes policies and procedures that provide for the effective operation of the school

X

2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school

X

2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations

X

In fulfillment of this standard, the school has leadership that:2.4 Employs a system that provides for analysis and

review of student performance and school effectiveness

X

2.5 Fosters a learning community X2.6 Provides teachers and students opportunities to

leadX

2.7 Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership

X

2.8 Controls curricular and extracurricular activities that are sponsored by the school

X

2.9 Responds to community expectations and stakeholder satisfaction

X

2.10

Implements an evaluation system that provides for the professional growth of all personnel

X




Selection

2.1Agendas, minutes of governing authority meetings

Artifact X

2.1Governance Policy handbook: board, district, school

Artifact X

2.1 Local, state, and federal policy handbooksArtifact X

2.1 Organizational chart Artifact X

2.1

Procedural policies: emergencies, contact information, calling tree, discipline, due process, logistics, placement and transfer

Artifact X

2.1 Staff and/or student handbooksArtifact X

2.1 Other:Artifact

2.1Governing authority affirms understanding of their role in the operation of the school/district

Practice X

2.1Staff and students affirm their understanding of emergency and operational procedures

Practice X

2.1Stakeholders affirm understanding of operational procedures

Practice X

2.1Students and staff affirm their understanding of discipline policies and due process

Practice X

2.1 Other:Practice

2.2Governing Board Policies demonstrate leadership prerogatives

Artifact X

2.2 Organizational chart Artifact X

2.2Policies demonstrate protocols for remediation and due process

Artifact X

2.2

Roles and responsibilities of governing board, advisory councils, and ad hoc committees are clearly outlined

Artifact

2.2Succession plan demonstrates leadership transitions

Artifact

2.2 Other:Artifact


2.2Staff are knowledgeable about leadership prerogatives

Practice X

2.2Staff are knowledgeable about organizational chart

Practice X

2.2 Staff demonstrate knowledge about due processPractice X

2.2 Other:Practice

2.3 Documentation of access to legal counselArtifact X

2.3Documentation of adherence to ethical business practices

Artifact X

2.3

Documentation of compliance with all regulations regarding copyright law, intellectual property, and international restrictions

Artifact X

2.3 Documentation of resolutions of any complaintsArtifact X

2.3

Documentation of State and Federal Compliances and Assurances, including NCLB/Title I, EEO, Title IX

Artifact X

2.3Documentation of utilization of all requirement elements of curriculum standards

Artifact

2.3

Documentation with all regulations that apply to accreditation by NCA CASI, SACS CASI, or AdvancED

Artifact X

2.3 Other:Artifact

2.3Staff are knowledgeable about access to legal counsel

Practice X

2.3Staff are knowledgeable about curriculum standards

Practice X

2.3Staff demonstrates use of curriculum standards in the teaching and learning process

Practice X

2.3

Staff responsible for the implementation of state and/or federal programs are knowledgeable about compliance

Practice X

2.3

Stakeholders affirm compliance with Equal Employment Opportunity practices and procedures

Practice X

2.3Stakeholders affirm compliance with ethical business practices

Practice X


2.3Stakeholders are involved in the establishment and monitoring of adherence to all regulations

Practice X

2.3 Other:Practice

2.4 Record of student performance data analysisArtifact X

2.4 Student database management systemArtifact X

2.4Student performance database for formative assessments

Artifact X

2.4 Other:Artifact

2.4Student performance data are used during staff meetings

Practice X

2.4Student performance data are used for extra-curricular planning

Practice X

2.4 Other:Practice

2.5

Artifacts displayed throughout the school/district demonstrate inclusion of all stakeholder communities

Artifact X

2.5Professional learning plan includes all stakeholders

Artifact X

2.5Rules of appropriate engagement and behavior are prominently displayed

Artifact X

2.5Website provides forum for feedback and dialogue

Artifact X

2.5 Other:Artifact

2.5All stakeholders are knowledgeable about the rules of engagement and behavior

Practice

2.5Stakeholders affirm a sense of belonging and engagement

Practice X

2.5 Other:Practice

2.6Accreditation team members are representative of staff and students

Artifact X

2.6Agenda and minutes of meetings demonstrate shared leadership with staff

Artifact X


2.6Organizational chart demonstrates shared leadership responsibilities

Artifact X

2.6Policies for staff/student leadership opportunities outside the school/district environment

Artifact X

2.6Student governance is formalized with bylaws, policies, and procedures

Artifact X

2.6 Other:Artifact

2.6Staff affirm their involvement in shared leadership opportunities

Practice X

2.6Staff and students affirm their involvement in the accreditation process

Practice X

2.6 Students are involved in student governancePractice X

2.6 Other:Practice

2.7Accreditation team members are representative of stakeholder groups

Artifact X

2.7Calendar, agendas, minutes of stakeholder meetings

Artifact X

2.7Committee members are representative of all stakeholder groups

Artifact X

2.7 Parent/community compactsArtifact X

2.7 Other:Artifact

2.7Stakeholders affirm their involvement in the accreditation process

Practice X

2.7Stakeholders affirm their involvement in the decision-making process

Practice X

2.7Stakeholders affirm their involvement on committees

Practice X

2.7 Other:Practice

2.8

Policy demonstrates roles, responsibilities, and compensation for staff responsible for co-curricular and extra-curricular organizations, events, and activities

Artifact X


2.8Record of co-curricular organizations and activities: calendars, membership, sponsors

Artifact X

2.8Record of extra-curricular events and activities: calendars, rosters, chaperones

Artifact X

2.8 Other:Artifact

2.8Staff and students affirm involvement in co-curricular organizations and activities

Practice X

2.8Staff and students affirm involvement in extra-curricular events and activities

Practice X

2.8 Other:Practice

2.9Record of Advisory Committee: calendars, membership, minutes

Artifact

2.9 Stakeholder survey dataArtifact X

2.9 Other:Artifact

2.9

Stakeholders affirm that leadership hears and acts upon their suggestions and recommendations

Practice X

2.9 Other:Practice

2.10 Documentation of salary schedulesArtifact

2.10 Handbooks demonstrate staff evaluation systemArtifact X

2.10 New staff orientation materialsArtifact

2.10Policies demonstrate evaluation criteria, timelines, and termination processes

Artifact

2.10Policies demonstrate professional growth opportunities

Artifact X

2.10 Professional development plan for all staffArtifact

2.10 Other:Artifact

2.10Staff are engaged in professional learning opportunities

Practice X


2.10Staff are knowledgeable about opportunities for professional growth

Practice X

2.10Staff are knowledgeable about their evaluation criteria and timeline

Practice X

2.10Walk-abouts demonstrate review of instructional practices

Practice X

2.10 Other:Practice


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. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school?Roberta T. Smith Elementary School maneuvers an effectual process for establishing, communicating, and implementing policies and procedures for the operation of the school. The primary sources are the Summer Leadership Retreats, Teacher Handbook, and Student Handbook. The numerous secondary sources include school and classroom instructional and behavior management tools communicated through various channels. All stakeholders implement and utilize policies and procedures established and communicated through theses sources on a consistent basis.

The process for establishing, communicating, and implementing policies and procedures for the effective operation of the school begins with two Leadership Retreats held in July and August. The administrative team meets with other members of the school leadership team to discuss issues, concerns, and special topics regarding the school’s mission and vision. A calendar of activities is planned to meet the goals for the school year. Teacher input is vital to this process.

Teacher Handbooks command the principal set of established policies and procedures for teachers and staff in the effective operation of the school. Handbooks and other corresponding information are reviewed and distributed during pre-planning each school year for the purpose of setting procedures. A handbook is stationed in each classroom for reference and explanation of teacher responsibilities, school policies, and expectations. The handbook also addresses commonly established procedures such as various emergency protocols, reporting attendance, grading expectations, and proper procedures for handling behavioral referrals.

The Student Handbook serves to communicate the established policies and procedures necessary for students and parents or guardians in the effective operation of the school. As part of the social studies curriculum, classroom teachers use the Student Handbook as a key teaching resource the first week of school. Parents or guardians sign the “Student/Parent” page to affirm content knowledge of the Student Handbook. This leads to the development and adoption of classroom management guidelines and procedures tailored to the needs of individual classrooms. These guidelines commonly communicate rewards for modeling positive behavior and expectations, as well as an action plan for implementing consequences. Classroom management guidelines set the standard for how students are expected to conduct themselves individually, in groups, and as a class. These expectations continue into the hallways, cafeteria, and other school-wide common areas with the implementation of the PAWSitive (PAWS) program. PAWS is the school wide behavior management program that focuses on reinforcing the “PAWSitive” (positive) characteristics of our students, while eliminating undesirable behaviors. Standards Assessment Report 25

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While the PAWS program communicates behavior expectations, “Attendance All-Star” program emphasizes attendance expectations of students. This program supports the school wide attendance percentage goal. The importance of coming to school on time daily is communicated to students. In addition, an Attendance All Star party is hosted each grading period. Students are celebrated for exhibiting punctuality and receive rewards for consistent attendance.

The above mentioned programs are constructed to reward students adhering to school policies and procedures outlined specifically for them. Students failing to meet expectations clearly implemented by the faculty and staff of Roberta T. Smith Elementary are subject to a range of consequences that are consistent, firm, and fair. Such consequences are Parent/Teacher/Student Conferences, Silent lunch, Loss of Recess, Time Out in Another Classroom, In-School Suspension (ISS), or Out-of-School Suspension (OSS).

Activities are also constructed to recognize teachers and staff adhering to high standards, positive characteristics, and qualities in the communication of appropriate policies and procedures for the effective operation of the school. Each month teachers and staff elect one Teacher of the Month and one Staff Member of the Month that exemplifies a specific character trait identified for that month. Examples of such character traits include punctuality, team work, generosity, etc. This program serves as a reward to faculty and staff who do an excellent job of upholding desirable qualities at Roberta T. Smith Elementary.

Other secondary sources used in the maintenance process of effective operation of the school include Lunch and Specials Schedule, Code of Ethics for Educators, Teacher Contact Info Sheet, and a universal (Gray) Emergency Folder. The gray Emergency Folder contains a school map, the school Fire Evacuation Plan, Severe Weather Plan, Fire Drill report sheets, and procedures for responding to a hostile intruder.

In conclusion, the primary sources for establishing, communicating, and implementing policies and procedures for effective of the school are the Leadership Retreat, Teacher Handbook, and Student Handbook. The secondary sources outlined above support the implementation of the policies and procedures outlined in the primary sources. Likewise, teachers and staff collaborate weekly at grade level and faculty meetings, periodic Professional Development Sessions, and monthly Leadership Meetings for the purpose of staying abreast of current issues, ideas, and information. This allows all faculty and staff to remain on one accord in a continuous process of establishing, communicating, and implementing policies and procedures for the effective operation of Roberta T. Smith Elementary School.

2. What process does the school’s leadership use to evaluate school effectiveness and student performance?Roberta T. Smith Elementary School’s leadership team implements coherent and productive processes to evaluate school effectiveness and student performance. These processes are data


driven. A variety of methods are used to monitor, evaluate, review, and analyze disaggregated data. Data are collected from the Direct Instruction Placement Tests (DI), Dynamic Indicators of Basic Early Literacy Skills (DIBELS) program, Standardized Test for the Assessment of Reading (STAR) and Accelerated Reading Program (AR), Thinkgate Data Reports Company, Math Acuity Benchmark Tests, Writing Assessments, Iowa Test of Basic Skills (ITBS), and Georgia Criterion Referenced Competency Test (CRCT). These tools provide the school’s leadership team with the necessary data to drive the instructional process.

After a thorough investigation of student data from the previous year, students in grades kindergarten through fifth are given a beginning of the year DIBELS benchmark assessments and DI placement tests to determine small group instruction placement for DI or SRA instruction by Early Intervention Program (EIP) teachers. Only the students that fail the CRCT in grades second through fifth are assessed using the DI placement test. Students receive careful, step-by-step instruction appropriate for their current performance levels. Grouping and placement are monitored carefully and adjusted periodically (September and January) as student performance indicates. The DIBELS benchmark test is also given in May as a summative evaluation of students’ progress. Administrators, Literacy Coaches, EIP teachers, and classroom teachers collaborate to plan instructional needs based on results of these test.

