AdvancED Presentation

1. AdvancED Standards,
Stakeholder
Feedback, and
Student Performance
Overview
Elbert County School District
October 5, 2015

2. District Accreditation
Steering Committee
Standard 1: Purpose and Direction
Co-Chairs
Chuck Bell, Superintendent
Tammy Mason, Principal, EEC
Standard 2: Governance and
Leadership
Co-Chairs
Dr. Fran Floyd, Human Resources
Director/Title I Coordinator
Patricia Graham, Assistant Principal,
ECMS
Standard 3: Teaching and
Assessing for Learning
Co-Chairs
Angela Moton, Assoc. Superintendent
Rosa Harris, Principal, ECPS
Standard 4: Resources and
Support Systems
Co-Chairs
Jon Jarvis, Principal, ECMS
Dr. Sonya Barnett, Principal, PJBLC
Standard 5: Using Results for
Continuous Improvement
Chairperson
Celina Brown, Principal, ECES
Jason Kouns, Principal, ECCHS

3. Self-Assessment Results

4. Standard 1 – Purpose and
Direction
Mission Statement
The Elbert County School District,
in partnership with the entire
community, will nurture, educate,
and graduate students who have
been empowered to reach their
full potential as responsible,
ethical, and productive citizens.
Motto
“Every Student. Every Day.”
Vision Statement
The Elbert County School District
will work successfully with
families, community partners, and
other key stakeholders to
continually improve student
outcomes. We envision creating a
world-class school district
founded on teacher and leader
quality, innovative practices, and
overall academic excellence.

5. Standard 1 – Purpose and
Direction
Our Beliefs
· We believe all students can learn, and our schools must assist them in
reaching their full potential.
· We believe our schools must be warm, welcoming, and safe. We believe that
every individual is entitled to an emotionally and physically safe and respectful
learning environment.
· We believe a rigorous and comprehensive education will prepare our students
for the challenges of the 21st Century.
· We believe it is essential to embrace diversity, including ethnicity, ability level,
and socioeconomic status, and implement initiatives to ensure the needs of all
students are met.
· We believe good character must be developed and
nurtured to promote citizenship at the community
level and in a global society.

6. Standard 1 – Purpose and
Direction
Our Beliefs
•We believe that leveraging technology is essential for college and career
readiness.
•We believe that a commitment to student success is a shared responsibility
among students, parents, educators, and the community.
•We believe the more connected families are in the educational process, the
more successful students will be.
•We believe that every employee of the district plays a vital role in the growth
and development of our students.
•We believe that by making these beliefs real in our actions, we can nurture the
complete growth of "Every Student, Every Day."

8. Standard 1 – Purpose and
Direction
Strengths
•The Elbert County School District maintains and communicates a purpose and
direction that commits to high expectations for learning as well as shared
values and beliefs about teaching and learning.
•The Elbert County School District engages in a systematic and inclusive
process to review, revise, and communicate our purpose for student success.
•The district implements a continuous improvement process that employs goals
and actions to improve student performance; and documents and uses the
results to inform what happens next.

9. Standard 1 – Purpose and
Direction
Challenges
•System processes focused on purpose and direction must be
implemented on a regular schedule.
•The district must continue to focus on instructional practices that
include active student engagement and focus on depth of
understanding.
•The District Strategic Plan must serve as a guide for this work,
specifying mission, vision, objectives, benchmarks, and the policies
and strategies to achieve each strategic objective.

10. Purpose and Direction
Implications/Recommendations
•Take steps to ensure the district and each school reviews, revises,
and communicates purpose and vision on a regular schedule.
•The school district has successfully worked to establish shared values
and beliefs about teaching and learning. A critical next step is to see
more pervasive evidence of a strong K-12 commitment to instructional
practices that focus on student engagement and depth of
understanding.
•Complete a strategic plan in the Spring of 2016 that establishes long-
term outcomes (and sets specific targets) to define the school district’s
progress in achieving its vision for all students.

11. Standard 2 – Governance and
Leadership
• How were ratings determined?
Two groups, resources/materials, assigned indicators for
discussion/review, graphic organizer aligned to narrative
components
• Indicator 2.2 Graphic Organizer
• Were there indicators on which there was uncertainty of
ratings?
Yes, due to perceptions based on knowledge and/or
experience. For example, BOE member vs. teacher.

12. Standard 2 – Governance and
Leadership
Strengths
2.1 – School Improvement Process
2.2 - Strong and positive work relationship between the
governing body and the superintendent
2.3 - Clear and frequent communication
2.4 – Strong collaborative culture
2.5 - School Improvement Opportunities
2.6 - High Expectations which result in continuous school
improvement initiatives.

14. Governance and Leadership
Implications/Recommendations
•While communication is perceived an as overall strength (79.20% of the
parents and 82.14% of the staff that were surveyed either agreed or strongly
agreed), it was determined that a communication plan needs to be established
for all stakeholders.
•Professional learning is a priority in Elbert County, however it was concluded
that other staff, such as paraprofessionals, need to be considered as they are
utilized more for instructional purposes.
•Parental involvement has improved greatly (75.73% of parents and 82.14% of
staff individuals either agreed or strongly agreed that school leaders support a
collaborative culture), but it remains a challenge to involve all
stakeholders to attend and participate in school
improvement opportunities.

