Accreditation Report

Accreditation Report

Carter-Parramore Academy

Gadsden County School District

Ms. Pauline West, Principal 631 S Stewart St Quincy, FL 32351-3843

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 8

Self Assessment

Introduction 10 Standard 1: Purpose and Direction 11 Standard 2: Governance and Leadership 13 Standard 3: Teaching and Assessing for Learning 16 Standard 4: Resources and Support Systems 21 Standard 5: Using Results for Continuous Improvement 25 Report Summary 28

Assurances Report

AdvancED Assurances 30

Student Performance Diagnostic

Introduction 32 Assessment Scores 33 Areas of Notable Achievement 34 Areas in Need of Improvement 35

Stakeholder Feedback Diagnostic

Introduction 37 Criteria for Assessing Stakeholder Feedback 38 Areas of Notable Achievement 39 Areas in Need of Improvement 40

Carter-Parramore Academy

Executive Summary

Carter-Parramore Academy

Introduction

Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

Carter-Parramore Academy

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

Carter-Parramore Academy is located in the southernmost part of the City of Quincy in one of Gadsden County's oldest historical African-American neighborhoods that was once comprised of well-known and established business people, educators, and leaders. Further south of its campus lies Stewart Street Elementary - voted in 2011 the 25th Best School in the State -, Gadsden Technical Institute, and the School Board of Gadsden County including its transportation, maintenance, and warehouse facilities. Also within close proximity to its northern border is the newly renovated Gadsden Arms Apartment - the city's largest minority housing complex for low-income families. The Carter-Parramore Academy complex serves as the Gadsden School System's official alternative education site. Locally, the site serves students from the townships and communities of Quincy, Havana, Gretna, Midway, Greensboro, and Chattahoochee. They are offered the opportunity to withdraw from neighboring home schools and remain at Carter-Parramore until they are eligible to graduate. However, whenever students fulfill their obligations, whether academic or behavioral, they may leave any of the services provided. Currently, the Academy provides academic, dropout prevention, teenage parent, childcare, and expulsion school services for a diverse population of students ranging from fourth to twelfth grades. Limited health, legal, and counseling services are also provided through the Gadsden County Health Department, Capital City Youth Services, and the Department of Juvenile Justice. There are three (3) different educational programs for students who have special needs in the areas of discipline, learning alternatives, teenage parenting, and emotional and/or mental well-being. These programs operate autonomously as Schools within Schools and fall directly under the supervision of the Principal of Carter-Parramore Academy. Two programs that support students' needs are the Teenage Parent Program and Boldstep Infant Care Centre for children of teenage parents enrolled in the school district, with priority given to students enrolled at Carter-Parramore Academy for alternative education. HOPE ACADEMY, at the southernmost end of campus, houses students who have been expelled and alternatively placed by the school board or court system for committing zero tolerance infractions or who need very close supervision for behavioral reasons. Currently, the complex has an enrollment of 215 students which fluctuates weekly due to withdrawals or enrollments of new and returning students from various local sites and/or juvenile facilities. The student population is approximately 92% African-American, 8% Hispanic, 1% Caucasian, and 1% Multiracial. The percentage of economically disadvantaged students is 87%. This rate could be higher if all students participated in the free and reduced lunch program. Exceptional student education services are provided for 17% of the population. While there are no LEP students assigned to this site, 8.3% of the staff is ESOL endorsed and provide assistance as needed for students. The instructional staff consists of 21 dropout prevention teachers which include one ESE teacher/support facilitator; one Reading coach; one Mathematics coach; one Media Specialist; and two Behavioral Specialists. The school, as an alternative site, has been in existence since 2003-2004. In 2010-2011, the school received its first school improvement rating - maintaining - from the FLDOE. In 2011-2012 however the rating was lowered to "declining" due to a decrease in the school's mathematics performance. The school was previously rated as "declining" in 2008-2009 and 2009-2010. This year's goal is to move the school to "improving". Note: Each year students must reapply to enter the alternative program, which often results in a new student body and less than 50% of the previous student population returns. Commitments from students and parents will assure that each year will not be a renewal, but a continuation of what has already been started and accomplished.

Unique Features and Challenges Associated with the Communities

Carter-Parramore Academy

Carter-Parramore Academy as an alternative education site is designed to alleviate some of the problems students face when they fall behind academically and are not the appropriate age for their grade levels. The system and community realize that students become disenchanted and often resort to inappropriate social behaviors, including but not limited to, violence, defiance of authority, involvement in illegal substances, high absenteeism from school, truancy, defamation of school property, etc.. Consequently, they are at risk of dropping out of school just as over-aged students. It is the intent of the program to expand its provisions to students who need a non-traditional learning environment in order to experience success in learning and subsequently receive a high school diploma. Additionally, the alternative program has a particular emphasis on vocational awareness and preparation due largely to the high illiteracy, economic status, unemployment and underemployment in the county. Students attending this program may enroll in a CTE program each semester and acquire skill mastery or earn certification by at the end of the course at the neighboring Gadsden Technical Institute. This requirement applies to all students in grades 10th through 12th. Middle grades students may enroll in a CTE course (Informational Technology or Business Education) on site for credit beginning at the 8th grade level.