Students are given the STAR test at the beginning of the year to determine independent reading levels for participation AR program. This program is designed to motivate students to read more, therefore enriching reading and comprehension abilities. This test measures the level of difficulty of words that students can independently comprehend. The teacher uses this information to determine a reading range for each student. The STAR test is also used to assist classroom teachers in grouping students according to individual instructional reading level and independent reading level.

Roberta T. Smith utilizes Thinkgate Data Reports Company provided by Clayton County Public Schools District (CCPS) to analyze data from district level benchmark tests in reading and language. These tests are given two or three times per school year. The data provides standards-based student performance outcomes used to evaluate school effectiveness in reading and language. Administrators and literacy coaches collaborate with teachers to adjust grade level and classroom instructional needs reflected in the data. The data are also used to plan staff development sessions. Thinkgate also assist the district and schools with data tracking of student performance and school effectiveness.

Additionally, Roberta T. Smith utilizes Math Acuity Assessments and Reports provided by CCPS to analyze data from district level benchmark testing in math. These tests are given three times per school year. This data provide standards-based student performance outcomes used to evaluate school effectiveness in math. Administrators and math coach collaborate with teachers to adjust grade level and classroom instructional needs reflected in the data. The data are also used to plan staff development sessions.

Writing Assessments are given periodically to evaluate student performance and school effectiveness in writing instruction. In order to improve student performance in writing, students


participate in a monthly writing exercise at all grade levels. The writing is based on the different genres: Narrative, Informational, Persuasive and Response to Literature. The teachers meet by grade level to collaborate. “The Writer’s Hall of Fame” writing activity has been implemented the past two years. All classroom teachers select the best piece from his or her classroom using the CCPS rubric and teacher created rubric. Then each grade level meets again to discuss their students’ writing piece based on writing strategies, graphic organizers, stories, etc. One selection per grade level is placed on “The Writer’s Hall of Fame.” Data on individual student performance and school effectiveness are monitored and maintained in green writing folders throughout the student’s attendance at Roberta T. Smith Elementary School.

The ITBS is a nationally standardized norm-referenced test administered to students during the fall of the school year. The test examines skills in reading, language math, science, and social studies. The students are scored and compared to other students across the country. The school uses this test to gain information about students and school performance. This information helps to drive the instructional planning, to supplement teacher observations regarding student abilities, and to establish a basis for subsequent annual evaluation of student progress.

Finally, the CRCT is a state mandated standardized criterion-referenced test administered to students during the spring of the school year. This test examines the skills of students on the Georgia Performance Standards set for each grade level. Students are scored to the following rubric: Exceeds Standards, Meets Standards, or Does Not Meet Standards. The information currently serves as the ultimate evaluation of student performance and school effectiveness.

In conclusion, Roberta T. Smith Elementary School’s leadership team uses data to drive instruction. Weakness and strengths presented in the data determine additional instruction for students. Recently, a Spring Intervention Program was designed and implemented to offer alternative instructional methods to strengthen identified students on reading and math GPS skills. DI Placement Tests, DIBELS Program, STAR and AR Program, Thinkgate Data Reports Company, Math Acuity Benchmark Tests, Writing Assessments, ITBS, and CRCT are effective in the corroboration and evaluation of school effectiveness and student performance.

3. What ways are stakeholders, including staff, given opportunities to provide leadership and to contribute to the decision-making process?

Roberta T. Smith Elementary School offers multiple avenues for stakeholders, including staff, to provide leadership and to contribute to the decision-making processes. Teachers are provided leadership opportunities and contribute to the decision-making process as grade level chairs, Standards Assessment Report 28

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various school committee chairs, Staff Development presenters, CRCT workshop presenters, SACS committee chairs, and extra-curricular leaders. Students are given opportunities to provide leadership and contribute to the decision-making process through various academic recognition programs, school affiliated organizations, and SACS committee memberships. Parents are provided opportunities to lead and contribute to the decision-making process through the Parent Teacher Association (PTA), School Council, school affiliated organizations, and SACS committee memberships.

Teachers of Roberta T. Smith Elementary School are provided numerous opportunities to lead and participate in the decision-making process. Teachers serving as grade level chairs participate in the Summer Leadership Retreat where plans for the effective operation of the school are finalized. Grade level chairs attend monthly meetings of the Leadership Team and conduct weekly grade level meetings to implement school-wide plans, lead improvement of instructional practices, assess student overall achievement, and decide on common student assessment. Other teachers also attend district staff development sessions and present information in school level staff development sessions and CRCT workshops. Staff members chair school committees and lead in the development of activities for Family Academy Nights. Teachers and staff are the primary leaders of extra-curricular organizations such Beta Club, and school affiliated organizations such as Girl Scouts. Teachers and staff are also the major leaders in SACS review preparation committees. They serve as committee chairs, co-chairs, and sub-committee chair.

Students of Roberta T. Smith Elementary School are provided numerous opportunities to lead and participate in the decision-making process. These opportunities are visible within various activities such as the Wolf Den News Crew, where they deliver the morning news each morning. This consists of the Pledge of Allegiance, math problem trivia, such as challenge 24, tier it up words of the week, and citizenship acknowledgment. Students actively participate in decision-making as members of organizations such as Beta Club where they lead and serve as president and vice president. Furthermore, students are also engaged in Hear Our Voices, which allows students to present speeches and written pieces on their cultural heritage. They also take the lead in our annual Black History Program in which they give speeches and exhibit other artistic talents in recognition of historical figures. Students are also highly engaged in PAWS Patrol in which they take the lead as outstanding role models that protect the safety and respect of the school. Lastly, student leadership is exhibited academically in our annual science fair. Students create science fair projects that are later judged to represent the school in the county science fair.

Parents and other stakeholders of Roberta T. Smith Elementary School are provided numerous opportunities to lead and participate in the decision-making process. During the previous school year, parents served as chief officers of the PTA. They were instrumental in presenting fun


raisers such as candy sales and Santa’s Gift Shop. They also sponsored family activities such as Family Movie Night and Spring Festival. Parents and other stakeholders are also members of the School Council which has played an active role during the school year by participating in and making decisions regarding Teacher Appreciation Week celebrations and other activities. Stakeholders, including parents, business persons, and students, were invited and accepted participation in SACS preparation committees.

In conclusion, all stakeholders of Roberta T. Smith Elementary School take advantage of the many opportunities to provide leadership and to contribute to the decision making processes of the school. Teachers demonstrate these opportunities by serving as members of the leadership team in positions of grade level chairs, various school committee chairs, staff development presenters, CRCT workshop presenters, SACS committee chairs, and extra-curricular leaders. Students demonstrate these opportunities through participation in various academic recognition programs, school affiliated organizations, and SACS committee memberships. Parents and other stakeholders demonstrate these opportunities through participation in the Parent Teacher Association (PTA), School Council, school affiliated organizations, and SACS committee memberships. The stakeholders of Roberta T. Smith Elementary are an integral part of the day to day operation of the school.

4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation?

R. T. Smith Elementary School maintains a complex and decorous model of policies and processes to ensure equity of learning opportunities and support for innovation. Policies and processes to ensure equity of learning opportunities are implemented in the form of staff development remediation programs, Response to Intervention (RTI) and Student Support Team (SST) process, and enrichment activities. Policies and processes to support innovation are implemented in the form of teacher and student recognition activities and extra-curricular activities. The availability of digital technology strongly supports innovation.

Faculty and staff have ongoing professional learning opportunities through the county Professional Learning Center course offerings and staff development sessions provided by Roberta T. Smith Elementary School. The Professional Learning Center offer courses to assist teachers in gaining certification status and endorsements in special areas such as gifted education, reading specialist endorsement, and English to Speakers of Other Languages (ESOL) endorsement. Teachers are also provided courses to assist in certification renewal. The school provides staff development sessions to improve student performance and school effectiveness.

Several remediation programs are in place at Robert T. Smith to ensure equity of learning


opportunities for student struggling with grade level expectations. The Early Intervention Program provide small group Direct Instruction (DI or SRA) for students who did not meet standards on the CRCT the previous school year or scored intensive on DIBELS benchmark testing at the beginning of the year. ESOL pull-out or push-in small group instruction is provided for ESOL students. Students with disabilities (SWD) are also provided pull-out, push-in, or self-contained instruction on Individual Educational Plans (IEP). Saturday school provides students with extra practice on reading and math skills grades three through five. The After School Remediation Program (ASR) provides student with reading and math strategies for successful performance on the Georgia Criterion Referenced Test (CRCT). Spring Intervention Program provides alternative instructional methods for identified students struggling with reading and math Georgia Performance Standards (GPS). Students in the RTI or SST process receive additional instructional strategies provided by classroom teachers using the RTI Intervention Manual and the AIMS website as their principal resources.

Several enrichment activities are in place to ensure equity of learning opportunities for all students. Each year a talent search is implemented to identify students for Robert T. Smith’s gifted education program, SCORE. Once identified, these students are pulled out at least one hour per week to participate in grade level enrichment activities aligned with GPS. Students with exceptional talents for writing and speaking are given the opportunity to participate in the annual “Hear Our Voices” Contest. All grades levels participate in an annual Science Fair. Third, fourth, and fifth grade students participate in an annual Spelling Bee Contest. Fifth grade students participate in Challenge 24 Math Competitions. All grade levels plan at least one field trip each grading period to provide real life experiences on grade level standards.

Science education is a very active part of the curriculum at Roberta T. Smith Elementary. The school is privileged to house a well equipped science lab and an outdoor science courtyard. The labs are used by all grade levels—kindergarten through fifth grade. All grade levels have a weekly schedule for teaching hands on inquiry science lesson in the labs.

The use of digital technology is a vital innovative component of Roberta T. Smith Elementary School. All classrooms are equipped with DVD/VCR units, overhead projectors, Interwrite boards, and Interwrite pads for use by teachers and students. Teachers have the capability of assessing the internet for viewing by students via Interwrite boards for instruction. UnitedStreaming Discovery Education videos are often used to supplement science and social studies instruction. All classrooms are equipped with four student computers with internet access. Document cameras and Turning Point technology is available for teacher check out in the media center. Four computer labs are available for whole class technology instruction to supplement learning of grade level standards.


Recognitions for positive accomplishment are implemented to encourage innovation. Teachers and staff members are recognized monthly for exhibiting positive characteristics in their performance. Students are recognized weekly for exhibiting positive behaviors. Student attendance and academic achievements such as Honor Roll and accumulation of AR points are recognized through rewards such as Honor’s Breakfast, lunch with the principal, and snack parties.

Students are also given the opportunity to participate in extra-curricular activities to exhibit innovative talent and academic achievement. The activities include Girl's Empowered with Morals and Self Esteem (GEMS), Gentlemen of Quality (GQ), Girl Scouts, Beta Club, Smith Sensations Step Team, and others.

In conclusion, R. T. Smith Elementary School has policies and processes firmly in place to ensure equity of learning opportunities and support for innovation. Policies and processes in the structure of staff development, remediation programs, Response to Intervention (RTI) and Student Support Team (SST) process, and enrichment activities ensure equity of learning opportunities for all students. Policies and processes in the structure of teacher and student recognition activities and extra-curricular activities ensure support for innovation. Digital technology is also available to support innovation.


Overall Assessment for Governance and Leadership Choose one of these

Not Evident

The school has leaders who have not established or are currently establishing processes to develop the school's vision and improvement efforts. The leaders' process of allocating resources provides little support to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders do not encourage or promote collaboration and shared responsibility for school improvement among stakeholders. The school's policies, procedures, and organizational conditions have little influence and impact on equity of learning opportunities and support for innovation. The preponderance of the evidence supports an overall assessment of "not evident" and is substantiated in the responses to the Indicators Rubric.

