Faculty, Student, and Parent Survey

Standard #11: Assessment of Student Learning

The assessment of student learning outcomes enables students to monitor their own learning progress and allows teachers to adapt their instruction to the specific learning needs of students. The school's effectiveness is assessed by examining areas such as student learning and performance, program evaluation, performance results for support services, graduate success, and client satisfaction. Results are used to develop strategies for improving service and program quality. Assessment results are communicated appropriately to parents/guardians, students, staff, and school community.

Faculty

Survey

4 < > 1

Student

Survey

4 < > 1

Parent

Survey

4 < > 1

Overall Results

4 < > 1

Indicator

3.53

3.53

The district/school identifies specific criteria for assessing student learning and performance.

3.60

3.04

3.32

The district/school utilizes appropriate and varied methods to assess student learning and performance.

3.62

3.62

Student progress at all levels is regularly evaluated and accurately interpreted and reported in an understandable manner.

3.47

2.86

2.78

3.04

There is evidence that students in the aggregate are achieving the expected learning outcomes at a level acceptable to the school community or progress is being made to raise achievement to that level.

3.46

3.02

3.24

Curriculum, instruction, and assessment are aligned into a coherent system consistent with the district/school's philosophy, mission, beliefs, and/or objectives.

3.46

3.46

Assessment results are used regularly in evaluating the effectiveness of the district/school's curriculum, instructional practices, and professional development in order to develop strategies for improving student learning.

3.48

2.97

2.59

3.01

All teachers and other appropriate school personnel commit to, participate in, and share in the accountability for student learning.

3.47

3.47

The district/school communicates its assessment policies and practices to the total school community (e.g. via parent handbooks, website, teacher handbooks, policy manuals, etc.).

3.49

3.49

Assessment results are analyzed with appropriate frequency and rigor for

      ·   Individual students as they move through the school

      ·   Groups of students as they move through the school

      ·   Against comparable (local and national) groups outside of the school.

3.39

3.39

Assessment results are used in making decisions regarding the allocation of resources.

3.40

2.71

3.13

3.08

Communication with parents/guardians regarding students' progress and needs is regular, productive, and meaningful.

3.40

2.89

3.15

A monitoring system is in place to provide current and longitudinal data on student performance and other outcomes.

3.32

2.98

3.15

Assessment of student learning is the primary indicator for documenting the effectiveness of the overall school program.

3.34

3.34

Student records are complete and well-maintained. General standards for transcript control and use are known and observed.

3.43

3.43

Commonly held norms relating to academic credit, grade placement, academic recognition, and testaments to academic competence are practiced.

3.50

3.50

Ongoing assessment serves as the basis for continuing curricular and instructional development.

Sample Faculty Comments

Assessments are a regular part of the instruction and evaluation of the students.

Student assessment is directly linked to academic standards and local, state, and federal assessments.

Teachers practice multiple assessment practices to address different learning styles.

Through monthly curriculum meetings the faculty learns about changes and planning needs.

School board is committed to long-term planning needs.

Planning is evident at all times, not just before major deadlines.

Sample Student Comments

The communication between grades in my school is decent, but could be far better.

Students must normally ask to see grades and their progress in classes.

Not many of my teachers talk to me about my grades, or how good or bad I am doing in their class.

I know how I am doing in all my classes.

Teachers give us progress reports and sometimes explain what they expect of us if we’re not doing as well as they feel we should.

I always ask for help.

Sample Parent Comments

Lettergrade is awesome.

I appreciate the new program, where we as parents can go onto a website to stay up to date with our children’s grades and classes.

Faculty Survey

Standard #12: Planning

The school makes use of strategic, long-range, and operational planning to continuously improve its educational programs and services. Improvement plans focus on student performance and organizational growth and engender continuous improvement across all aspects of the school organization. Externally validated processes for evaluation, strategic planning, and school/district improvement are continuously maintained. Systematic data analysis regarding student performance is coupled with analysis of instructional and organizational practices to ensure alignment with the school’s philosophy, mission, beliefs, and/or objectives. Trends in the outcomes and results are projected and goals of demonstrated strategic merit are identified.

Faculty

Survey

4 < > 1

Indicator

3.29

a.) A written school/district improvement plan is developed and is available to the school community. Where appropriate, it is approved by the governance.

3.24

b.) School leadership and staff plan, organize, manage, and support an ongoing school improvement process that has broad-based school community participation and commitment.

3.35

c. The school provides opportunities for representative elements of the community to offer input into the school's strategic plan.

3.44

d.) A major focus of school improvement plans is enhanced student achievement and performance.

3.29

e.) Planning information includes historical data, baseline information, trend data, and projections. Data-driven decision-making enables school/district authorities to make critical judgments with confidence.

3.29

f.) Periodic review of school improvement plans is conducted to determine the extent to which outcomes meet expectations and so that corrective actions can be initiated.

3.26

g.) Public information about changes or developments in the district/school philosophy, mission, beliefs, and/or objectives, programs, and plans is disseminated.

Sample Faculty Comments

• Planning is evident at all times, not just before major deadlines.
• Through monthly curriculum meetings, the faculty learns about changes and planning needs.
• Not sure the public is incredibly aware of our plans.
• This type of planning by faculty takes additional time beyond the daily planning for learning activities and assessments. Time to complete the “big planning” is rarely provided to faculty/staff in sufficient amounts to get the necessary planning and paperwork done, which can undermine morale as well as commitment to the task.

Note: The faculty scores this section well, while some noted in their comments that they would like more time for comprehensive planning.

Student Survey

Standard #12: Planning

The school makes use of strategic, long-range, and operational planning to continuously improve its educational programs and services. Improvement plans focus on student performance and organizational growth and engender continuous improvement across all aspects of the school organization. Externally validated processes for evaluation, strategic planning, and school/district improvement are continuously maintained. Systematic data analysis regarding student performance is coupled with analysis of instructional and organizational practices to ensure alignment with the school’s philosophy, mission, beliefs, and/or objectives. Trends in the outcomes and results are projected and goals of demonstrated strategic merit are identified.

Student

Survey

4 < > 1

Indicator

2.98

30. My school strives to improve student learning and performance.

Sample Student Comments

There were no student comments for this standard.

Note: Lower student numbers indicate less confidence in the ability of the school’s planning agenda to improve student learning and performance.

Parent Survey

Standard #12: Planning

The school makes use of strategic, long-range, and operational planning to continuously improve its educational programs and services. Improvement plans focus on student performance and organizational growth and engender continuous improvement across all aspects of the school organization. Externally validated processes for evaluation, strategic planning, and school/district improvement are continuously maintained. Systematic data analysis regarding student performance is coupled with analysis of instructional and organizational practices to ensure alignment with the school’s philosophy, mission, beliefs, and/or objectives. Trends in the outcomes and results are projected and goals of demonstrated strategic merit are identified.

Parent

Survey

4 < > 1

Indicator

2.50

1. The school has an effective school improvement plan.

2.75

2. The school strives to improve student learning and performance.

Sample Parent Comments

• Music, arts, course selection block scheduling is a MAJOR problem - makes it extremely difficult for students to take diverse courses (e.g., art/music, foreign language, AP courses - almost an impossible combination here), multiple AP courses, multiple foreign languages. It puts college prep students at a serious disadvantage compared to their peers at other schools, and it reduces their exposure to areas where they have varied interests & talents.
• You must update the curriculum for the 21st century. Facilitate kids achieving their goals rather than forcing them into courses to preserve school's antiquated programs.

Note: Lower parent numbers indicate less confidence in the school’s planning goals. This suggests a need for better publication and discussion of our planning goals.