Carter-Parramore Academy

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

MISSION STATEMENT: To ensure every student makes a year's learning gain. VISION STATEMENT: To create a safe and stimulating learning environment across the curriculum, which maximizes individual potential and ensures students of all ability levels are well equipped to meet the challenges of education and life. MOTTO: "A Place called HOPE" LET'S WORK TOGETHER TO MAKE OUR SCHOOL SAFE: To assure that the Carter-Parramore/HOPE Academy complex is a safe and orderly place to learn and teach, we must follow rules. The Faculty and Staff will model behaviors we expect of students. We agree to the following: (1) To be role models for students. (2) Treat students and other members of the Gadsden community with respect. (3) Avoid unnecessary confrontations. (4) Be fair and consistent in the application of classroom and school policies. BELIEFS: We believe that the physical, emotional, mental, and social development of citizens in this district is our concern; the responsibility of the district is to assist in the total development of students by recognizing their strengths and weaknesses and immersing them in experiences that will help them progress and achieve. We believe that it is the responsibility of educational alternative/dropout prevention program to teach learning skills, encourage logical and critical thinking, and encourage the development of a positive self-concept with an emphasis on wholesome attitudes and skill development for careers. We believe that the program should promote sound mental and physical health, foster the development of responsible citizenship and social values, and emphasize the development of wholesome interpersonal and group relationships, moral and ethical values, aesthetic appreciation, and cultural awareness as we prepare students for employment and lifetime leisure enjoyment. We believe that the program should create an environment that is safe, healthy, and conducive to learning; and one that enables professional educators to practice and exhibit their craft with opportunities for further growth and development through participation in on-going staff development activities. Finally, we believe that the School Board should provide an appropriate physical infrastructure that lends itself to the unique needs of at-risk and special needs students and a supporting curriculum infrastructure that permits students an opportunity to develop to their fullest potential within the framework of their individual needs and abilities. The school improvement plan embodies all of the school's goals, efforts, strategies, and activities to help students meet the expectations of this system, which is preparation for college and or careers. While students and their families enrolled at the Carter-Parramore Academy complex have chosen an alternative route to reach the same goals as those throughout the State of Florida, they must be assured that this is the "best fit" for meeting their needs; possess self-discipline and motivation to work diligently; be goal-driven and respectful. While this generally is not always the case, we have high expectations for all of our students and we strive daily to provide the necessary supports to get them through most situations. We provide curriculum, physical, mental, emotional, legal (minor), and material assistance as needed and within the confines of our resources. Our major focus is on students at all ages to excel to the best of their abilities and be able to become gainfully employed or self-employed, attend a post-secondary education institute, join the military and be a contributor to the community or any other chosen place of residence.

Carter-Parramore Academy

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

2009-2010

* 14 high school graduates with standard diplomas or GED compared to 5 the previous year

* 35.7% of graduates took the ACT and 64.2% took the CPT

* 57.1% of graduates enrolled in a Florida post-secondary institution during Fall 2010

* District hires Dropout Prevention Coordinator

* 25% of graduates (African-Americans) passed the FCAT Retake Test for graduation

* 60% of all students grades 3-10 made learning gains in mathematics

* 21 high school graduates with standard diplomas or GED

* 42% of all students grades 3-10 made learning gains in reading

* 41% of students scored 3.0 or above on FCAT Grade 10 Writing To Date 2012-2013

* Brotherhood of Respect, an all male organization, has been in existence for over 8 years and shares an established partnership with FAMU's Black Male Explorers Program

* Initiated the Student Council in response to students' request to have a voice in the decision-making process

* Initiated the School Newspaper to help publish campus news and voice concerns and issues from students

* Assistant Principal added to the Administrative Staff

* ISS Program implemented to deter and decrease out of school suspensions

* Supplementary materials provided through SIG for academic program (i.e. classroom libraries with CCSS literary titles)

* 21st CCLC after-school program

* Disc Village counseling program for students

* Full-time media specialist

* Availability of on-site virtual and online school program for credit recovery

* Full-time reading and mathematics coaches

* Two full-time behavioral specialists Areas for improvement that the school is striving to achieve in the next three years

* Reading Proficiency

* Mathematics Proficiency

* Increased Graduation Rate

* Decreased Dropout Rate

* Reduce High Absenteeism (student absent 21+ days)

* Reduce Number of Suspensions and Expulsions SY 2012-2013 Page 6 © 2012 AdvancED www.advanc-ed.org

2010-2011

2011-2012

Carter-Parramore Academy Carter-Parramore Academy

Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.

Stakeholders rated Standard 1: Purpose and Direction in the school satisfactorily contrary to the fact that the school has experienced new leadership for the past six years. The general focus of the school remains the same - assuring that the neediest and most at-risk students receive quality assistance for maximum success.

Carter-Parramore Academy

Self Assessment

Carter-Parramore Academy

Introduction

AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential component of the preparation process for the institution's External Review.

Standard 1: Purpose and Direction

The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Overall Rating: 3.0

Indicator		Statement or Question	Response			Evidence		Rating
1.1		The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.	The school's process for review, revision, and communication of the purpose statement is documented. The process is formalized and implemented on a regular schedule. The process includes participation by representatives from all stakeholder groups. The purpose statement focuses on student success.			Purpose statements past and present Minutes from meetings related to development of the school's purpose Survey results Examples of communications to stakeholders about the school's purpose (i.e. website, newsletters, annual report, student handbook)		Level 3

Indicator		Statement or Question	Response			Evidence		Rating
1.2		The school's leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills.	Commitment to shared values and beliefs about teaching and learning is evident in documentation and decision making. This commitment is regularly reflected in communication among leaders and staff. Challenging educational programs and equitable learning experiences are implemented so that all students achieve learning, thinking, and life skills necessary for success. Evidence indicates a commitment to instructional practices that include active student engagement, a focus on depth of understanding, and the application of knowledge and skills. School leadership and staff share high expectations for professional practice.			Survey results The school's statement of purpose		Level 3

Indicator		Statement or Question	Response			Evidence		Rating
1.3		The school's leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning.	School leaders implement a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups are engaged in the process. School personnel maintain a profile with current and comprehensive data on student and school performance. The profile contains analyses of data used to identify goals for the improvement of achievement and instruction that are aligned with the school's purpose. Improvement goals have measurable performance targets. The process includes action planning that identifies measurable objectives, strategies, activities, resources, and timelines for achieving improvement goals. School leaders hold all school personnel accountable for and evaluate the overall quality of the implementation of all interventions and strategies. The process is reviewed and evaluated. Documentation that the process yields improved student achievement and instruction is available and communicated to stakeholders.			The school data profile Survey results Agenda, minutes from continuous improvement planning meetings The school continuous improvement plan		Level 3

Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence External Review team members may be interested in reviewing.