Emerging

The school has leaders who have established processes to develop the school's vision and improvement efforts. The leaders allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders allow collaboration and shared responsibility for school improvement among stakeholders. The school's policies, procedures, and organizational conditions attempt to create equity of learning opportunities and support for innovation, but implementation of these processes and conditions is sporadic, and results are varied. The preponderance of the evidence supports an overall assessment of "emerging" and is substantiated in the responses to the Indicators Rubric.

Operational The school has leaders who are advocates for the school's vision and improvement efforts. The leaders provide direction and systematically 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. While these processes and conditions are being implemented, the implementation is not systemic across the school, and the results are varied. The preponderance of the


evidence supports an overall assessment of "operational" and is substantiated in the responses to the Indicators Rubric.

Highly Functional

The school has leaders who are advocates for the school's vision and improvement efforts. The leaders provide direction, lend support, and systematically allocate resources for systemic and sustainable implementation of curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders ensure collaboration and shared responsibility for school improvement among stakeholders with clearly defined expectations for each stakeholder group. The leaders provide stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership. The school's policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation and are deeply embedded in the way the school functions. The preponderance of the evidence supports an overall assessment of "highly functional" and is substantiated in the responses to the Indicators Rubric.


Standard 3 - Teaching & Learning

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


Not Evident

Emerging

Operational

Highly Functional

3.1 Develops and implements curriculum based on clearly defined expectations for student learning

X

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

X

3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices

X

3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice

X

3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity

X

3.6 Allocates and protects instructional time to support student learning

X

3.7 Provides for articulation and alignment between and among all levels of schools

X

3.8 Implements interventions to help students meet expectations for student learning

X

3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning

X

3.10

Provides comprehensive information and media services that support the curricular and instructional programs

X

3.11

Ensures that all students and staff members have regular and ready access to instructional

X


technology and a comprehensive materials collection that supports the curricular and instructional program



Selection

3.1 Communication of NCLB performance targetsArtifact X

3.1 Curriculum pacing guidesArtifact X

3.1 Formative assessments: quarterlies, etc.Artifact X

3.1 Graphs, charts, displays of student learning goalsArtifact X

3.1 Individualized Development Plans Artifact X

3.1 Lesson plans that indicate learning objectivesArtifact X

3.1 Master scheduleArtifact X

3.1Policy on credit requirements for program completion

Artifact X

3.1 Policy on grading criteriaArtifact X

3.1Special program promotion, completion requirements

Artifact X

3.1Student Handbook outlines student learning expectations

Artifact X

3.1 Syllabi or course cataloguesArtifact

3.1Textbooks are aligned to learning goals, curriculum

Artifact X

3.1 Other:Artifact

3.1Staff can articulate curriculum sequencing and grouping

Practice X

3.1 Staff can articulate student learning expectationsPractice X

3.1Staff meet regularly to discuss student progress and remediation

Practice X


3.1Staff meetings highlight discussions of student learning expectations

Practice X

3.1Students affirm their knowledge of what is expected of them

Practice X

3.1 Other:Practice

3.2Course syllabi outlining criteria for student involvement

Artifact

3.2Lesson plans that show how students are involved in establishing their own learning goals

Artifact


3.2 Samples of student workArtifact X

3.2 Student mentoring programsArtifact X

3.2 Other:Artifact

3.2 Peer editingPractice

3.2 Staff meet to share student work Practice X

3.2 Student discussion groupsPractice

3.2Students affirm their involvement in their own learning

Practice X

3.2 Other:Practice

3.3 Assessment dataArtifact X

3.3 Course evaluationsArtifact X

3.3 Grade reportsArtifact X

3.3 Professional development calendar and topicsArtifact X

3.3 SurveysArtifact X

3.3 Transcripts, certificatesArtifact X

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3.3Staff can identify research used to align instruction

Practice X

3.3 Staff meet to analyze data and align instructionPractice X

3.3 Staff meet to review current research Practice X

3.3 Staff meetings regularly include data analysisPractice X

3.3 Other:Practice

3.4Agendas, minutes of staff/grade level/department/program meetings

Artifact X

3.4 Cross-content curriculum guidesArtifact X

3.4 Lesson plansArtifact X

3.4 Professional development calendar and topicsArtifact

3.4 Professional development plansArtifact X

3.4 Professional organization membershipArtifact X

3.4 Student portfoliosArtifact X

3.4 Other:Artifact

3.4Professional learning opportunities focus on best practice instruction

Practice X

3.4 Staff meet to share best practicesPractice X

3.4Staff meetings regularly include discussions about effective instructional design and delivery

Practice X

3.4Student display of project-based learning opportunities

Practice

3.4Variety of instructional design and delivery strategies

Practice

3.4 Other:Practice

3.5 Curriculum includes attention to diversityArtifact


3.5 Graduation requirementsArtifact X


3.5 Policies that reflect attention to issues of equityArtifact

3.5 Promotion, graduation criteriaArtifact X

3.5Standards-based curriculum: state and national standards

Artifact X

3.5 Other:Artifact

3.5Staff are knowledgeable about state and national curriculum standards

Practice X

3.5Staff are representative of the school and community demographics

Practice X

3.5Students affirm that there are opportunities to excel

Practice X

3.5 Other:Practice

3.6 Instructional calendar: days, hoursArtifact X


3.6Policies and guidelines that demonstrate that all program requirements are met

Artifact X

3.6Policies demonstrate that substitute teachers are responsible for delivery instruction

Artifact X

3.6 Other:Artifact

3.6Lesson plans are followed during teacher absence

Practice X

3.6Staff affirm that their instructional time is protected

Practice X

3.6There are few instructional interruptions: PA system, visitors, etc.

Practice X

3.6 Other:Practice

3.7Agendas, minutes of staff meetings indicating vertical and horizontal articulation

Artifact X


3.7 Articulation agreements between agenciesArtifact X

3.7Policies and guidelines granting dual-credit, transfer of credit

Artifact

3.7 Transition policiesArtifact

3.7 Other:Artifact

3.7Content-specific staff are knowledgeable about each other's course syllabus

Practice X

3.7

Staff are knowledgeable about student learning expectations of previous and subsequent grade levels

Practice X

3.7 Other:Practice

3.8 After-school programsArtifact X

3.8 Community-based programsArtifact X

3.8Counseling programs: curriculum, schedules, staffing

Artifact X

3.8 Individualized Development/Career PlansArtifact X

3.8 Online supportArtifact

3.8Policies for student orientation, interventions, remediation

Artifact X

3.8Schedule of opportunities, activities that support special learning needs

Artifact X

3.8Supplemental educational services: NCLB tutorial

Artifact

3.8 Wrap-around programsArtifact

3.8 Other:Artifact

3.8Staff affirm that there are multiple opportunities for students to get support

Practice X

3.8Students affirm that they have opportunities to explore their interests and career options

Practice X

3.8Students affirm that they have opportunities to get support for their school experience

Practice X

3.8 Other: Practi Standards Assessment Report 43

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3.9Curriculum reflects attention to issues of school climate

Artifact X

3.9 Database of student behavioral incidentsArtifact X

3.9 Peer intervention programs; peer counselingArtifact

3.9Policies for student behavior, remediation, due process, appeals

Artifact X

3.9 Reward system for positive behaviorArtifact X

3.9Stakeholder Compact: adult and student expectations

Artifact X

3.9 Stakeholder satisfaction survey dataArtifact X

3.9 Other:Artifact

3.9

Parents/community indicate that the school/district focuses on positive school/district climate

Practice X

3.9Staff affirm that they are involved in promoting positive school climate

Practice X

3.9Staff meetings provide time for discussions about climate

Practice

3.9Students affirm that they are involved in promoting positive school climate

Practice

3.9Team-teaching is a regular part of the instructional program

Practice

3.9 Other:Practice

3.10Budget allocating appropriate funds for media services

Artifact X

3.10Calendar and schedule of media services to students

Artifact X

3.10 Facilities map indicating media services locationArtifact X

3.10Labor agreement that outlines media services responsibilities

Artifact X

3.10Staffing chart demonstrating allocation of appropriate media staff

Artifact X

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3.10Media services staff demonstrate the use media resources to support student achievement

Practice X

3.10Staff affirm the use of media services in their curriculum and instructional programs

Practice X

3.10Students and staff affirm their involvement in media services program

Practice X

3.10 Other:Practice

3.11

Budget allocating appropriate funds for technology - software, hardware, and infrastructure

Artifact X

3.11Calendar and schedule of technology services to students

Artifact X

3.11 Facilities map indicating technology services/labArtifact X

3.11Staffing chart demonstrating allocation of appropriate technology staff

Artifact

3.11 Other:Artifact

3.11Staff affirm that technology supports their curriculum and instructional programs

Practice

3.11

Students and staff affirm that technology is embedded within the teaching and learning process

Practice X

3.11Technology staff/services demonstrate their involvement in support of student achievement

Practice X

3.11 Other:Practice


Focus QuestionsPlease 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. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. How does the school ensure that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of the expectations for student learning?R.T. Smith ensures that the curriculum, instructional strategies, and assessments are aligned and are articulated across grade levels in support of the expectations for student learning. R.T. Smith encourages learning environments by grade-level and content area. Smith develops and implements professional learning that is aligned with the Georgia Performance Standards, district goals, and its individual School Improvement Plan. Throughout the school year professional development is offered by the district and the local school. The professional development focuses on standard-based classrooms, effective teaching and learning, effective use of technology, Literacy Centers, Writer’s workshop, and effective assessment tools and application.

Administrators, instructional coaches, and other support personnel collaboratively work together to; develop curriculum guides, pacing guides, and benchmarks that support the expectations for student learning. Also, district personnel and instructional support personnel collaborate to ensure that the curriculum is vertically and horizontally aligned. Finally, data are disaggregated in order to improve, adjust, and monitor strategies, and assessments.

2. In what ways does the school ensure the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students?The school ensures the implementation of research based instructional strategies, innovations, and activities that facilitate achievement for all students through the delivery of the GPS with clearly defined expectations. In each classroom, students are given ample opportunities to apply, engage, and explore. Students are expected to use higher order thinking skills within each standard. Furthermore, teachers gather, analyze, and use data in curricular and instructional decision-making. Examples of standards based student work are consistently displayed on bulletin boards throughout the school. This reflects classroom instruction, student application, and serves as models for the entire school community. The school uses numerous research based interventions to create opportunities for all learners. For example, ESOL teachers use a modified version of the SIOP (Sheltered Instructional Observation Protocol) in the third-fifth grade during small group instruction. This assists students acquiring English, learning language as well as content simultaneously. Smith implements the RTI/SST process to address the needs of students not meeting grade level expectations. Research-based interventions are used, and progress is monitored weekly to determine the effectiveness of the


interventions. Another key factor we use at Smith Elementary is to increase the motivation of all students in several areas. Research states that motivation is a key ingredient in learner success. Smith uses programs such as Accelerated Reader and Six Flags reading program to motivate student participation and achievement in reading. In addition, we are also privileged to have a fully operational science lab, and an emerging outdoor science area. Teachers utilize this on a weekly basis to increase motivation in the area of science. Other innovations used at Smith are Wolf Den News, Black History Month activities, and the Multicultural Festival. These activities allow students to be aware of different cultures represented in our school, and to have a more diverse outlook on our community. Students are also given service opportunities in the form of food drives, Relay for Life, March of Dimes, and Red Ribbon Events.3. What processes are implemented to ensure that teachers are well-prepared and effectively implementing the curriculum?

Roberta T. Smith’s process for ensuring teachers are well-prepared and are effectively implementing curriculum is multifaceted. First the administrators seek to hire the most qualified teachers. Teachers are classified as highly-qualified, based on the criterion set by the state of Georgia. Teachers work collaboratively by grade level to plan instruction weekly. This process ensures that the focus of instruction is on student learning and the effectiveness of the instruction is based on students meeting the Georgia Performance Standards.

