Stakeholder Feedback Diagnostic
Stakeholder Feedback Diagnostic
Carter-Parramore Academy
Gadsden County School District
Ms. Pauline West, Principal 631 S Stewart St Quincy, FL 32351-3843
Document Generated On December 12, 2012
Introduction 1 Criteria for Assessing Stakeholder Feedback 2 Areas of Notable Achievement 3 Areas in Need of Improvement 4
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 Areas of Notable Achievement
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
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.
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.
Carter-Parramore Academy
Gadsden County School District
Ms. Pauline West, Principal 631 S Stewart St Quincy, FL 32351-3843
Document Generated On December 12, 2012
Introduction 1 Criteria for Assessing Stakeholder Feedback 2 Areas of Notable Achievement 3 Areas in Need of Improvement 4
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 Areas of Notable Achievement
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
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.
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.