Areas of strength include: The process for review, revision, and communication of the school's purpose is clear; the staff and leadership are committed to shared values and beliefs about teaching and learning; and school leaders along with school system implement a continuous improvement process (FCIM) for improving student learning and the conditions that support learning for all stakeholder groups. Action to sustain areas of strengths: Continuing and increasing opportunities for school leaders and stakeholder groups to continue shared collaborations. Areas in need of improvement: Routinely and actively communicate with stakeholders about the school's purpose; seek challenging educational programs for at-risk populations that enhance their learning, thinking, and life skills for success; and increase two-way communication to and between staff and stakeholders. Plans to improve areas of need: Stakeholders work collaboratively and consistently in authentic and meaningful ways to build and sustain ownership of the school's purpose and direction.

Standard 2: Governance and Leadership

The school operates under governance and leadership that promote and support student performance and school effectiveness. Overall Rating: 2.83

Indicator		Statement or Question	Response			Evidence		Rating
2.1		The governing body establishes policies and supports practices that ensure effective administration of the school.	Policies and practices support the school's purpose and direction and the effective operation of the school. Policies and practices promote effective instruction and assessment that produce equitable and challenging learning experiences for all students. There are policies and practices regarding professional growth of all staff. Policies and practices provide requirements, direction for, and oversight of fiscal management.			School handbooks Governing body policies, procedures, and practices Communications to stakeholder about policy revisions Staff handbooks Student handbooks		Level 3

Indicator		Statement or Question	Response			Evidence		Rating
2.2		The governing body operates responsibly and functions effectively.	The governing body has a process to ensure that its decisions and actions are in accordance with defined roles and responsibilities, a code of ethics, and free of conflict of interest. Governing body members participate in a systematic, formal professional development process regarding the roles and responsibilities of the governing body and its individual members. The governing body complies with all policies, procedures, laws, and regulations and functions as a cohesive unit.			List of assigned staff for compliance Proof of legal counsel Governing body policies on roles and responsibilities, conflict of interest Governing code of ethics Communications about program regulations Communication plan to inform all staff on code of ethics, responsibilities, conflict of interest Findings of internal and external reviews of compliance with laws, regulations, and policies		Level 3

Indicator		Statement or Question	Response			Evidence		Rating
2.3		The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.	The governing body protects, supports, and respects the autonomy of school leadership to accomplish goals for improvement in student learning and instruction and to manage day-to-day operations of the school. The governing body maintains a distinction between its roles and responsibilities and those of school leadership.			Stakeholder input and feedback Survey results regarding functions of the governing body Roles and responsibilities of school leadership School improvement plan developed by the school Communications regarding board actions Maintenance of consistent academic oversight, planning, and resource allocation Agendas and minutes of meetings		Level 3

Indicator		Statement or Question	Response			Evidence		Rating
2.4		Leadership and staff foster a culture consistent with the school's purpose and direction.	Leaders and staff align their decisions and actions toward continuous improvement to achieve the school's purpose. They expect all students to be held to high standards in all courses of study. All leaders and staff are collectively accountable for student learning. School leaders support innovation, collaboration, shared leadership, and professional growth. The culture is characterized by collaboration and a sense of community.			Examples of collaboration and shared leadership Survey results Examples of decisions in support of the school's continuous improvement plan		Level 3

Indicator		Statement or Question	Response			Evidence		Rating
2.5		Leadership engages stakeholders effectively in support of the school's purpose and direction.	Leaders communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders. School leaders' efforts result in measurable, active stakeholder participation; engagement in the school; a sense of community; and ownership.			Minutes from meetings with stakeholders Copies of surveys or screen shots from online surveys Survey responses Involvement of stakeholders in a school improvement plan		Level 3

Indicator 2.6

Statement or Question Response Leadership and staff supervision and evaluation processes result in improved professional practice and student success. The criteria and processes of supervision and evaluation include references to professional practice and student success. Supervision and evaluation processes are implemented at minimal levels. The results of the supervision and evaluation processes are used sometimes to monitor and effectively adjust professional practice and improve student learning.

Evidence Rating •Examples of professional development offerings and plans tied specifically to the results from supervision and evaluation •Job specific criteria Level 2

Areas of strength: Establishes support practices that ensure effective administration; participates in both formal and informal professional development processes regarding roles and responsibilities of the governing body; the governing body protects, supports, and respects the autonomy of school leadership to accomplish goals for improvement and manage day-to-day operations of the school; aligns decisions and actions toward continuous improvement; and uses effective communication to work collaboratively with stakeholder groups .

Actions to sustain areas of strength: Implementing and continuing shared decision-making efforts among stakeholder groups like the School Advisory Council; continuing leadership-building professional development and practices with key stakeholders; establishing high standards for students according to abilities and effective communication with stakeholders.