Focus walks are conducted by administrative staff, using a standards implementation rubric to assess each teacher’s classroom practices as emergent, operational, or fully operational. Another process to evaluate teacher performance and effective instruction is the GTOI (Georgia Teacher Observation Instrument). By using this process, administrators can better gauge if the instructional level is appropriate for a specific classroom and differentiation of content is evident. As teachers plan the units of instruction, they use a backward design plan. First, they determine what students should know, understand, and be able to do. Next, they determine acceptable evidence for mastery and create a performance task with a rubric before planning instruction.

Ninety-six percent of teachers at Roberta T. Smith Elementary have received consistent professional development training which encompasses the best research-based practices in instruction. Instructional coaches have also served as facilitators in providing training sessions. They regularly conduct department meetings, model effective teaching strategies, and guide teachers in developing well-constructed lessons. Professional development sessions held this school year involved Best Practices in Teaching Science, Collaborative Learning Communities, Writing Destinations, Acuity Workshops, and Fostering Mathematical Thinking Skills. In addition, all teachers at Roberta T. Smith have received eight hours of training in implementing standards-based classrooms. In the training, the faculty learned that standards-based education is a three stage process:

1) Identify desired results2) Determine acceptable evidence3) Plan learning experiences and instruction.


Lesson plans also include instructional strategies presented at professional development trainings. The instructional coaches regularly conduct staff development, model effective teaching practices, and guide teachers in planning well constructed lessons. At the district level, teacher in-service is provided on an ongoing basis to provide teachers with the tools and strategies needed to implement the district curriculum and state standards. Teachers who attend local workshops and conferences engage in recursive training throughout the school year.

4. How does the school provide every student access to comprehensive information, instructional technology, and media services?

Through multiple means Roberta T. Smith Elementary provides every student access to comprehensive information, instructional technology, and media services. The school is a part of Clayton County Public Schools which publishes the curriculum for each subject and each grade level on its website. Students are given various websites at the beginning of the school year. Additionally, students use select websites to improve educational quality and incorporate the use of technology. For example www.starfall.com and www.brainpop.com are two of their favorites.

The media center at Roberta T. Smith is the hub of excitement in learning. Faculty, staff, and students are provided with daily news by the Wolf Den News Team broadcasted on the classroom interwrite board every morning. Students also visit the media center to hear story tellers and pick up their Accelerated Reader (AR) rewards.

Each teacher at Roberta T. Smith has a website to post specific class information. The school's website offers students a great deal of website links to aid in education during school and at home. The interwrite boards allow the teachers to use the websites as whole group activity during the day. Computers are available in the Media Center for students who do not have access to the Internet at home. Also, every four classrooms have access to their own computer lab.

The teachers at Roberta T. Smith are part of the Smart Web Grade Book program. Teachers keep grades for each student online, and parents can view their grades at any time. Every classroom at Roberta T. Smith is a 21st Century Classroom. Each classroom is equipped with a laptop, DVD/VHS player, and an LCD projector. This allows the teachers to differentiate instruction and create engaging lessons. Teachers have access to UnitedStreaming.com, Interwrite, and the highly interactive Turning Point response system.

The Media Specialist works with several classes teaching technology and collaborates with teachers to prepare and present various lessons by integrating technology. Additionally, the Media Specialist works to promote literacy and the enjoyment of reading. The Media


http://www.brainpop.com/

http://www.starfall.com/

Specialist works with student to develop reading strategies as a whole group, small group or individuals and teaches students how to locate and use various resources. Furthermore, the textbooks at Smith are standards-based for all courses, and new adoptions occur for the school system regularly in order to provide students with comprehensive information.


Overall Assessment for Teaching and Learning score yourself

Not Evident

The school implements a curriculum based on expectations for student learning that has not been fully aligned with the requisite knowledge, skills, and attitudes. The school demonstrates little or no evidence of alignment between the curriculum and instructional practices. Teachers use instructional practices that reflect little engagement of students in the learning process. Teachers provide few opportunities for students to apply their knowledge and skills to real world situations. Teachers give students limited feedback to improve their performance. The preponderance of the evidence supports an overall assessment of "not evident" and is substantiated in the responses to the Indicators Rubric.

Emerging

The school implements a curriculum based on expectations for student learning that provides opportunities for most students to acquire requisite knowledge, skills, and attitudes. The school demonstrates some evidence of alignment between the curriculum and instructional practices, but implementation is not systematic across the school. Teachers use instructional practices that actively engage some students in the learning process. Teachers provide limited opportunities for students to apply their knowledge and skills to real world situations. Teachers give students random or periodic feedback to improve their performance. The preponderance of the evidence supports an overall assessment of "emerging" and is substantiated in the responses to the Indicators Rubric.

Operational The school 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. The school demonstrates evidence of alignment between the curriculum and instructional practices with systematic implementation across the school. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide frequent opportunities for students to apply their knowledge and skills to real world situations. Teachers give students regular feedback to improve their performance. The


preponderance of the evidence supports an overall assessment of "operational" and is substantiated in the responses to the Indicators Rubric.

Highly Functional

The school implements a curriculum based on clear and measurable expectations for student learning that provides multiple opportunities for all students to acquire requisite knowledge, skills, and attitudes. The school has a formalized process to align instructional practices with the curriculum and demonstrates results through systemic and sustainable implementation across the school. Teachers use proven, research-based, instructional practices that actively engage students in the learning process and encourage students to take ownership of their learning. Teachers consistently provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students frequent feedback using a variety of methods to improve their performance. The preponderance of the evidence supports an overall assessment of "highly functional" and is substantiated in the responses to the Indicators Rubric.


Standard 4 - Documenting & Using Results

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


Not Evident

Emerging

Operational

Highly Functional

4. Establishes performance measures for student learning that yield information that is reliable, valid, and bias free

X

4. Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning

X

4. Uses student assessment data for making decisions for continuous improvement of teaching and learning processes

X

4. Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance

X

4. Communicates the results of student performance and school effectiveness to all stakeholders

X

4. Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness

X

4. Demonstrates verifiable growth in student performance

X

4. Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations

X



Selection


4.1Assessment system that records multiple assessments

Artifact X

4.1Assessment system that safeguards validity, confidentiality, identification

Artifact X

4.1Database that records graduation, completion, GPA, placement, retention rates

Artifact

4.1Policies that outline targets for behavioral standards: attendance, discipline

Artifact X

4.1

Policies that outline targets for student performance and are aligned to state/national standards

Artifact

4.1Special database for career preparation, special education, bilingual education programs

Artifact X

4.1Student/Staff Handbook that outlines grading scales, syllabus criteria, and appeal process

Artifact X

4.1 Other:Artifact

4.1All stakeholders are knowledgeable about behavioral standards

Practice X

4.1All stakeholders are knowledgeable about grading and appeals

Practice X

4.1

All stakeholders are knowledgeable about learning expectations and targets for student performance

Practice X

4.1Staff affirm the use of multiple measures for student performance

Practice

4.1 Staff use data to inform their practicePractice X

4.1 Other:Practice

4.2Agendas, minutes from staff meetings indicate utilization of data systems

Artifact X

4.2 Calendar of assessment activitiesArtifact X

4.2Data graphs, charts display student performance expectations

Artifact X

4.2Examples of student work are prominently displayed

Artifact X

4.2 Online assessment systemArtifact


4.2Policies outline administration of multiple assessments and their purpose

Artifact

4.2Record of multiple assessments administered, including program-specific required assessments

Artifact

4.2 Other:Artifact

4.2 Staff meet regularly to discuss student workPractice X

4.2Staff utilize assessment data for the purpose of instructional and program planning

Practice X

4.2Stakeholders are familiar with the administration and purpose of multiple assessments

Practice X

4.2Stakeholders are knowledgeable about the assessment schedule

Practice

4.2Stakeholders implement multiple assessment system

Practice X

4.2Students affirm knowledge about their learning expectations

Practice

4.2

The development and administration of multiple assessments consider limited-language learners, students with disabilities, and multiple learning styles

Practice

4.2 Other:Practice

4.3

Agendas, minutes from staff meetings indicate use of data to drive instructional planning discussions

Artifact X

4.3Criteria for evaluation of staff performance include the use of data for instructional planning

Artifact X

4.3 Criteria for feedback on performanceArtifact

4.3

Staff Handbook outlines expectations about the use of student performance data for instructional planning

Artifact X

4.3

Student performance data reports, charts, graphs indicate system-wide use of data for instructional planning

Artifact X

4.3 Other:Artifact

4.3Staff affirm their understanding of how data are used to evaluate their effectiveness

Practice X


4.3

Staff are knowledgeable about how to use student performance data for the purpose of instructional planning

Practice X

4.3

Staff demonstrate the use of data when planning instruction, through vertical and horizontal articulation

Practice X

4.3 Other:Practice X

4.4 Data from community/businessArtifact X

4.4

Data from multiple surveys indicate wide scale use of data to analyze instructional and organizational effectiveness

Artifact X

4.4Database that records graduation, post-graduate engagement

Artifact X

4.4 Other:Artifact

4.4Staff utilize business and community data to guide program planning

Practice X

4.4Staff utilize perception data from surveys to guide program planning

Practice X

4.4 Other:Practice

4.5

Agendas, minutes from meetings where student performance and school effectiveness were highlighted

Artifact X

4.5

Criteria that establishes student performance data as a component of parent-teacher conferences

Artifact X

4.5Newsletters demonstrate communication of student performance and school effectiveness

Artifact X

4.5 Other:Artifact

4.5Stakeholders affirm their familiarity with student performance and organizational effectiveness

Practice X

4.5

Stakeholders affirm their involvement in meetings in which the topic of student performance and organizational effectiveness were highlighted

Practice X

4.5 Other:Practice


4.6Agenda, minutes of meetings in which comparative data were highlighted

Artifact X

4.6Reports that outline comparable data analysis - across programs

Artifact X

4.6Reports that outline comparable data analysis - across schools, districts, states, nationally

Artifact X

4.6 Other:Artifact

4.6Staff affirm their involvement in meetings in which comparative data were highlighted

Practice X

4.6 Other:Practice

4.7Data reports disaggregate student performance growth

Artifact X

4.7Data reports include behavioral and environmental data

Artifact X

4.7

Data reports utilize identified growth model that is valid, reliable, and psychometrically appropriate

Artifact

4.7Data reports verify growth in student performance

Artifact X

4.7 Other:Artifact

4.7Staff can identify reasons why student performance has increased/decreased

Practice X

4.7Staff can identify strategies for increasing student performance

Practice X

4.7Stakeholders can speak to and support the growth data

Practice

4.7 Other:Practice

4.8Policies that outline the conditions for safeguarding and transferring transcripts

Artifact X

4.8Policies that safeguard accuracy and security of all data

Artifact X

4.8Reports that satisfy local, state, and national requirements

Artifact X

4.8 Other:Artifact


4.8Staff affirm their comfort with the level of data accuracy and security

Practice X

4.8

Stakeholders are knowledgeable about the conditions under which transcripts are safeguarded and transferred

Practice X

4.8

Stakeholders indicate that they have seen reports that satisfy local, state, and national requirements

Practice X

4.8 Other:Practice



1. How is the assessment system currently used in your school to analyze changes in student performance?

1. How is the assessment system currently used in your school to analyze changes in student performance?

Student assessment data are an essential tool that Roberta T. Smith Elementary utilizes in making decisions for improving the teaching and learning process. Evaluation of Performance Reports are analyzed to assess school and student performance. Upon receiving the School’s Performance Reports, administrators update the school's status on meeting/or exceeding its AYP Targets. After analyzing the school’s overall performance, administration provides each teacher a copy of his/her current students' CRCT scores. Reading and math instructional coaches hold weekly meetings to help teachers guide their instruction based on data. Inclusion methods, co-teaching, and push in models are also discussed to target and accelerate students' academic progress. Teachers use benchmark assessments (Thinkgate), CRCT results, writing assessments, and Literacy First data to analyze student changes in student performance as well as to evaluate students’ skills as compared to last year’s scores. Teachers also view the scores to identify an area in which many of the students did not meet academic expectations. If an area is identified as, a weakness, the teacher provides more instruction in that area immediately. Teachers use generated assessment material to check student performance on a daily basis, pre/post test students, evaluate and analyze student work and homework to determine which areas are needed to reteach and conduct observations to observe changes in students’ performance.

