“Commitment to

Children”

Report of the Quality

Assurance Review Team

LIMESTONE COUNTY

SCHOOL SYSTEM

Purpose of the Quality Assurance

Review

• Evaluate the school district’s adherence to the AdvancED quality standards

• Assess the efficacy of the district’s improvement process and methods for quality assurance

• Identify commendations and recommendations to improve the district and its schools

• Make an accreditation recommendation for review by the national AdvancED Accreditation Commission

Key Aim ofQuality Assurance

Review

To verify that Limestone County Schools is operating with

institutional integrity – that it is fulfilling its vision and mission for

its students and other stakeholders.

Summary of Findings for

LIMESTONE COUNTY SCHOOL SYSTEM

AdvancED Quality Assurance

Quality Review Team

• Visited 8 schools

• Interviewed a total of 323 stakeholders

• Observed classrooms

• Reviewed relevant school/district artifacts

COMMENDATIONS

• Limestone County School System has visionary leadership. Maintains a sharp focus on “Commitment to Children” The focus guides teaching and learning and the direction of the schools,

departments, and services • The safe, nurturing culture created by the staff is deeply

appreciated by patrons of the system. Dedicated staff with professional experience and a passion for individual student improvement Efforts to maintain communication between home and school are evident The passion, skills, and attitude of the staff underpin the core values of continuous school improvement

• The school system has developed a partnership and bond within the communities of Limestone County. A clear and powerful focus on student performance permeates all levels All stakeholders know the system’s student performance objectives

• Refine the current common assessment system to allow a uniform set of district-wide common assessments which utilizes data to monitor student achievement and evaluate the effectiveness of the continuous improvement process. Implement and articulate among and between all levels of

the system a comprehensive formative common assessment to collect data which will guide instruction

Develop local common assessments

• Implement a systematic process to design, evaluate, and improve professional development in the areas of data analysis and differentiated instruction. Data that is reliable, valid, and bias-free is key to driving the instructional

process A district systemic professional development process

RECOMMENDATIONS

Quality Assurance Findings

The school system:

• Uses external and internal system of accountability to ensure the district improvement goals reflect student learning needs and are aligned with the district’s mission and vision

• All schools and employees work in a partnership with students, families, community members to work towards continuous improvement and ensure each child reaches his or her full potential

• As a monitoring process for the Continuous Improvement Plan, each individual school works with a member from the Central Office Support Team (COST)

• The COST members serve as a liaison between the central office and the school, overseeing that consistent practices occur to enhance student learning and achievement through regular meetings, review of data, and observational walk-throughs

• The COST members meet on a monthly basis to review data and establish next steps for the buildings and the district

• A mentoring program is in place for new staff, as well as veteran teachers who choose to ask for assistance

• Numerous sources are reviewed and monitored for ongoing improvement

• The superintendent and central office staff serve as strong instructional leaders of the district

Quality Assurance Findings (con’t)

Quality Assurance Findings (con’t)

The school board is to be commended for allowing thecentral office staff to serve as the instructional leaders of the district.

Strengths• The superintendent is a visionary instructional leader • District and school personnel monitor and communicate the

results of improvement efforts to stakeholders• The school system has made notable progress in the school

improvement process through self study• The philosophy of “We are a school system…not a system of

schools” serves as an impetus to drive systemic processes

Strengths • The completion and implementation of a comprehensive plan

for improvement serves for aligning the vision with practices, with an over-arching goal of increasing student achievement

• Teachers, students, and community members can articulate their commitment to improving student achievement

• Meetings are held to discuss building level performance and determine next steps based on the results presented

Suggestions• Develop and implement a systematic approach for evaluating

and documenting the effectiveness and impact of continuous improvement efforts, which include a common assessment component

Quality Assurance Findings (con’t)

Summary of Findings for

Standards Review

AdvancED Quality Assurance

Standard’s Report

• Highly Functional Evidence indicates practices and procedures are fully

integrated and effectively and consistently implemented

• Operational Evidence indicates practices and procedures are

actively implemented

• Emerging Practice Evidence indicates early or preliminary stages of

implementation of practice

• Not Evident Little or no evidence exists

Vision and PurposeThe system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the system.

FINDING: Highly Functional

Strengths• All stakeholders could articulate the vision

• The vision and mission statements were posted in all schools and central office

Suggestions• Include more stakeholders and a broader cross-section to

provide input in the review and revision of the vision

Governance and LeadershipThe system provides governance and leadership that promote student performance and system effectiveness.

FINDING: Operational

Strengths• The Central Office Support Team (COST) offers facilitation of

school improvement efforts• Teachers are provided with numerous and varied

opportunities for leadership• A comprehensive flow chart for chain of command is in place• The board and superintendent are accessible to stakeholders• The board members actively participate in ongoing training

Suggestions• Review and revise existing board policy on regular basis• Structure available resources to provide equity in course

selection to all secondary students

Teaching and LearningThe system provides research-based curriculum and instructional methods that facilitate achievement for all students.