Areas in need of improvement: Instilling in faculty and staff that leadership, staff supervision, and evaluation processes result in improved professional practice and student success; fostering a culture that hold all stakeholders accountable for student learning; and increasing stakeholders' involvement in school's purpose and direction.

Plan to improve areas of need: Craft a communication plan with stakeholder groups (besides the School Advisory Council) that allows for effective collaboration on school improvement efforts.

Standard 3: Teaching and Assessing for Learning

The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Overall Rating: 2.75

Indicator		Statement or Question	Response		Evidence		Rating
3.1		The school's curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level.	Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills, and life skills. There is some evidence to indicate curriculum and learning experiences prepare students for success at the next level. Like courses/classes have equivalent learning expectations. Some learning activities are individualized for each student in a way that supports achievement of expectations.		Learning expectations for different courses Survey results Course schedules Lesson plans Posted learning objectives Course descriptions Descriptions of instructional techniques		Level 3

Indicator		Statement or Question	Response		Evidence		Rating
3.2		Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.	Using data from student assessments and an examination of professional practice, school personnel monitor and adjust curriculum, instruction, and assessment to ensure vertical and horizontal alignment and alignment with the school's goals for achievement and instruction and statement of purpose. There is a process in place to ensure alignment each time curriculum, instruction, and/or assessments are reviewed or revised. The continuous improvement process ensures that vertical and horizontal alignment as well as alignment with the school's purpose are maintained and enhanced in curriculum, instruction, and assessment.		Lesson plans aligned to the curriculum Surveys results Common assessments Curriculum guides Curriculum writing process		Level 3

Indicator		Statement or Question	Response		Evidence		Rating
3.3		Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations.	Teachers plan and use instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of students when necessary. Teachers use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines, and use technologies as instructional resources and learning tools.		Professional development focused on these strategies Findings from supervisor walk-thrus and observations Teacher evaluation criteria Examples of teacher use of technology as an instructional resource Surveys results Student work demonstrating the application of knowledge Authentic assessments Examples of student use of technology as a learning tool		Level 3

Indicator		Statement or Question	Response		Evidence		Rating
3.4		School leaders monitor and support the improvement of instructional practices of teachers to ensure student success.	School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures to ensure that they 1) are aligned with the school's values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning, and 4) use content-specific standards of professional practice.		Supervision and evaluation procedures Recognition of teachers with regard to these practices Surveys results Peer or mentoring opportunities and interactions Curriculum maps Examples of improvements to instructional practices resulting from the evaluation process Documentation of collection of lesson plans and grade books Administrative classroom observation protocols and logs		Level 3

Indicator		Statement or Question	Response		Evidence		Rating
3.5		Teachers participate in collaborative learning communities to improve instruction and student learning.	All members of the school staff participate in collaborative learning communities that meet both informally and formally. Collaboration often occurs across grade levels and content areas. Staff members have been trained to implement a formal process that promotes discussion about student learning. Learning from, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams, and peer coaching occur regularly among most school personnel. School personnel indicate that collaboration causes improvement results in instructional practice and student performance.		Examples of improvements to content and instructional practice resulting from collaboration Survey results Common language, protocols and reporting tools Peer coaching guidelines and procedures		Level 3

Indicator		Statement or Question	Response		Evidence		Rating
3.6		Teachers implement the school's instructional process in support of student learning.	All teachers use an instructional process that informs students of learning expectations and standards of performance. Exemplars are often provided to guide and inform students. The process includes multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. The process provides students with specific and timely feedback about their learning.		Survey results Examples of learning expectations and standards of performance Examples of assessments that prompted modification in instruction Samples of exemplars used to guide and inform student learning		Level 3

Indicator 3.7

Statement or Question Response Evidence Rating Mentoring, coaching, and induction programs support instructional improvement consistent with the school's values and beliefs about teaching and learning. School personnel are engaged in mentoring, coaching, and induction programs that are consistent with the school's values and beliefs about teaching, learning, and the conditions that support learning. These programs set expectations for all school personnel and include measures of performance. •Personnel manuals with information related to new hires including mentoring, coaching, and induction practices •Descriptions and schedules of mentoring, coaching, and induction programs with references to school beliefs and values about teaching and learning •Professional learning calendar with activities for instructional support of new staff • Survey results •Records of meetings and walk thrus/feedback sessions •Mentoring and coaching actively occurs daily on campus. Academic coaches and peer teachers perform many of these responsibilities. Level 3

Indicator	Statement or Question	Response		Evidence		Rating
3.8	The school engages families in meaningful ways in their children's education and keeps them informed of their children's learning progress.	Programs that engage families in their children's education are available. School personnel provide information about children's learning.		Parental/family/caregiver involvement plan including activities, timeframes, and evaluation process Survey results Volunteer program with variety of options for participation		Level 2

Indicator	Statement or Question	Response		Evidence		Rating
3.9	The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student's educational experience.	School personnel participate in a structure that gives them interaction with individual students, allowing them to build relationships over time with the student. Most students participate in the structure. The structure allows the school employee to gain insight into the student's needs regarding learning skills, thinking skills, and life skills.		Survey results		Level 2

Indicator	Statement or Question	Response		Evidence		Rating
3.10	Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.	Most teachers use common grading and reporting policies, processes, and procedures based on criteria that represent each student's attainment of content knowledge and skills. These policies, processes, and procedures are implemented across grade levels and courses. Most stakeholders are aware of the policies, processes, and procedures. The policies, processes, and procedures may or may not be evaluated.		Survey results Policies, processes, and procedures on grading and reporting Samples communications to stakeholders about grading and reporting		Level 2