2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by teachers, students, parents, and external stakeholders to aid the performance of individual students?

At the beginning of each school year, Roberta T. Smith follows the Clayton County Public Schools' testing and grade report calendars that are published on the county website then distributed to teachers, students, and parents. Additionally, teacher assessment of student progress is ongoing through teacher-generated assignments, tests, projects and presentations that support the Georgia Performance Standards. Teacher


commentary is provided on student work for immediate validation of mastery of the standard or as a teaching tool to improve student performance.

Smith's administration requires weekly postings of student progress from all teachers on the Smart Web grade report system. On this system, parents and students may review assignments and student progress through Internet access at any time. Grade reports are generated based on the Clayton County grading calendar and sent home for parental review, student review, and signatures. Following grade reports, parents and teachers schedule conferences to review individual student progress, provide feedback, and discuss ways to improve.

Moreover, benchmark test data is available as soon as the answer documents are scanned into the Thinkgate system. Teachers have immediate access to reports that provide data on student performance by standards, by subgroups, and by class. Reports regarding student performance on assessments, attendance, grades, discipline, the school's profile, special services for students with disabilities (SWD), or English language learners (ELL's) are provided by Smith's student information system. Students with disabilities have additional annual reviews of assessments and progress with parents. English language learners have team meetings to develop and implement appropriate strategies.

Finally, Smith's achievement reports are disaggregated and communicated immediately to stakeholders for use in strategic planning for individual and student groups. Communication of the data is made available to stakeholders through conferences, graphs and charts are distributed during School Council meetings, and information is posted in the data war room.

3. How are data used to understand and improve overall school effectiveness?

How are data used to understand and improve overall school effectiveness? Standards Assessment Report 60

Fall 2009

Using a variety of assessments, data is collected and analyzed to develop and implement a comprehensive assessment system for assessing the progress toward meeting the expectations for student learning. Early detection of students’ deficiencies as well as strengths provides teachers and instructional coaches insight on the areas in which students need to improve or to be challenged. Administrators, instructional coaches and teachers compile this data from the following assessments: CRCT, Dynamic Indicators of Basic Early Learning Skills (DIBELS), Georgia Kindergarten Inventory Diagnostic Skills (G-KIDS), Star Reading, Star Math, Common Assessments, ITBS, Benchmark Tests, Acuity Math and Reading. Once a week, each grade level meets with the Literacy Coach and Math Coach to learn new strategies to incorporate in the classroom. We also analyze current and past data to determine trends and to assess Acuity. Lesson plans, bulletin boards and classrooms are standards-based. By using posted standards and rubrics, student expectation is clear and established. All tasks are evaluated based on knowledge of the standard.

4. How are teachers trained to understand and use data in the classroom?

Faculty and staff analyze data and are trained to use the results within professional development workshops, data meetings and grade level meetings. These data meetings are instrumental in future planning of instructional strategies and best practices to meet the needs of all students. This data also give a clear indication of students who need additional assistance and help in the development of learning support programs and strategies. In order to address the results of the data, teachers conduct small group sessions, collaborate at grade level, and utilize Professional Learning in order to enhance the effectiveness of instruction. On Wednesdays, grade level chairs meet with the grade level along with the principal or assistant principal to dissect and evaluate student assessments. Current and past data is also analyzed to determine trends in student performance and state mandated expectations.


Overall Assessment for Documenting and Using Results score yourself

Not Evident

The school is currently using assessments that are not aligned with student expectations or has no comprehensive assessment system based on clearly defined performance measures. The system has limited capability to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessments do not yield 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. The preponderance of the evidence supports an overall assessment of "not evident" and is substantiated in the responses to the Indicators Rubric.

Emerging

The school is currently using assessments that have limited alignment with student expectations and/or is developing a comprehensive assessment system based on clearly defined performance measures and plans to administer the assessments in the near future. The system will be used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. When fully operational, the assessment system will yield 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. The preponderance of the evidence supports an overall assessment of "emerging" and is substantiated in the responses to the Indicators Rubric.

Operational The school uses a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results. 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. The preponderance of the evidence supports an overall assessment of "operational" and is substantiated in the responses to the Indicators Rubric.

Highly Functional

The school uses a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results, including multiple measures of individual student achievement that assess higher order thinking skills and are of adequate technical quality. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, design and improve instructional strategies and practices, and determine interventions to improve and enhance 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 for individual students and groups and subgroups of students. The preponderance of the evidence supports an overall assessment of "highly functional" and is substantiated in the responses to the Indicators Rubric.


Standard 5 - Resource & Support Systems

STANDARD: The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.

Impact Statement: A school is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staff that are well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness. The school ensures compliance with applicable local, state, and federal regulations.









INDICATORS


Not Evident

Emerging

Operational

Highly Functional

5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities

X

5.2 Assigns professional staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience)X

X

5.3 Ensures that all staff participate in a continuous program of professional development

X

5.4 Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school

X

5.5 Budgets sufficient resources to support its educational programs and to implement its plans for improvement

X

5.6 Monitors all financial transactions through a recognized, regularly audited accounting system

X

5.7 Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants

X

5.8 Possesses a written security and crisis management plan with appropriate training for stakeholders

X

5.9 Ensures that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning

X

5.10

Provides appropriate support for students with special needs

X




Selection

5.1 Agendas, minutes, decisions for IEP meetingsArtifact X

5.1 IEP: Individualized Education PlansArtifact X

5.1Personnel policies ensuring appropriate hiring practices

Artifact

5.1Personnel policies ensuring certification, licensure, evaluation, training

Artifact

5.1 Professional learning opportunitiesArtifact X

5.1 Program descriptions: Special Needs PopulationsArtifact

5.1 SchedulesArtifact

5.1 Staff HandbookArtifact X

5.1 Staff schedules and assignmentsArtifact X

5.1 Student HandbookArtifact X

5.1 Other:Artifact

5.1Appropriate space is provided for special need support programs

Practice X

5.1Native language usage is evident for the purpose of supporting learning

Practice X

5.1Staff can affirm that special needs students receive needed support

Practice X

5.1 Other:Practice

5.2 Labor agreementArtifact

5.2Personnel policies ensuring appropriate placement

Artifact

5.2Personnel policies ensuring certification, licensure, evaluation, training

Artifact

5.2 Policies regarding NCLB highly qualified Artifac X


teachers t

5.2 Professional learning opportunitiesArtifact X


5.2 Staff schedules and assignmentsArtifact X

5.2 Other:Artifact

5.2Staff can affirm that they are teaching in their major area of study

Practice X

5.2Staffing of both administrative and teaching positions is appropriate and adequate

Practice X

5.2 Other:Practice

5.3Budget demonstrates appropriate allocation for PD

Artifact X

5.3Calendar, agenda, summaries of PD opportunities

Artifact X

5.3 Evaluation of PD dataArtifact

5.3 Personnel policies that stipulate PD requirementsArtifact

5.3 Professional development planArtifact X

5.3 Other:Artifact

5.3

Staff are actively engaged in discussions that have resulted from their professional development experience

Practice X

5.3Staff are aware of the requirements for continuous learning

Practice X

5.3Staff can affirm their involvement in professional learning opportunities

Practice X

5.3Staff implement effective strategies based on their professional development experience

Practice X

5.3 Other:Practice

5.4Budget demonstrates appropriate allocation for staffing

Artifact X

5.4 Master schedule Artifac XStandards Assessment Report 67

Fall 2009

t

5.4 Personnel policies and practicesArtifact X

5.4Policies regarding NCLB highly qualified teachers

Artifact X

5.4 Other:Artifact

5.4Class size indicates appropriate and effective support of student learning

Practice X

5.4 Other:Practice

5.5 Annual budgetArtifact X

5.5 Consolidated Application (federal)Artifact

5.5 Facilities planArtifact

5.5Facilities protection documentation: insurance, amortization

Artifact

5.5Fiscal policies: use of all funding, including donations, reserves, discretionary

Artifact

5.5 Infrastructure plans: short and long rangeArtifact

5.5Purchasing/replacement policies: adherence to EEO

Artifact

5.5 School-level budgetsArtifact X

5.5State and Federal program budgets for targeted support

Artifact X

5.5 Other:Artifact

5.5Practices that support appropriate use of allocated funds

Practice X

5.5Space is adequate and appropriate to support student learning

Practice X

5.5 Other:Practice

5.6 Audit reportsArtifact

5.6 Fiscal protection plans: insuranceArtifact


5.6 Organizational oversight of fiscal authorityArtifact

5.6 Payroll and purchasing policies and processesArtifact X

5.6 Refund policiesArtifact

5.6 Secure management of all fiscal processesArtifact X

5.6 Other:Artifact

5.6Practices that support appropriate use of fiscal resources

Practice X

5.6 Other:Practice

5.7Calendar of safety drills: fire, tornado, emergency crisis

Artifact X

5.7Curriculum indicates attention to cleanliness and safety

Artifact X

5.7 Facilities maintenance reports and plansArtifact X

5.7HAZMAT (hazardous materials): policies and training

Artifact X

5.7 Policies and processes regarding safetyArtifact X

5.7Policies and processes related to student/staff injury

Artifact X

5.7Policies regarding dispensing prescription medications

Artifact X

5.7 Stakeholder survey data supporting safety Artifact

5.7State and Federal regulations regarding special program safety requirements

Artifact

5.7 Other:Artifact

5.7All facilities on school/district property are maintained

Practice X

5.7 School/District environment is clean and safePractice X

5.7Staff are involved in developing and implementing safety policies

Practice X

5.7Support staff are knowledgeable about safety policies

Practice X


5.7 Other:Practice

5.8 Crisis intervention committeeArtifact X

5.8 Crisis intervention planArtifact X

5.8 Emergency proceduresArtifact X

5.8 Secure record systemArtifact X



5.8 Wellness policyArtifact

5.8 Other:Artifact

5.8 Health support staff are availablePractice X

5.8Staff and students are knowledgeable about emergency procedures

Practice X

5.8 Staff are involved in the crisis intervention teamPractice

5.8 Other:Practice

5.9 Advisory plan and programArtifact

5.9 Alternative Education ProgramArtifact

5.9 Community based programs Artifact

5.9 Curriculum for Career PreparationArtifact

5.9 Enrollment dataArtifact X

5.9 Guidance and Counseling DepartmentArtifact X

5.9 Individualized Development Plans Artifact X

5.9 Job Placement program Artifac


t

5.9Master schedule indicates availability of career preparation

Artifact

5.9 Orientation to Career Preparation programsArtifact

5.9 Professional development: calendar, topicsArtifact X

5.9 Staffing of Counseling and Guidance programsArtifact X

5.9 Student referral policies and practicesArtifact X

5.9 Other:Artifact

5.9Staff affirm that they receive regular training opportunities to support student behavior

Practice X

5.9

Staff are knowledgeable in all aspects of appropriate social/emotional support for student learning behavior

Practice X

5.9 Staff assigned to career preparation programsPractice

5.9 Students are enrolled in career preparationPractice

5.9Students are knowledgeable about career planning programs

Practice

5.9 Other:Practice

5.10IEP: committee, minutes, calendar, agenda, sign-in sheets

Artifact X

5.10Labor agreements demonstrating appropriate special needs staffing

Artifact

5.10Master schedule demonstrating support for special needs

Artifact X

5.10Policies and procedures that are ADA and IDEA compliant

Artifact X

5.10 Professional development calendar and topicsArtifact X

5.10Stakeholder survey data supporting special needs programs

Artifact

5.10 Student referral process and proceduresArtifact X

5.10Teacher certification, licensure, etc. supporting special needs

Artifact X


5.10Translated materials demonstrate communication to special needs population

Artifact X

5.10 Other:Artifact

5.10

Classroom instruction demonstrates variety of instructional methodologies to support all students

Practice X

5.10Response To Intervention program is demonstrated in the classroom

Practice X

5.10Staff affirm their use of instructional strategies that support special needs inclusion

Practice X

5.10Stakeholders affirm their support for the school's/district's special needs programs

Practice X

5.10Students and staff affirm their understanding of special needs populations

Practice X

5.10 Other:Practice



1. What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff?

Roberta T. Smith Elementary School recruits, employs, and mentors qualified professional staff that is capable of fulfilling assigned roles and responsibilities. The administrators of Roberta T. Smith recruit teachers by Job Fairs, newspaper ads, online postings, and recommendations from the county Recruitment Officer who travels to various college campuses.