15. Standard 3 – Teaching and
Assessing for Learning
•Monthly meetings to discuss standards,
indicators and ratings
•Standards engaged committee
members in deep reflection and
discussion
•Use of the terms “most” and “all” led to
the richest discussion about teaching
and assessing for learning indicators
across all schools and grade levels

16. Standard 3 – Teaching and
Assessing for Learning
Strengths
•3.1- The system’s curriculum provides equitable and challenging learning
experiences that ensure all students have sufficient opportunities to develop
learning, thinking, and life skills that lead to success at the next level.
•3.2-Curriculum, instruction, and assessment throughout the system are monitored
and adjusted systematically in response to data from multiple assessments of
student learning and an examination of professional practice.
•3.3-Teachers throughout the district engage students in their learning through
instructional strategies that ensure achievement of learning expectations.
•3.4-System and school leaders monitor and support the improvement of
instructional practices of teachers to ensure student success.

17. Standard 3 – Teaching and
Assessing for Learning
Strengths
•3.5-The system operates as a collaborative learning organization
through structures that support improved instruction and student
learning at all levels.
•3.7-Mentoring, coaching, and induction programs support instructional
improvement consistent with the system’s values and beliefs about
teaching and learning.
• 3.8 –The system and all of its schools engage families in meaningful
ways in their children's education and keep them informed of their
children’s learning progress.

18. Standard 3 – Teaching and
Assessing for Learning
Challenges
•3.6 - Teachers implement the system’s instructional process in support of
student learning.
•3.9 – The system designs and evaluates structures in all schools whereby
each student is well known by at least one adult advocate in the student's
school who supports that student’s educational experience.
•3.10 - Grading and reporting are based on clearly defines criteria that
represent the attainment of content knowledge and skills and are consistent
across grade levels and courses.
•3.11 - All staff members participate in a continuous program of professional
learning.
3.12 – The system and its schools provide and coordinate
learning support services to meet the unique
learning needs of students.

21. Teaching and Assessing for Learning
Implications/Recommendations
Implications
The identified areas of need,
reflect opportunities for the
district to further enhance
processes and procedures to
increase fidelity to AdvancED
quality standard and indicators
for teaching and assessing for
learning.
Recommendations
•Continue the work of collaborative planning
at all schools
•Vertically aligned instructional program
(January 4, 2016, PreK and kindergarten
math and writing) across all grade bands
•Continue providing professional learning
experiences for all teachers that will engage
all students in a higher level of learning by
using a variety of instructional practices
•Use exemplars to inform students of learning
expectations and standards of performance
•Expand support programs to ensure all
student have an advocate for their
educational experience
•Common grading procedures across all
grade levels/content areas

22. Standard 4 – Resources and
Support Systems
Areas of Strength
•Highly qualified professional and support staff dedicated to the
district’s purpose and educational programs
•Protects and utilizes instructional time, material resources, and fiscal
resources
•Safe, clean, and healthy environment for all students and staff
•District and school leadership, with parental and community input,
collaborate periodically to address long-range strategic planning

23. Standard 4 – Resources and
Support Systems
Areas of Strength
•Information resources and related personnel to support
educational programs are provided throughout the system
•Technology equipment and infrastructure is provided to
support teaching and learning in all classrooms
•Counseling, assessment, referral, educational and career
planning services are provided in all schools

24. Standard 4 – Resources and
Support Systems
Needs Improvement Areas
•Development of professional learning for staff and parents
on recognizing social and emotional issues in students
•An evaluation process should be developed to determine
effectiveness of support systems currently in place
•Adoption of a system-wide Anti-Bullying Program

26. Resources and Support Systems
Implications/Recommendations
Implications and Recommendations
•Continue research-based decision-making to support
organizational effectiveness
•Continue to analyze student and school data to develop
and implement long-range strategic plans
•Continue to develop and evaluate system policy as it
relates to resources and support systems
•Continue to update facilities and safety plans annually

27. Standard 5 – Using Results for
Continuous Improvement
Areas of Strength
•Comprehensive Assessment System
•Effective Data Teams in all schools
•Extensive technological support for collecting and
analyzing student data
•Support systems for students with a wide range of
academic needs

28. Standard 5 – Using Results for
Continuous Improvement
Areas in Need of Improvement
•Continued Focus on Growth and Improvement – Need to
Continually Assess System for Effectiveness
•Training is needed for all professional and support staff in
all grades and departments
•Systematic professional learning in evaluation,
interpretation, and use of data in all subject areas
•Defined district policy and procedure for analyzing data

29. Standard 5 – Using Results for
Continuous Improvement

30. Using Results for Continuous Improvement
Implications/Recommendations
• Continue to implement, update and maintain an evaluation process of
the current assessment system to determine its effectiveness in
providing the information needed to improve teaching and learning
• On-going training for all professional and support staff with regards to
the system improvement plan as it relates to assessment and data
• Implementation and revision of Student Learning Objective
Assessments
• Continued implementation of the GraduateFIRST data-driven
intervention framework

31. Stakeholder Feedback
Highest Levels of Satisfaction
Parents
•Standard 4 –Students are provided with access to a
variety of information resources to support their learning
(98.05%).
•Standard 5 --Schools ensure that all staff members
monitor and report the achievement of school goals
(90.14%).
•Standard 5 -My child is prepared for success in the next
school year (94.12%).