Indicator	Statement or Question	Response		Evidence		Rating
3.11	All staff members participate in a continuous program of professional learning.	All staff members participate in a continuous program of professional learning that is aligned with the school's purpose and direction. Professional development is based on an assessment of needs of the school. The program builds capacity among all professional and support staff. The program is systematically evaluated for effectiveness in improving instruction, student learning, and the conditions that support learning.		Survey results Evaluation tools for professional learning		Level 3

Carter-Parramore Academy

Indicator	Statement or Question	Response		Evidence		Rating
3.12	The school provides and coordinates learning support services to meet the unique learning needs of students.	School personnel use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages). School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related learning support services to all students.		Data used to identify unique learning needs of students Survey results		Level 3

Areas of strength: Curriculum and learning experiences provide challenging and equitable opportunities for students' success at the next level; readily constructed curriculum maps/guides; plans aligned to curriculum; common assessments; walk-throughs and observations; peer or mentoring opportunities and interactions; collaborative learning communities; use of rubrics; volunteer program through district; adult advocates, especially for ESE and students in court system; common grading system and reporting practices; and professional development for all staff members.

Actions to sustain areas of strength: Weekly and or monthly professional development; requirement for all instructional staff to implement and use Engrade (online gradebook); use of common lesson plan template; formal board configuration; walk-throughs and observations; collection of lesson plans; academic coaches monitoring instruction; Marzano's evaluation process; peer coaching; and establishing a mentoring, coaching, and induction program that supports instructional improvement.

Areas in need of improvement: Vertical and horizontal alignment of curriculum with school's purpose; technological instructional resources and tools that support individual learning needs of all groups for maximum success; mobile observation online (wireless) tool to promote more frequent observations and timely feedback to teachers; use of a variety of programs and activities that engage families in meaningful ways in their children's education; more viable volunteer program on site; adult advocates for all students and structured time to meet; common grading and reporting policies, processes, and procedures across all grade levels; on-going professional development for all individuals including staff so that they remain current on research related to the unique characteristics of learning.

Plans to improve the areas of need: District is currently reviewing PD360 as a tool to provide varied and needed professional development in a myriad of ways to address both staff and individual needs; implementation of the Engrade online grade book and parent/teacher/student portal; quarterly student data chats and weekly data chats with staff on progress and direction; ongoing classroom observations to support teacher effectiveness and student improvement towards meeting success; district induction program; peer coaching; and use of data to continuously guide improvement and decisions regarding learning needs.

Standard 4: Resources and Support Systems

The school has resources and provides services that support its purpose and direction to ensure success for all students. Overall Rating: 2.57

Indicator	Statement or Question	Response		Evidence		Rating
4.1	Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school's purpose, direction, and the educational program.	Policies, processes, and procedures ensure that school leaders have access to, hire, place, and retain qualified professional and support staff. School leaders systematically determine the number of personnel necessary to fill all the roles and responsibilities necessary to support the school purpose, educational programs, and continuous improvement. Sustained fiscal resources are available to fund positions critical to achieve the purpose and direction of the school.		Assessments of staffing needs Survey results Policies, processes, procedures and other documentation related to the hiring, placement and retention of professional and support staff Documentation of highly qualified staff School budgets for the last three years		Level 3

Indicator	Statement or Question	Response		Evidence		Rating
4.2	Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school.	Instructional time, material resources, and fiscal resources are focused on supporting the purpose and direction of the school. Instructional time is protected in policy and practice. School leaders work to secure material and fiscal resources to meet the needs of all students. School leaders demonstrate that instructional time, material resources, and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations include achieving the school's purpose and direction.		School schedule Survey results Examples of efforts of school leaders to secure necessary material and fiscal resources School calendar Alignment of budget with school purpose and direction		Level 3

Indicator	Statement or Question	Response		Evidence		Rating
4.3	The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.	School leaders have adopted or created clear expectations for maintaining safety, cleanliness, and a healthy environment and have shared these definitions and expectations with stakeholders. School personnel and students are accountable for maintaining these expectations. Measures are in place that allow for continuous tracking of these conditions. Improvement plans are developed and implemented by appropriate personnel as necessary to improve these conditions. Results of improvement efforts are evaluated.		Survey results Documentation of compliance with local and state inspections requirements Records of depreciation of equipment Documentation of emergency procedures such as fire drills, evacuation and other emergency procedures. Maintenance schedules Safety committee responsibilities, meeting schedules, and minutes System for maintenance requests		Level 3

Indicator	Statement or Question	Response		Evidence		Rating
4.4	Students and school personnel use a range of media and information resources to support the school's educational programs.	Students and school personnel have access to media and information resources necessary to achieve the educational programs of the school. Qualified personnel are available to assist students and school personnel in learning about the tools and locations for finding and retrieving information.		Schedule of staff availability to assist students and school personnel related to finding and retrieving information Data on media and information resources available to students and staff Survey results Budget related to media and information resource acquisition		Level 3

Indicator	Statement or Question	Response		Evidence		Rating
4.5	The technology infrastructure supports the school's teaching, learning, and operational needs.	The technology infrastructure meets the teaching, learning, and operational needs of most stakeholders. School personnel have a technology plan to improve technology services and infrastructure.		Policies relative to technology use Survey results Assessments to inform development of technology plan		Level 2

Indicator	Statement or Question	Response		Evidence		Rating
4.6	The school provides support services to meet the physical, social, and emotional needs of the student population being served.	School personnel endeavor to determine the physical, social, and emotional needs of students in the school. School personnel provide or coordinate programs to meet the needs of students when possible. School personnel evaluate all programs. Improvement plans related to these programs are sometimes designed and implemented to meet the needs of students.		Social classes and services, e.g., bullying, character education Survey results Agreements with school community agencies for student-family support List of support services available to students		Level 2