A Mentoring Program, featuring Teacher Support Specialists, provides teachers with mentors who are recognized as effective teachers. Mentors are granted time to work with new teachers to prevent professional isolation. Research contends that beginning teachers should be assigned effective mentors for at least three years; therefore we assign each new teacher a veteran teacher. An informative Instructional Program based on the Georgia Standards is also available. Professional development opportunities are offered for teachers, administrators, and support staff throughout the school year on campus and through the district.

All interviews for employment at Roberta T. Smith have the goal of seeking the most qualified candidate who is the best match for the position and the school. Therefore, teachers, and support staff are interviewed with administrators, teacher leaders, and instructional coaches to discuss the candidates' experience, strategies, philosophy, and goals. Questions regarding the school can also be answered by the team during this time.

Teacher evaluation is an integral component in the process of improving teaching and learning. An effective evaluation program results when teachers are treated as professionals and evaluators are successful in using evaluations to reinforce effective practices and to improve teaching. Roberta T. Smith follows the Georgia Teacher Evaluation Program to evaluate teacher's performance annually by appropriately trained evaluators. The retention plan at Roberta T. Smith involves developing and implementing successful strategies to support new teachers and to retain veteran teachers. Teacher retention is an area of concern among the faculty and staff. Thus, an effective strategic plan to retain teachers is essential. Our ultimate goal is to focus on the importance of teacher retention in order to ideally reduce the total number of teacher turnover by 100%. The


administrative team implements the following plan: (1) Shared decision making is used to ensure that everything is done to make new teachers’ jobs meaningful, empowering, and rewarding. First and second year teachers must have the level of preparation and support they need when challenges arise; (2) New teachers' orientation provides teachers with policies and procedures to promote smooth transitions into the culture of our school; (3) Teacher incentives are offered as well as door prizes during faculty meetings. In addition to these incentives, special recognition is provided monthly for the staff member and faculty member of the month.

2. How does the leadership ensure that the allocation of financial resources is supportive of the school’s vision, educational programs, and its plans for school improvement?

Student achievement is at the forefront of Roberta T. Smith Elementary School. Funds derived from local, state, and federal funds are utilized to support this endeavor. The principal and the bookkeeper work cohesively with the district office to ensure that all school, county, and state guidelines are followed. The bookkeeper’s records are reviewed monthly and audited annually by the county auditing department. Additionally, staff members are required to receipt and submit all funds daily, which ensure proper accountability. All funds collected as well as receipt books are recorded and given directly to the bookkeeper.

The utilization of the School Improvement Plan (SIP) is another measure by which the allocation of financial resources is supportive of the school’s vision, educational programs, and its plan for school improvement. The SIP is developed through professional learning activities with school leaders and stakeholders. Development of the SIP is based on student achievement data for attendance, class performance, discipline, disaggregated test data, English language learning needs, students with disability needs, gifted or honor student needs, and the general population’s needs. Funds are predetermined for the school year on each of the SIP’s indicators in order to achieve the goals.

3. How does the leadership ensure a safe and orderly environment for students and staff?


Leadership ensures a safe and orderly environment for students and staff by requiring teachers to stand in the hallway to monitor students before class begins, during class change to specials, and at the end of the school day. All visitors must sign in using the computer in the front office designated for visitors. Visitors must also print and wear a name badge which shows their name, the student, and the teacher they are visiting.

The administration mandates that each teacher be familiar with the emergency preparedness plan in case of an urgent situation. The emergency preparedness plan includes a color-coded system that teachers place under doors to indicate to emergency response teams the level of safety of the people in their rooms. Fire drills are conducted on a monthly basis to ensure that students know how to evacuate the building in a timely and orderly manner in case of a real emergency. Tornado drills are conducted annually so that students know how to protect themselves in the presence of a tornado.

Roberta T. Smith Elementary has rituals and routines that are consistently reinforced by the administration, teachers, and staff on a daily basis. For example, all students must walk forward, folded, and quiet (FFQ) on the right-hand side of the hallway in the second block. In addition, Smith has developed a school-wide progressive discipline plan which is followed by all teachers. Students know there is unity among the faculty and that their behaviors will have the same consequences.

Roberta T. Smith Elementary School maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants. All teachers are expected to observe general rules of tidiness and neatness in the maintenance of classrooms as well as building-wide. It is expected that this attitude must be conveyed to students. RTSES’s Teacher Handbook states that each teacher is expected to promote good housekeeping. Maintenance and janitorial requests, and repair needs for classrooms are submitted to the office in writing on the Building Maintenance Request Form. At RTSES we have a custodial staff of three who work alternating shifts. A Plant Operations Procedures Manual for Clayton County Public Schools Custodial Staff is provided for the custodial staff. This manual outlines all cleaning procedures. The building site, facilities, and equipment are subject to spot checks from the county.

The General Facilities Maintenance for Clayton County Board of Education is responsible for (but not limited to) door repair, lock repair, floor repair, ceiling repair, concrete work, locker repair, wood working projects, and glass replacement. Our grounds are maintained twice a month by Maintenance at a County level. Our school cafeteria is inspected by the Georgia Department of Human Resources. A Food Services Establishment Inspection Report was completed on 09/29/09. Our score was 100 and our grade was ‘A’ on a routine inspection. Our cafeteria manager has been certified by ServSafe for successfully completing the standards set forth by the National Restaurant Association Educational Foundation for the ServSafe Food Protection Manager Certification Examination. Our school nurse routinely attends meetings pertaining to the health and well being of our students. She implemented the H1N1 policy at RTSES. Our


school nurse also sent home parent notifications entitled Clayton County Public Schools: Parent/Guardian Alert Flu/Prevention/Awareness. She has the Clayton County Public Schools School Health Manual in the clinic at all times and abides by the policies set forth therein. The manual also has guidelines for Individual Health Plans. RTSES also complies with the county policy pertaining to on the job injury for staff members. RTSES follows the County policy regarding inventory, disposal, and emergency procedures for Hazardous Spills. The faculty and students of RTSES follow the Science Handbook and Safety Guide for Elementary Science pertaining to our science lab.

4. What process is used to ensure and monitor that each student has access to guidance and resource services that meet the needs of the student?

Roberta T. Smith Elementary School ensures that each student has access to guidance services that include, but are not limited to, academic assessment, staff consultation, referral, educational, and career planning. We have specific policies that pertain to support services for our students. These policies can be located in R.T. Smith Teacher Handbook. Policies in place are: i) Child Abuse Referral, ii) Guidance Counseling Services, iii) Instructional Technology Specialist, iv) Library/Media Services, v) Score/Gifted Education Services, vi)Special Education, and vii) Speech Services. We also provide English to Speakers of Other Language services.

At the beginning of the school year, the faculty and staff are provided with a set of documents and videos entitled Child Abuse and Neglect Reporting, Clayton County Schools Procedures for Reporting Child Abuse and Neglect, Recognizing Child Abuse and Neglect in the Classroom Setting, and Physical and Behavioral Indicators of Child Abuse and Neglect. Additionally, the Roberta T. Smith Teachers’ Handbook contains the Board Policy Display concerning Student Welfare, Child Abuse and Neglect Reporting. It is mandated and enforced that our faculty and staff watch the video “Mandatory Reporting of Child Abuse.”

Our counselors provide services that support the school’s academic program. Our lead counselor received her counseling degree from Georgia Southern University, Statesboro in 1975. Our part-time counselor received her counseling degree from the University of West Georgia, Carrollton in 2005. The part-time counselor serves as a fulltime counselor between Roberta T. Smith and Thurgood Marshall. The counselors are an essential part of student enrollment and testing. A testing calendar is made available to the staff at the beginning of the academic year. The counselors ensure that the staff is aware of the process of assessing student permanent records. Guidance is offered to all students. Guidance for all students is delivered through scheduled classroom guidance lessons, individual sessions and group work. Individual guidance is available for students through a referral process. Students can be referred using self referral, administrative referral, teacher referral or parent referral. School counselors offer Brief Solution Focused counseling. The school setting does not allow time for intensive, ongoing therapy. The programs designed to support students offered at Roberta T. Smith are: Character Education-Word of the Week, Attendance All-Stars, Second Step Implementation, and Student Support Team (SST). An explanation of each of these areas is given below.


Character Education-Word of the Week: Students are given the opportunity to view the monthly character education words every morning via the interwrite board as well as participate in a detailed lesson using the word of the week within the classroom.

Attendance All-Stars: A program that focuses on increasing school attendance and ensuring that students have the opportunity to achieve academic success. Daily school attendance is the first step. The Attendance All-Stars program collects student’s attendance on a weekly basis, as well as every nine weeks and at the end of the school year. On a weekly basis, students who are present and have not been tardy that week can put their name in the attendance bucket on Friday. Teachers and Attendance All-Star captains work to compile a list of students that were not absent or tardy for the week. Attendance All-Star captains are responsible students chosen by the teacher to help collect and deliver the names weekly. On Monday of each week, one name from each grade level will be drawn for a prize. The students’ names will be announced on the morning news. Once the students’ names are announced they are allowed to go to the counselor’s office to receive a special prize. After each nine week grading period students with perfect attendance and no tardies will be eligible to participate in the All-Star Celebration. During the All-Star celebration students are awarded for their attendance with cupcakes, lanyards, dog tags, bracelets, water bottles and a host of other exciting incentives. At the end of the school year students with perfect attendance and those that have not been tardy all year are awarded certificates and will be eligible to participate in the End of the Year All-Star Celebration. Teachers are an integral part of the functioning of the club by maintaining accurate student attendance in their grade books. Additionally, Smith’s policy regarding absences is that students must return to school with a note explaining their absences within three days of their return.

Second Step Implementation: Second Step is a research-based violence prevention program developed for children. This program reduces aggressive behavior and increases their level of social competence. The aim of this program at Roberta T. Smith is for all students to learn empathy, impulse control, problem solving, and emotion/anger management.

Student Support Team (SST): Response to Intervention (R.T.I.) must take place before a student can be referred to the SST process. To ensure that students and teacher concerns and needs are met in this area, Roberta T. Smith has an SST committee. The committee consists of the school chair which is our Assistant Principal and various chair persons from different grade levels. Additionally, Roberta T. Smith has a school psychologist, who is able to assist and serve our student body along with our social worker.

Jr. Beta Club: The Jr. Beta Club is a service based organization. Students have to demonstrate both high achievement and character in order to be recommended for Beta Club. Students are inducted in the spring of the upcoming year. Each Beta club member


must earn service points in order to remain in good standing with the club. The members volunteer to work at various school functions, help in the office, raise money for different organizations in need, and volunteer to help out in the community with different civic organizations. Fifth grade teachers have the opportunity to recommend students to join the Jr. Beta Club after the first grading period. The criteria for Jr. Beta Club are determined by review of 4th nine weeks of the 4th grade and 1st nine weeks of 5th grade. Students must achieve B’s or higher in Reading and Math and achieve S’s or higher in work habits and conduct.

It is the belief of R.T. Smith that gifted students exist within all ethnic, geographic, and socioeconomic groups and need differentiated instruction to achieve at levels commensurate with their abilities. Our Score/Gifted teacher is committed to meeting the special needs of these students by providing opportunities to expand existing knowledge and interests, as well as, generate new knowledge and skills in five areas to gifted education: cognitive skills, learning skills, research and reference skills, communication skills, and meta-cognitive skills. Students who score > 90 percentile on total reading, total math, or total battery score of a standardized achievement test are automatically referred. Students may be referred by teachers, counselors, administrators, parents and guardians, peers, self, or other individuals with knowledge of a student’s abilities. To be eligible for Gifted Education Services, students must meet criteria established by the Georgia Department of Education in the areas of mental ability, academic achievement, creativity, and motivation.