FINDING: Operational

Strengths• Professional development is offered through the regional service

center• Parents report “quality” staff• The continuum of skills is recognized by teachers as a valuable

teaching tool• The principals observe a need for professional development in a

systemic nature

Teaching and Learning (con’t)

Suggestions• Inspect and refine the current common assessments to

ensure consistent outcomes of student achievement at grade, school, and district levels

• Use common assessments aligned to the standards

• Provide collaborative opportunities to ensure that vertical articulation occurs

• Define and agree upon a definition of differentiated instruction for all levels of learners (at-risk to high achievers)

• Evaluate the systemic process for professional development for differentiated instruction and data analysis

Documenting and Using ResultsThe system enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and system effectiveness.

FINDING: Operational

Strengths• Numerous state and program assessments are administered• Data meetings are held on a weekly and monthly basis

Suggestions• Promote the use of common data across the district at the

building, grade, and classroom level• Establish a comprehensive assessment system that yields

common, reliable, and bias-free data• Engage differentiated instructional strategies to meet the

needs of all students• Employ a systemic data inquiry process

Resource and Support SystemsThe system has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.

FINDING: Operational

Strengths• The support services are viewed a contributing part of student

academic success

• The financial stability of the district is beyond many of their counterparts

• A variety of technologies for advancing student achievement is available. These include PLATO and ACCESS labs

• Resource officers are assigned to each school

• Software Technology Incorporated (STI) is utilized by a variety of stakeholders throughout the district

Resource and Support Systems (con’t)

Strengths• Informative school and district websites are maintained• School nursing services are readily available to students in

the district• Safe orderly school environments are maintained at the

buildings• English Language Learners (ELL) and gifted/talented students

are supported throughout the district by a systemic program• Students are able to participate in art and music programs at

all schools

Suggestions• Critique the current technology plan to ensure it is meeting the

needs of the students, staff, and district• Initiate a systemic professional development process

Stakeholder Communications and RelationshipsThe system fosters effective communications and relationships with and among its stakeholders.

FINDING: Operational

Strengths• Numerous electronic communication opportunities exist within the school

system• The superintendent is very visible and engaged in the school community• Email is used throughout the district with community, parents, and staff• Numerous teachers provide their phone numbers to students and parents• “Open Door” policy with administrators and teachers enhance

communication

Suggestions• Integrate other measures of communication besides electronic means for

those who do not have access to technology• Recognize the need to provide stakeholders with multiple opportunities to

fully understand data• Multiple training opportunities designed to allow all stakeholders to

understand data should be afforded

Commitment to Continuous ImprovementThe system establishes, implements, and monitors a continuous process of improvement that focuses on student performance.

FINDING: Operational

Strengths• All stakeholders are involved in the continuous improvement process• Instructional meetings to analyze data are conducted on a regular basis• The superintendent is a visionary instructional leader• District and school personnel monitor and communicate the results of

improvement efforts to stakeholders• The school system has made notable progress in the school improvement

process through the self study

• The philosophy of “We are a school system…not a system of schools” serves as an impetus to drive systemic process

Commitment to Continuous Improvement (con’t)

Suggestions• Make the CIP a working, living document

• Model commitment to continuous improvement by adhering to the CIP

• Acknowledgement and understanding by all staff the need to work together to build a systemic, systematic, and sustainable continuous improvement process

The LIMESTONE COUNTY

SCHOOL SYSTEMwas awarded

District Accreditationas recommended

unanimously and without reservation by the

AdvancED Quality Review Team.

Call to Action

While powerful in potential, the commendations, recommendations, strengths, and suggestions only

have meaning when acted upon by the school district and its schools. The strength of this report lies in the school district’s commitment to using the findings to

continuously improve. The key is action.

The school district is encouraged to use the report as a call to action, a tool to sustain momentum in the

ongoing process of continuous improvement.

Next Steps• Review, communicate and discuss the findings from this report with

all stakeholders• Ensure that plans are in place to embed and sustain the strengths

noted in the commendations section to maximize their impact on student performance and the effectiveness of the school district

• Develop action plans and initiate steps to address the recommendations made by the team. Include methods for monitoring progress toward the recommendations

• Use the report to guide and strengthen the school district’s efforts to improve student performance and district effectiveness by monitoring the execution and impact of strategies for improvement

• Two years following the Quality Assurance Review, submit the Accreditation Progress Report detailing progress made toward addressing the team’s recommendations. The report will be reviewed at the state and national level to ensure that significant progress is being made toward the recommendations. Lack of progress can result in a change in accreditation status.

• Continue to monitor and meet the AdvancED accreditation standards, submit required reports, engage in continuous improvement, and document results