Indicator	Statement or Question	Response		Evidence		Rating
4.7	The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.	School personnel endeavor to determine the counseling, assessment, referral, educational, and career planning needs of students in the school. School personnel provide or coordinate programs to meet the needs of students when possible. School personnel evaluate all programs. Improvement plans related to these programs are sometimes designed and implemented to meet the needs of students.		Description of referral process List of services available related to counseling, assessment, referral, educational, and career planning Survey results Description of IEP process		Level 2

Areas of strength: Leaders exhaust all possibilities to ensure resources are available to support the purpose and direction of the school; adequate staff is provided to fulfill roles and responsibilities; instructional time and material resources are sufficient to support direction and school purpose; safe and reasonably clean facility for site's age; media and information resources are being updated and supplied to meet the needs of population; technology infrastructure is being addressed and updated by district according to plan; limited support services such as counseling, referral, educational, and career planning are being met for students.

Actions to sustain the areas of strength: Policies, processes, procedures and other documentation related to the hiring, placement and retention of professional and support staff are utilized and supported by district; protected instructional time. Instructional time is protected in practice. School leaders work to secure material and fiscal resources to meet the needs of all students; school leaders have clear expectations for maintaining safety, cleanliness, and a healthy environment; all school personnel are accountable for maintaining these expectations; media and information resources necessary to achieve the educational programs of the school are being secured and increased to adequately meet student and personnel needs; the technology infrastructure currently meets the teaching, learning, and operational needs of most stakeholders and its use is strongly being implemented across the curriculum (Note: the train the trainer model is being used to maximize teacher effectiveness and student success); school personnel coordinate programs to meet the needs of students when possible (i.e., trainings and workshops for staff and student body); and limited provision of services available related to counseling, assessment, referral,and educational and career planning for students.

Areas in need of improvement: Students and school personnel have access to limited media and information resources necessary to achieve most of the educational programs of the school. The school's site was built in late 50's; technology infrastructure costs are expensive

Carter-Parramore Academy

and unreliable. School personnel need to provide or coordinate and evaluate all programs to meet the physical, social, and emotional needs of students when possible. Schedule family services (e.g., parent classes, survival skills) with stakeholders. Establish student assessment system for identifying student needs; establish agreements with school community agencies for student-family support; create a list of services available related to counseling, assessment, referral, and educational and career planning; and develop a budget for counseling, assessment, referral, and educational and career planning.

Plans to improve areas of need: Continue to actively advocate for resources and services that support school's purpose and direction; recruit community and business partners to help champion the cause of advancing school's goals for students and families; initiate family support and trainings through parent involvement office; conduct surveys and evaluation with follow-up, planning, and implementation plan of activities that support stakeholder groups; monitor district technology plan to assure school's technology infrastructure is kept up to date.

Standard 5: Using Results for Continuous Improvement

The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. Overall Rating: 2.8

Indicator	Statement or Question	Response		Evidence		Rating
5.1	The school establishes and maintains a clearly defined and comprehensive student assessment system.	School personnel maintain and use an assessment system that produces data from multiple assessment measures, including locally developed and standardized assessments about student learning and school performance. The system ensures consistent measurement across classrooms and courses. Most assessments, especially those related to student learning, are proven reliable and bias free. The system is regularly evaluated for reliability and effectiveness in improving instruction, student learning, and the conditions that support learning.		Brief description of student assessment system including range of data produced from standardized and local assessments on student learning and school performance Survey results Documentation or description of evaluation tools/protocols		Level 3

Indicator	Statement or Question	Response		Evidence		Rating
5.2	Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.	Some processes and procedures for collecting, analyzing, and applying learning from data sources are used by professional and support staff. Data sources include limited comparison and trend data about student learning, instruction, the effectiveness of programs, and organizational conditions. School personnel use data to design, implement, and evaluate continuous improvement plans.		Examples of use of data to design, implement, and evaluate continuous improvement plans and apply learning Survey results List of data sources related to student learning, instruction, program effectiveness, and conditions that support learning		Level 2

Indicator	Statement or Question	Response		Evidence		Rating
5.3	Professional and support staff are trained in the evaluation, interpretation, and use of data.	All professional and support staff members are assessed and trained in a rigorous professional development program related to the evaluation, interpretation, and use of data.		Professional learning schedule specific to the use of data Training materials specific to the evaluation, interpretation, and use of data Survey results Documentation of attendance and training related to data use		Level 3

Indicator	Statement or Question	Response		Evidence		Rating
5.4	The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.	Policies and procedures describe a process for analyzing data that determine verifiable improvement in student learning, including readiness for and success at the next level. Results indicate improvement, and school personnel consistently use these results to design, implement, and evaluate the results of continuous improvement action plans related to student learning, including readiness for and success at the next level.		Examples of use of results to evaluate continuous improvement action plans Agendas, minutes of meetings related to analysis of data Student surveys Evidence of student readiness for the next level Evidence of student success at the next level Evidence of student growth		Level 3

Indicator	Statement or Question	Response		Evidence		Rating
5.5	Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders.	Leaders monitor comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals. Leaders regularly communicate results using multiple delivery methods to all stakeholder groups.		Executive summaries of student learning reports to stakeholder groups Survey results Sample communications to stakeholders regarding student learning, conditions that support learning, and achievement of school improvement goals Minutes of board meetings regarding achievement of student learning goals		Level 3

Areas of strength: The district has a robust web-based platform that provides access to a wide range of data that can be used to track and inform instruction. Data is used to make instructional changes at school site and supported by district-level personnel through re-teach reports. Periodic trainings are held regarding the use of the student data management system and its use in informing instruction. Extensive evidence of student growth exists to support continuous improvement; meetings are held at the school site involving various stakeholders to communicate performance data and student learning outcomes.