Students experiencing speech, academic, and/or behavioral problems are referred to the school’s Student Support Team. The purpose of the support team is: to review student progress with the classroom teacher; make recommendations for educational programs and strategies; evaluate the effectiveness of these instructional programs and strategies; and make further recommendations which may include testing for special education.

The Speech services offered at R. T. Smith are provided by two specialists. Students with Speech-Language Impairments will follow the S.S.T. process which includes passing the hearing and vision tests. Upon obtaining parental consent to evaluate, students are tested and staffed. At R. T. Smith, students are in a separate classroom with the speech teachers. During this setting, direct instruction is given to address any speech deficits that a student may exhibit.

Although not listed in the teacher handbook, Roberta T. Smith also has an English for Speakers of Other Languages (ESOL) Department. There are three highly qualified ESOL teachers and one Dual Language Paraprofessional. Roberta T. Smith has an English Language Learners (ELL) population of 118 in Kindergarten through 5th grade. The ESOL teachers place new English Language Learners (ELL) by administering the Accessing Comprehension and Communication in English State to State (ACCESS). They also provide instruction, maintain ESOL documentation, participate in conferences, assist school officials and parents with various strategies for assisting ELLs in mainstream classrooms. To ensure fidelity of instruction, ESOL teachers collaborate


with homeroom teachers to instruct the content of Georgia Performance Standards in conjunction with the English Language Proficiency Standards of World Class Instructional Design and Assessment (WIDA) using the Sheltered Instruction Observation Protocol (SIOP).


Overall Assessment for Resource and Support Systems please score yourself

Not Evident

The school has very limited human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school does not systematically employ and allocate staff members who are qualified for their assignments. The school provides limited learning opportunities for staff to improve their effectiveness, including both professional and support staff. The school ensures compliance with applicable local, state, and federal regulations. The preponderance of the evidence supports an overall assessment of "not evident" and is substantiated in the responses to the Indicators Rubric.

Emerging

The school has limited human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staff members who are generally qualified for their assignments. The school provides learning opportunities for most staff to improve their effectiveness, including both professional and support staff. The school ensures compliance with applicable local, state, and federal regulations. The preponderance of the evidence supports an overall assessment of "emerging" and is substantiated in the responses to the Indicators Rubric.

Operational

The school has human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staff members who are well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness, including both professional and support staff. The school ensures compliance with applicable local, state, and federal regulations. The preponderance of the evidence supports an overall assessment of "operational" and is substantiated in the responses to the Indicators Rubric.


Highly Functional

The school effectively uses human, material, and fiscal resources to implement a curriculum that enables students to achieve and exceed expectations for student learning, to meet special needs of all students, and to comply with applicable regulations. The school systematically employs and allocates staff members who are well qualified for their assignments in all content areas. The school provides and fully supports ongoing, job-embedded learning opportunities for all staff to improve their effectiveness, including both professional and support staff. The school ensures compliance with applicable local, state, and federal regulations. The preponderance of the evidence supports an overall assessment of "highly functional" and is substantiated in the responses to the Indicators Rubric.


Standard 6 - Stakeholder Communications & Relationships

STANDARD: The school fosters effective communications and relationships with and among its stakeholders.

Impact Statement: A school is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.









INDICATORS


Not Evident

Emerging

Operational

Highly Functional

6. Fosters collaboration with community stakeholders to support student learning

X

6. Has formal channels to listen to and communicate with stakeholders

X

6. Solicits the knowledge and skills of stakeholders to enhance the work of the school

X

6. Communicates the expectations for student learning and goals for improvement to all stakeholders

X

6. Provides information about students, their performance, and school effectiveness that is meaningful and useful to stakeholders

X



Selection

6.1 Agendas, minutes, calendar of parent meetingsArtifact X

6.1Calendar of events that promote stakeholder involvement

Artifact X

6.1Internship/partnership agreements with community-based business and agencies

Artifact

6.1 Policies regarding credit for service learningArtifact X

6.1 Policies regarding suggestions, grievancesArtifact X



6.1 Other:Artifact

6.1Parents and community members regularly volunteer time in school/district

Practice X

6.1Staff affirm that stakeholders are involved in many aspects of school/district

Practice X

6.1Stakeholders affirm that they are involved in many aspects of school/district

Practice X

6.1 Other:Practice

6.2 Calendars, agendas, minutes of parent meetingsArtifact X

6.2 Emails, phone answering systemArtifact X

6.2 Newsletters, brochures, letters, memosArtifact X

6.2 Parent - Teacher conferences scheduleArtifact X

6.2Policies regarding formal inclusion of stakeholder involvement

Artifact X

6.2School Improvement Committee: agendas, minutes, membership

Artifact X

6.2Steering Committee meetings: agendas, minutes, membership

Artifact X

6.2Web page dedicated to parents/community members

Artifact X

6.2Wide variety of stakeholder communication documents/avenues

Artifact

6.2 Other:Artifact

6.2

Stakeholders affirm they have variety of opportunities to be formally involved in life of school/district

Practice X

6.2 Other:Practice

6.3 Advisory Committee Artifact X

6.3Calendar, agendas, minutes, committee membership

Artifact X


6.3 Policies regarding volunteer involvementArtifact X

6.3 Schedule of volunteer activitiesArtifact


6.3 Other:Artifact

6.3

Staff affirm that they regularly include community in preparing instructional delivery activities

Practice X

6.3Stakeholders affirm that their suggestions and recommendations are acted upon

Practice X

6.3Stakeholders affirm that they are actively involved in providing expertise

Practice

6.3 Other:Practice

6.4 Brochures, pamphletsArtifact X

6.4 Newsletters about student performanceArtifact X

6.4 Online calendar, schedule, and news/updatesArtifact X

6.4 Parent HandbookArtifact X

6.4 Parent -teacher conferencesArtifact X

6.4 Parent versions of Curriculum Pacing GuidesArtifact

6.4 Regularly published newsletters to communityArtifact X


6.4 Other:Artifact

6.4Parents and students are involved in developing individualized learning plans for students

Practice X

6.4Parents and students are involved in making course selections

Practice

6.4Stakeholders affirm that they are knowledgeable about student learning

Practice X

6.4 Other: Practi Standards Assessment Report 85

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ce

6.5 Parent - Teacher ConferencesArtifact X

6.5 Policies regarding reporting scheduleArtifact X

6.5 Report cardsArtifact X

6.5 Other:Artifact

6.5 Other:Practice



1. How does the school’s leadership ensure that the school is responsive to community expectations and stakeholder satisfaction?

The leadership at Roberta T. Smith invites parents, community, teachers, and students throughout the school year to voice their opinions or concerns and to participate in school activities as well as faculty meetings to communicate student performances with the faculty and staff. Smith's leadership operates under an open door policy and welcomes parent, staff, and community communication at any time. In addition, the annual Clayton County Public Schools survey provides parents with the opportunity to comment on school-related issues. The survey addresses the school atmosphere, teachers, administration, and extracurricular activities. Parents also have the opportunity to provide commentary on the survey. Most recently parents completed a school climate during multicultural night. This process gave parents an opportunity to express their thoughts and concerns about the school.

Additionally, Roberta T. Smith Elementary hosts a variety of events as a way to keep stakeholders informed and participatory in the life of the school. These events include Hispanic Heritage Month, Black History Month, Multicultural Night, Grandparents Day, Career Day, and the Fall Festival.

Other initiatives to respond to community expectations and stakeholder satisfaction include our partnerships with businesses such as Rocky’s Pizza, Community Bank, Costco, and Walmart. Business partners are always invited to all of the events that involve the community. Furthermore, Roberta T. Smith has a unique group for all boys (Gentlemen of Quality) and girls (Girl's Empowered with Morals and Self Esteem) that promote positive attitudes, educates, and reinforces appropriate etiquette, leadership and community service.


1.

2. How does the school’s leadership foster a learning community?

Leadership at Smith Elementary uses grade level meetings as well as faculty meetings to communicate with the faculty and staff student performances. Assessments given to the students (i.e. Star Reading, Dibels, etc.) are used to evaluate effectiveness of the Reading programs at the school. Acuity, a math assessment, is used to inform administrators which skills the students at Smith master and those which need to be improved. Administrators share this same information with faculty members during professional learning communities.

Teachers, parents, students, and partners are all a part of the learning community at Roberta T. Smith. Each member of the learning community plays a critical role in the success of students. Smith's leadership fosters a learning community by offering numerous opportunities for training to parent groups, faculty, staff, intervention and enrichment opportunities for students.

Additionally, the school's leadership fosters a learning community by having an open-door policy to all stakeholders for suggestions, commentary, or requests. Faculty and staff are encouraged to go outside the community for learning experiences such as local and national training, field trips to fairs, museums, aquariums, and club-sponsored trips. This school year over 30 boys were taken to the capital city of Washington, D.C. to learn about the process of government. These students also had the opportunity to visit the White House where the President of the United States resides as well as surrounding monuments.


3. What avenues are used to communicate information to stakeholders about students, their performance, and school effectiveness?

Roberta T. Smith has many avenues used to communicate information to stakeholders about students, their performance, and school effectiveness. The school advertises events on the marquis in addition to following up with a call in both English and Spanish through the Connect-Ed communication system. The principal or the secretary automatically set up calls to parents to advise them of upcoming events such as parent conference meetings, family academies, report card distribution, or changes in schedules.

Grades in the form of progress reports and report cards are sent home every four and a half weeks. Parents have access to their child's grades via the Smart Web and are able to monitor their child's progress daily. Student reports from standardized testing are provided so that parents know their child's academic standing.

Additionally, Roberta T. Smith has earned the status of Title I Georgia Distinguished School for making Adequate Yearly Progress (AYP) three years in a row. The school's website is used to communicate news of AYP, upcoming school events, student expectations, student achievement, and the School's Improvement Plan. Furthermore, students achievement is routinely submitted to the local media and to the district media Channel 24 to make stakeholders aware of the school's successes and needs.

Finally, Roberta T. Smith has several staff members as well as our Principal, who are fluent in Spanish. These employees are able to foster communication to the growing Hispanic population within our school. Roberta T. Smith also has a bilingual paraprofessional who supports and assists our Spanish-speaking families.


Overall Assessment for Stakeholder Communications and Relationships

Not Evident

The school has little understanding, commitment, and support of stakeholders. School personnel seek few opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate little or no participation by stakeholder groups. The preponderance of the evidence supports an overall assessment of "not evident" and is substantiated in the responses to the Indicators Rubric.

Emerging

The school has begun the process to gain the understanding, commitment, and support of stakeholders. School personnel are seeking opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate some participation by stakeholder groups. The preponderance of the evidence supports an overall assessment of "emerging" and is substantiated in the responses to the Indicators Rubric.

Operational

The school has the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate good participation by some stakeholder groups. The preponderance of the evidence supports an overall assessment of "operational" and is substantiated in the responses to the Indicators Rubric.

Highly Functional

The school has the understanding, commitment, and support of all stakeholders. School personnel actively promote and provide regular, systematic opportunities for collaboration and shared leadership among all stakeholders to help students learn and advance improvement efforts and can demonstrate a high level of meaningful participation by most shareholder groups. The preponderance of the evidence supports an overall assessment of "highly functional" and is substantiated in the responses to the Indicators Rubric.


Standard 7 - Commitment to Continuous Improvement

STANDARD: The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.

Impact Statement: A school is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.