32. Stakeholder Feedback
Highest Levels of Satisfaction
Students
•Standard 1 – In my school, I have access to counseling, career planning, and
other programs to help me in school (73.5%). My teacher wants me to learn
(99%).
•Standard 4 – In my school, I can participate in activities that interest me
(70.62%). My school has many places where I can learn, such as the library
(94.61%). My school has computer to help me learn (94.93%).
•Standard 3 – All of my teachers use tests, projects, presentation, and portfolios
to check my understanding of what was taught (69.92%). My teachers tell me
how I should behave and do my work (96.69). I learn new things in school
(94.98%).

33. Stakeholder Feedback
Highest Levels of Satisfaction
Staff
•Standard 1- Our school’s purpose statement is clearly focused on
student success (100%). Our school’s purpose statement is based on
shared values and beliefs that guide decision-making (100%).
•Standard 2 – Our school’s leaders hold all staff accountable for
student learning (100%).
•Standard 4 – Our school maintains facilities that contribute to a safe
environment (96.14%).

34. Stakeholder Feedback
Lowest Levels of Satisfaction
Parents
•Standard 4 - Our school ensures the effective use of
financial resources (60.87%).
•Standard 2 - Our school’s governing body does not
interfere with the operation of leadership of our school
(60%).
•Standard 3 - All of my child’s teachers meet his/her
learning needs by individualizing instruction (58.99%).

35. Stakeholder Feedback
Lowest Levels of Satisfaction
Students
•Standard 4 – In my school, students help each other even
if they are not friends (36.79%). In my school, students
respect the property of others (31.91%).
•Standard 2- In my school, students treat adults with
respect (33.93%).
•Standard 3 – My family likes to come to my school (50%).

36. Stakeholder Feedback
Lowest Levels of Satisfaction
Staff
•Standard 3 – All teachers in our school personalize instructional
strategies and interventions to address individual learning needs of
students (65.22%). All teachers in our school regularly use instructional
strategies that require student collaboration, self-reflection, and
development of critical thinking skills (65.22%).
•Standard 3 –All teachers in our school provide students with specific
and timely feedback about their learning (60.87%).
•Standard 3 –In our school, staff members use student data to address
the unique learning needs of all students (60.86%).

37. Student Performance
Areas of Notable Achievement and Improvement
•The Elbert County School District’s College and Career Ready
Performance Index (CCRPI) score has increased over 10 points in the
last two years from 64.2 to 74.3.
•Improved student achievement in all content areas and reductions in
achievement gaps between student subgroups resulted in the removal
of Elbert County Middle School (ECMS) from the GaDOE’s Focus
School list in 2015.
•Since consolidation in the 2012-13 school year, CRCT scores at Elbert
County Elementary School (ECES) have improved each year
in all content areas.

38. Student Performance
Areas of Notable Achievement and Improvement
• In the 2014-15 school year, approximately 87% of kindergarten students and
93% of 1st
grade students met their Reading Mastery Signature program goal.
•The 2014 4-Year Cohort Graduation Rate at ECCHS was 82.80%. (GA-72.60%)
•In 2014, the Economics EOCT pass rate for ECCHS students was 85%,
exceeding the state average by 4%.
•In 2014, 86.3% of Elbert County Comprehensive High School (ECCHS)
graduates completed a CTAE pathway, or an advanced academic pathway, or a
fine arts pathway, or a world language pathway within their program of study.
(GA-74.4%)
– ● The percentage of ECCHS graduates entering
TCSG/USG not requiring remediation or learning
support courses has increased to 55.5%.
–

39. Student Performance
Areas of Identified Need
•Achievement gaps between student subgroups (Black, Hispanic, White,
Economically-Disadvantaged, English Learners, and Students with Disability)
remain a significant challenge to the school district.
•State assessment data indicate that subgroup performance, across grade levels
and content areas, often does not meet state and/or subgroup performance
targets.
•The percentage of Student With Disabilities (Grades 6-12) meeting and
exceeding expected levels of proficiency on state assessments fails to meet any
of the state or subgroup targets.
•Student performance in mathematics—Elementary, Middle, and High
School—has been targeted for improvement, but
state test results show minimal improvement.
– ● Continued focus on improved writing skills and Lexile
scores is essential.

40. Explanation of Evidence and
Artifacts
• Notebook
• Boxes of Artifacts
• eBOARD – Evaluation tab for electronic
evidence and artifacts

41. Every Student. Every
Day.
We are committed to continuous
improvement and look forward to receiving
your feedback and acting on your
recommendations.