Actions to sustain the areas of strength: The district has purchased Performance Matters and is currently providing extensive professional development to train all stakeholders on its use. The district is currently providing professional development in using Performance Matters to disaggregate student summative and formative data. Continued data-related professional development opportunities are planned, including preplanning and teacher planning days. The school is following its school improvement plans, and using data to create goals, strategies, and action steps to facilitate continuous improvement.

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Areas in need of improvement: No protocol exists for evaluation of assessments to ensure reliability and bias. District quality control procedures that monitor the school in effectively using data to improve instruction are lacking. A comprehensive professional development calendar related to the use of student data does not exist. Written procedures for using results to evaluate continuous improvement action plans do not exist. A comprehensive monitoring plan to evaluate the district improvement plan does not exist.

Plans to improve the areas of need: The district will utilize the test item bank that has been created by PARCC for use with progress monitoring. The district will create a committee to evaluate all assessments for reliability and validity. The district will make a five-year commitment to maintaining Performance Matters to ensure proficiency with its use. A written protocol for data analysis and quality control for collection and use is currently being developed. The district will make changes to the strategic plan based on student performance data. The district will contract with an outside vendor to evaluate both core and supplemental academic programs and their effectiveness. A comprehensive professional development calendar related to data collection, analysis, and use is being developed and will be shared with all stakeholders. Beginning teachers will be involved in comprehensive professional development related to using Performance Matters and data that informs instruction. A data use manual will be developed and disseminated to all stakeholders. A written protocol for evaluating the effectiveness of goals and strategies is being developed and will be shared with all stakeholders. School improvement plan monitoring tools will be used each semester for all schools to evaluate the effectiveness of strategies and action steps. Value-added data will be used in administrator and teacher evaluation instruments to document student growth. The district will release an executive summary each year that includes Annual Measurable Objective (AMO) data and student performance data. Collective student performance data will be posted on the district's website. Each school will release its SPAR in the local newspaper.

Carter-Parramore Academy

Report Summary

Carter-Parramore Academy

Assurances Report

AdvancED Assurances

Assurance	Certified	Comment/Attachment
The institution has read, understands, and complies with the AdvancED Policies and Procedures.	Yes
The institution monitors all financial transactions through a recognized, regularly audited accounting system.	Yes
The institution engages in a continuous improvement process and implements an improvement plan. Attach the improvement plan if the plan is not located in AdvancED's Adaptive System of School Improvement Support Tools (ASSIST).	Yes	CPA School Improvement Plan 2012 revised.docx
The institution implements a written security and crisis management plan which includes emergency evacuation procedures and appropriate training for stakeholders. Attach the security and crisis management plan. (optional)	Yes	CPA Crisis Plan.doc
The institution has reported all substantive changes in the institution that affect the scope and/or have an impact on the institution's ability to meet the AdvancED standards and policies. Such changes include, but are not limited to: Restructuring (merging, opening, or closing) of the institution or institution(s) within its jurisdiction • •Mission and purpose of the institution Governance structure of the institution, including changing to a charter school/school system, being the subject of a state takeover, or a change in ownership • •Grade levels served by the institution Staffing, including administrative and other non-teaching professionals personnel • •Available facilities, including upkeep and maintenance •Level of funding •School day or school year Establishment of an additional location geographically apart from the main campus • •Student population that causes program or staffing modification(s) Available programs, including fine arts, practical arts and student activities •	Yes

Carter-Parramore Academy

Student Performance Diagnostic

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Introduction

The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.

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Assessment Scores

Label	Question			Value
1. Quality Score	Enter the average assessment quality score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below).			4.0

Label	Question			Value
2. Alignment Score	Enter the average assessment alignment score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below).			4.0

Label	Question			Value
3. Disaggregation/Analysis Score	Enter the average disaggregation/analysis score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below ).			4.0

Label	Question			Value
4. Student Results Status Score	Enter the average student results status score from the Student Performance Worksheet.			6.0

Label	Question			Value
5. Improvement Score	Enter the average improvement score from the Student Performance Worksheet.			0.0

Label		Question			Value
6. Overall Student Performance Score		Enter the average overall student performance score from the Student Performance Worksheet.			18.0

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Areas of Notable Achievement

Which area(s) are above the expected levels of performance?

None of the areas are at or above the expected levels of performance of the school; to the contrary, performance fluctuates from year to year due to extreme mobility and instability of both the faculty and student body. While this is not intentional, it is due to the structure of the complex. Students are enrolled on a voluntary basis and remain or withdraw at will. It is highly recommended that students commit to a year to two year plan so that baseline results compared to future data can reflect the effectiveness and benefit of attending such a program.

Describe the area(s) that show a positive trend in performance.

Reading has shown a positive trend from 2010 to 2012. Learning gains have increased for student in grades 4th through 10th from 36% (2010) to 37% (2011) to 42% (2012).

Which area(s) indicate the overall highest performance?

Reading as measured by FCAT Reading has the overall highest performance.

Which subgroup(s) show a trend toward increasing performance?

African-Americans and economic disadvantaged students are predominately the largest subgroups on the complex. Over the past three years, they have experience minimal growth and improvement in the area of reading.

Between which subgroups is the achievement gap closing?

African-Americans and the economically disadvantaged are two groups that are showing the greatest improvement because of the fact their populations represent 87 to 94% of the school's population.

Which of the above reported findings are consistent with findings from other data sources?