INDICATORS


Not Evident

Emerging

Operational

Highly Functional

7. Engages in a continuous process of improvement that articulates the vision and purpose the school is pursuing (Vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform what happens next X(Results)

X

7. Engages stakeholders in the processes of continuous improvement

X

7. Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning

X

7. Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals

X

7. Monitors and communicates the results of improvement efforts to stakeholders

X

7. Evaluates and documents the effectiveness and impact of its continuous process of improvement

X



Selection

7.1 Continuous/School/District Improvement Plan Artifac XStandards Assessment Report 93

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t

7.1 Information/Data systemArtifact X

7.1 Professional Development Plan: agenda, topicsArtifact X

7.1Record of student performance improvement efforts

Artifact X

7.1Specific program initiative to support continuous improvement

Artifact

7.1 State/Federal Accountability PlanArtifact

7.1 Other:Artifact

7.1Staff affirm their involvement in a specific program that supports continuous improvement

Practice X

7.1Staff affirm their involvement in continuous improvement committees

Practice

7.1 Other:Practice

7.2

Calendar, agendas, minutes, sign-in sheets demonstrating stakeholder involvement in school improvement

Artifact X

7.2 Parent compactArtifact X

7.2Policies, procedures for school improvement committee work

Artifact X

7.2School Improvement plan indicating membership of committees

Artifact

7.2Stakeholder survey data demonstrating stakeholder involvement in school improvement

Artifact

7.2 Other:Artifact

7.2Stakeholders affirm their involvement in continuous improvement process

Practice X

7.2 Other:Practice

7.3Calendar, agendas, minutes of school improvement meetings

Artifact X

7.3

Data: student performance, stakeholder opinion are used in development of school improvement plan

Artifact X


7.3Evaluation data demonstrating impact of plan and actions taken to remediate

Artifact X

7.3School improvement plan demonstrates alignment with vision, purpose

Artifact X

7.3Student performance targets are communicated to all stakeholders

Artifact

7.3 Vision, purpose posted in school/district facilityArtifact X

7.3 Other:Artifact

7.3Staff affirm their understanding of the impact of programs that support student learning

Practice X

7.3Staff demonstrate capacity for changing methodologies to increase student performance

Practice

7.3Staff, students affirm their understanding of student performance targets

Practice X

7.3 Other:Practice

7.4 Continuous/School/District Improvement PlanArtifact X

7.4Personnel Policies that outline staff evaluation process

Artifact

7.4 Professional Development Plan: agenda, topicsArtifact X

7.4 Other:Artifact

7.4Staff affirm their involvement in professional learning

Practice X

7.4 Other:Practice

7.5 Annual ReportArtifact


7.5 Newsletters, brochuresArtifact X

7.5 Parent-Teacher conferencesArtifact X

7.5Staffing assignments support monitoring and reporting of continuous improvement efforts

Artifact X


7.5 Other:Artifact

7.5 Other:Practice

7.6 Graduation and retention ratesArtifact


7.6 Postsecondary engagement: employment, collegeArtifact

7.6 Stakeholder survey (satisfaction) dataArtifact X

7.6 Other:Artifact

7.6Staff affirm that they regularly use data to inform their practices

Practice X

7.6Staff meetings regularly use data to inform their discussions and decisions

Practice X

7.6 Other:Practice



1. What is the process for continuous improvement used by the school and what are the results that this process is delivering for student performance and school effectiveness?

The process of continuous improvement used by Roberta T. Smith Elementary School is to continually revisit the School Improvement Plan (SIP) and validate its implementation. The school leadership team summarizes the entire educational focus of the school. This team of educators monitor and analyze student data weekly. To support continuous improvement for student performance and school effectiveness, traditional student instruction is differentiated. Also, instruction is rigorous and standards-based with emphasis on higher order and critical thinking skills in the areas of language arts, mathematics, science, and social studies.

2. What steps are taken to ensure that the improvement goals reflect student learning needs that are aligned with the vision and purpose of the school?

The various assessments (paper and pencil and via the computer) that students take throughout the school year are valuable tools in helping us to determine students’ academic strengths and weaknesses. We carefully analyze collected data and use it as a resourceful guide for instruction. This approach helps us to address the learning needs of all students at our school. In reflecting on our school vision and purpose, we provide many learning opportunities for students that are technologically focused and challenging. Students have access to computers in the computer labs and in their individual classroom. They utilize and are constantly engaged with some of the following technology based programs in the classroom to enhance their overall academic and computer skills: Eduplace, Story Weaver, Acuity, Starfall, and Google Earth to assist with planning and instruction. Parents are also encouraged to provide challenging learning opportunities for their children through the use of technology at home. Another aspect of technology we utilize to encourage students to excel academically is the implementation of incentive programs. One of these programs is Accelerated Reading. We feel that it is imperative for students to utilize technology and be


challenged academically on a regular basis so that they will feel empowered, become productive citizens, become lifelong learners, and compete with others in a global society.

3. What process is used to ensure that the school personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals?

School personnel are consistently providing professional development and technical assistance at Roberta T. Smith Elementary School. The school's leadership provides time and meeting locations for grade level training sessions and department level training sessions to implement interventions and achieve improvement goals. Many forms of improvement are experienced in these sessions. For example the Georgia Standards-Based Classroom program was delivered through these meetings. Secondly, the administration provided funds for teachers to travel and attend professional development classes and conferences. Next, teachers re-deliver professional learning onsite in their areas of expertise.

The literacy and math coaches provide training sessions throughout the year to assist teachers in becoming better equipped to teach students. Presentations are provided by guest speakers as part of staff development and the county offers professional development sessions. The school’s media specialist is available to assist with technology and teacher websites as needed.

Finally, furthering education for teachers plays an important role in the ever-changing demand on student performance in the classroom and later in the work force. The technical assistance provided at Roberta T. Smith provides the most current trends in technology information so that Smith can achieve its goals.

4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders?

.

Roberta T. Smith Elementary School is committed to continuous school improvement. The School Improvement Plan (SIP) is used as a roadmap throughout the school year. Each teacher has a copy of the School Improvement Plan so that they are aware of the school goals for the year. The School Improvement Plan is revisited during leadership team meetings and during School Council Meetings to gauge progress. The plan is communicated to all stakeholders via Smith's website.


To ensure that school improvement measures are implemented efforts are put into place by the administration as well as by each grade level. The plan is monitored on an ongoing basis by observation and discussion in leadership team meetings. As the goals are achieved, the plan is revisited and revised.

Communication efforts are achieved through family academy nights, Connect Ed (automated phone system), newsletters, flyers sent home to parents, Clayton County Public Schools Television Broadcast, and the school marquis. Smith's communication efforts also provide a continued effort to solicit support and assistance from all stakeholders.


Overall Assessment for Commitment to Continuous Improvement

Not Evident

The school has not developed a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. The school cannot demonstrate progress in improving student performance and school effectiveness. The preponderance of the evidence supports an overall assessment of "not evident" and is substantiated in the responses to the Indicators Rubric.

Emerging

The school is developing a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning, but the plan has not been implemented. Improvement efforts are being developed, but the school cannot yet demonstrate progress in improving student performance and school effectiveness. New improvement efforts are not informed by the results of earlier efforts through reflection and assessment of the improvement process. The preponderance of the evidence supports an overall assessment of "emerging" and is substantiated in the responses to the Indicators Rubric.

Operational

The school implements a collaborative and ongoing process for improvement that aligns most functions of the school with the expectations for student learning. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process. The preponderance of the evidence supports an overall assessment of "operational" and is substantiated in the responses to the Indicators Rubric.

Highly Functional

The school fully implements a collaborative and ongoing process for improvement that aligns all functions of the school with the expectations for student learning. Improvement efforts are systemic, sustained, and fully embedded, and the school demonstrates significant progress in improving student performance and school effectiveness. New improvement efforts are clearly informed by the documented results of earlier efforts through reflection


and assessment of a highly sustained, continuous process of improvement. The preponderance of the evidence supports an overall assessment of "highly functional" and is substantiated in the responses to the Indicators Rubric.


Optional: Peer-to-Peer Practice Submission

Strengths identified through the Standards Assessment Report can benefit not only your school, but also other institutions striving to improve their adherence to the seven AdvancED standards. As part of the SAR, you are invited to submit a Peer-to-Peer Practice to the AdvancED Resource Network, an online knowledge network of practices, research, and tools. You may submit a practice at any time prior to submitting your report by going to www.advanc-ed.org/resourcenetwork and clicking “Submit a practice.” You can also follow the instructions contained in the online Standards Assessment Report.

BackgroundA peer-to-peer practice is a description of interventions, strategies,

programs, or activities that have been identified by a school/district to be effective. It includes practices that support classroom teachers and/or schools/districts in their efforts to improve student learning.

The submission form asks for the following information: Name of the practice Contact information for the practice Description of the practice – Describe what you were trying to

accomplish, how it was implemented, and what evidence you have that it worked

Reason for the practice – Describe the problems you addressed with this practice or the reason you chose to implement the practice.

Subject areas, grade levels, student groups, and adult groups – Select from a list of choices the various areas, levels, and groups to which the practice applies

Length of implementation of the practice Resources – Describe the human, material, and financial resources

needed to implement the practice Research – Identify any research that supports the practice Conclusion – Describe your next steps in implementing the practice

As you identify a practice for submission, you may want to ask some basic questions. Does the potential practice have: 1) a defined problem or specific reason why you implemented the practice; 2) a research base or a research-based premise; and 3) documented results? If the answers to these questions are yes, you have a good practice to submit.

Submitting a practice allows the school to highlight a practice that it feels is indicative of the quality work occurring in the school. The practice is


http://www.advanc-ed.org/resourcenetwork

included in the online AdvancED Resource Network where it can be accessed by other practitioners using the network.


Conclusion

The following focus questions reflect the school’s overall analysis of its internal evaluation of the accreditation standards.

Focus Questions1. As you review your responses to the standards, what major trends, themes, or areas of focus emerge that cut across the seven standards?

There are two major trends that emerge across the seven standards regarding Roberta T. Smith Elementary School. One is learning opportunities for the enhancement and enrichment of all students. Struggling and advance students can be challenged to meet their individual academic needs. Another trend is that students are given the opportunity to use technology along with hands-on activities to gain real world understanding in deficient and/or proficient academic concepts.

The revocation of SACS CASI Accreditation of the Clayton County Public Schools occurred on September 1, 2008. A special review team visited the school system on April 13-15, 2009. As a result of their recommendation, accreditation was regained with a Probationary status. The system is subject to Special Team Reviews every six months until December 2010. The recommendations of those teams will determine the future accreditation status of the school system. As a result of the probation, all Clayton County Schools will be accredited with probation until the district has demonstrated compliance with all standards and has met all Mandates and Recommendations of the Special Review Teams.

2. Based on your review of these cross-cutting themes/trends and each of the seven standards, what would you consider to be your school’s greatest strengths?


Our school's greatest strengths are our commitment to Teaching and Learning as well as the use of technology throughout our school. Our staff is committed to providing a quality education that leads to student achievement, parent satisfaction, and the fulfillment of our vision and mission. Multiple avenues have been set up to keep stakeholders, especially parents, well informed. We communicate with our stakeholders through quarterly school newsletters, Principal's letters, Channel 24 television, surveys, School Council, our website, school marquee, Connect-Ed call system, student presentations, bilingual interpreters, online student gradebook, as well as formal and informal parent teacher conferences. A unique feature of Roberta T. Smith Elementary School is the commitment to education through technology. Every classroom is equipped with the most current high tech, digital communication system. Every four classes have access to their own computer lab which means our students are becoming quite technologically astute.

3. What would you consider to be your school’s greatest challenges?

The Schools greatest challenge is parental and community involvement. Throughout the school year Roberta T. Smith Elementary has several events that parents and other community business members are invited to attend. These stakeholders are invited to give them the opportunity to see the type of learning environment that is being offered at Roberta T. Smith Elementary School as well as student academic achievements. However, all events are not fully attended in light of the amount of students that attend our school.

4. How will you use the insights gained from this self-assessment to inform and enhance your quality assurance and continuous improvement efforts?


The review of the seven standards has given our staff insight into our school strengths and challenges. Roberta T. Smith Elementary will seek more input from parents, the community, and business members. For example, we will increase the use of web-based surveys and report these findings to faculty in professional learning communities. Roberta T. Smith will also utilize Clayton County's Channel 24 educational program more extensively.


Smith SAR

Documents

Transcript of Smith SAR