Performance in reading learning gains as documented by the end of the year FCAT Reading assessment and the District Reading assessment substantiates the fact that students are performing consistently (minimally).

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Areas in Need of Improvement

Which area(s) are below the expected levels of performance?

Currently, mathematics is far below the expected level of performance. Learning gains from 2011 to 2012 reflect a 41% loss among all students.

Describe the area(s) that show a negative trend in performance.

Mathematics reflects a negative trend in performance. From 2010 to 2012, FCAT Mathematics results show learning gains as 30% in 2010; 61% in 2011 and 20% in 2012.

Which area(s) indicate the overall lowest performance?

Mathematics indicated the overall lowest performance; a 41% decrease (2012) after experiencing a 31% increase (2011) the previous year.

Which subgroup(s) show a trend toward decreasing performance?

African-American and economically disadvantaged students show the greatest trend toward decreasing performance. Many of the students entering the program, have major deficits not only mathematically, but in reading and problem solving skills as well.

Between which subgroups is the achievement gap becoming greater?

African-Americans and economically disadvantaged students dominate the complex's population, hence there are fewer members of the body with which to fairly compare.

Which of the above reported findings are consistent with findings from other data sources?

Performance in mathematics learning gains as documented by the end of the year FCAT Mathematics assessment and the District Mathematics assessment substantiates the fact that students are performing consistently .

Carter-Parramore Academy

Stakeholder Feedback Diagnostic

Carter-Parramore Academy

Introduction

The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.

Criteria for Assessing Stakeholder Feedback

Statement or Question	Response	Evidence	Rating
Select the rubric level obtained from the	Level 3: Minimum response rate	Evidence of survey responses	Level 3
Stakeholder Feedback Worksheet.	was met. All surveys had an average item value of 3.20 or above (on a 5.0 scale).	Carter-Parramore Academy believes that it does an effective job communicating with it stakeholders, especially parents and their students, about the school's goals and activities. We use flyers and letters, the school's marquee, the Parent Link (automated calling system), and school-wide announcements. Stakeholders are also encouraged to serve on the school advisory council (as school advocates) and as volunteers around the campus. While Carter-Parramore Academy is undergoing its second accr

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Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval?

Survey results reflect that Standard 1: Purpose and Direction rated highest among all stakeholders' responses.

Carter-Parramore Academy believes that its school's leadership and staff is committed to a culture that is based on shared values and beliefs about teaching and learning experiences for all students that include achievement of learning, thinking, and life skills. All members of the faculty and staff have been assigned to SACS committees for the unique purpose of collaboration and committing ideas to the growth and improvement of the academy's complex. While the current administration has only been aboard five months, we have worked jointly to provide clear direction to empower persons to improve conditions that support student learning according to their level of expertise. We have an open door policy when it comes to both student and or parent concerns. We candidly convey a message of high expectations and "we're here for business" --- we can give you a fish, but we rather teach you to fish.

Which area(s) show a trend toward increasing stakeholder satisfaction or approval?

Standard 2 - Governance and Leadership and Standard 3- Teaching and Assessing for Learning are the two that most stakeholders viewed as showing a trend toward increasing stakeholders satisfaction or approval. Stakeholders recognize the fact that the Gadsden School system, as the governing body, establishes policies and supports practices that ensure effective administration of the school. The governing body also ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. As an alternative educational site, we use a board approved restructuring plan in conjunction with the school improvement plan for assuring stakeholders that our complex is committed to helping students develop to their fullest potential within the frameworks of their respective abilities. Our mentoring and induction programs support instructional improvement consistent with the school's values and beliefs about teaching and learning. CPA engages families in meaningful ways in their children's education and keeps them informed of their children's learning progress through frequent reporting. The school utilizes the homeroom/instructional focus period time whereby each student is well known by at least one adult advocate --- the homeroom teacher--- in the school who supports that student's educational experience.

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?

Standard1: Purpose and Direction is most consistent with findings from other stakeholder feedback sources. The school's leadership works hard to implement a continuous improvement process that provides clear direction for improving conditions that supports all student learning. The Gadsden school system has implemented the Florida Continuous Improvement Model throughout the district for total quality management of all its learning and teaching initiatives.

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Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval?

The lowest areas of satisfaction include the following: Staff - Standard 3: Teaching and Assessing for Learning Parents - Standard 5: Using Results for Continuous Improvement Students (Elementary) - Standard 2: Governance and Leadership Students (Middle and High) - Standard 4: Resources and Support Systems

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval?

The following show a trend toward decreasing stakeholder satisfaction or approval: Staff - Standard 4: Resources and Support Systems Parents -Standard 5: Using Results for Continuous Improvement Students (Elementary) -Standard 4: Resources and Support Systems Students (Middle and High) - Standard 5: Using Results for Continuous Improvement

What are the implications for these stakeholder perceptions?

Parents basically strongly agree or agree with the implementation of standards at this site; however, 25% were neutral as to the reporting of achievement of school goals. Staff members believe that we maintain a facility that support student learning and focus so heavily on academics that few opportunities are provided for students to participate in activities that otherwise interest them. Middle and high school students believe that the school fails to consider their opinions when planning ways to improve the school. Less than 50% feel that the school shares information with their family and community members. Elementary students (37%) agreed or were not sure as to whether the school was a safe and clean environment.

Which of the above reported findings are consistent with findings from other stakeholder feedback sources?

Consistently, we have found that the impetus to focus on academics overwhelm our efforts to provide a blended elective area curriculum that provides activities that interest students. Also the availability of resources hinders efforts to adequately provide such services. However, the 21st Century Community Learning Center program supports this initiative.