Myers Middle School report

8/3/2019 Myers Middle School report

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Jefferson County Public Schools

11/13/2011 - 11/18/2011

Myers Middle School

School Leadership Assessment Report

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Myers Middle School

11/13/2011 - 11/18/2011

Jefferson County Public Schools School District

School Leadership Assessment Executive Summary

The Kentucky Department of Education conducted a school leadership assessment ofMyers Middle School during the period of 11/13/2011 - 11/18/2011. Here are the mostrelevant facts and next step recommendations from the school leadership assessment.We have provided space for identifying the actions steps you will take, the timelines youwill establish for those steps, and the person(s) for overseeing the action steps. Weencourage you to ask your best people to prioritize bold, specific actions on aggressivetimelines to improve student achievement as soon as practicable.

David Bennett, Principal

Introduction

School Deficiencies and Next Steps

The principal has not fostered a culture of respect amongstudents and staff.

1. Deficiency

The principal should engage all stakeholders in building aschool community of respect and ownership in the success ofall students. The principal should ensure consistent respectfulbehavior is exhibited by all members of the schoolcommunity. The principal should ensure fair and consistentimplementation of a schoolwide behavior management planwith expectations clearly communicated to all staff, studentsand parents. All staff members should ensure orderlyclassrooms, hallways and commons areas in order to providea safe and positive learning environment. The principal andschool council should develop tiered consequences formisbehavior that explores alternatives to suspensions andchanges behavior patterns.

Next Steps

School ActionSteps to

OvercomingObstacles

Timeline/Person

Responsible The principal has not clearly communicated a consistentschoolwide focus on high academic expectations to staff,parents and students.

2. Deficiency

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The principal should communicate clear, concise and explicitexpectations for all staff to build capacity in the schoolcommunity. The principal should ensure all staff members areconsistently held accountable for non-negotiable expectationsin their roles and responsibilities for student learning. Theprincipal and school council should engage students, parentsand staff in developing a community of support focused onhigh academic achievement. All stakeholders input should besought and valued in decision making focused on studenteducational needs.

Next Steps

School ActionSteps to

OvercomingObstacles

Timeline/PersonResponsible

The principal has not ensured that teachers use rigorous,authentic standards-based instructional strategies to meet theunique needs of all students.

3. Deficiency

The principal should assure that classroom instruction isrigorous, relevant, engaging and motivating to meet the needsof a diverse student population. The principal should promotethe expectation that teachers use assessment data to driveinstruction. Teacher-designed assessment tasks shouldrequire students to use inquiry, problem-solving, and criticalthinking skills at a proficient level. Principals should provideteachers with meaningful feedback regarding instructional andassessment practices that will close achievement gaps andmaximize student learning.

Next Steps

School Action

Steps toOvercomingObstacles

Timeline/PersonResponsible

The principal has not effectively established a schoolorganizational structure to maximize student achievement.

4. Deficiency

The principal should establish clear, formal processes forbudget funds requests and allocations to supportachievement. Requests and approval must be linked to goalsand objectives of the school improvement plan. The principal

and council should review the allocation of all funds to supportclassroom instruction including the allocation of staff neededfor optimal school operation. All staffing decisions should bebased on student academic needs. School day and classschedules should be reviewed through best practicesresearch for middle level learners to allow for required andelective class choices for all students.

Next Steps

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Myers Middle School

50%50%

100%

67%

33%

100%

60%

40%

80%

20%

18%

64%

18%

56%

44%

13%

87%

KDE 2011 School Leadership Assessment ReportAt-a-Glance

4- Exemplary level of development and implementation

3- Fully functional and operational level of development and implementation

2- Limited development or partial implementation

1- Little or no development and implementation

The charts below indicate the percentage of indicators in each standard for the followingfour performance levels:

Standard 1 - Curriculum

Standard 2 - ClassroomEvaluation/Assessment

Standard 3 - Instruction

Standard 4 - School Culture

Standard 5 - Student, Family and CommunitySupport

Standard 6 - Professional Growth,Development, and Evaluation

Standard 7 - Leadership

Standard 8 - School Organization and FiscalResources

Standard 9 - Comprehensive and EffectivePlanning

Total Indicators Assessed: 2

Total Indicators Assessed: 3

Total Indicators Assessed: 3 Total Indicators Assessed: 10 Total Indicators Assessed: 8

Total Indicators Assessed: 9Total Indicators Assessed: 5

Total Indicators Assessed: 7 Total Indicators Assessed: 11

4

3

2

1

4

3

2

1

4

3

2

1

4

3

2

1

4

3

2

1

4

3

2

1

4

3

2

1

4

3

2

1

4

3

2

1

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9 STANDARDS AND 88 INDICATORS FOR SCHOOL IMPROVEMENT - Jefferson County Public Schools - Myers Middle School

Green 4- Exemplary level of developmentand implementation

Blue 3- Fully functional and operational levelof development and implementation

Black 2- Limited development or partialimplementation

Red 1- Little or no development andimplementation

Legend

Grey - No Assessment Made

Standard - 1 - Academic Performance

Curriculum

1.1a Curriculum is aligned. Academic Expectations,Core Content for Assessment, Transformations

1.1b District initiates, facilitates discussions amongschools regarding curriculum standards

1.1c District initiates, facilitates discussions toeliminate unnecessary overlaps

1.1d Evidence of vertical communication, intentionalfocus on key curriculum transition points

1.1e School curriculum provides specific links tocontinuing education

1.1f Systematic process for monitoring, evaluating

and reviewing curriculum1.1g Curriculum provides access to a common

academic core


Classroom Evaluation/Assessment

2.1a Classroom assessments frequent, rigorous,aligned with Kentucky's core content

2.1b Teachers collaborate in the design of authenticassessment

2.1c Students can articulate what is required to beproficient

2.1d Test scores are used to identify curriculum gaps

2.1e Assessments designed to provide feedback onstudent learning for instructional purposes

2.1f Performance standards communicated, evidentin classrooms, observable in student work

2.1g Assessment and Accountability Program iscoordinated by school and district leadership

2.1h Samples of student work are analyzed


Instruction

3.1a Evidence that effective and varied instructionalstrategies are used in all classrooms

3.1b Instructional strategies and learning activitiesare aligned

3.1c Instructional strategies/activities are consistentlymonitored...diverse student population

3.1d Teachers demonstrate content knowledge

3.1e Evidence teachers incorporate the use oftechnology

3.1f Instructional resources are sufficient to deliverthe curriculum

3.1g Teachers examine and discuss student work

3.1h Homework is frequent and monitored, tied toinstructional practice

Standard - 4 - Learning Environment

School Culture

4.1a Leadership support for a safe, orderly andequitable learning environment

4.1b Leadership creates experiences that allchildren can learn

4.1c Teachers hold high expectations for allstudents

4.1d Teachers, staff involved in decision-makingprocesses regarding teaching and learning

4.1e Teachers accept their role in student success

4.1f School assigns staff...opportunities for ALLstudents

4.1g Teachers communicate regularly withfamilies

4.1h Evidence that the teachers and staff care

4.1i Multiple communication strategies...to allstakeholders

4.1j Evidence that student achievement is highlyvalued

4.1k The school/district provides support...needsof all students

Standard - 5 - Learning Environment

Student, Family and Community Support

5.1a Families and the community are activepartners

5.1b All students have access to all the curriculum

5.1c Reduce barriers to learning

5.1d Students are provided opportunities toreceive additional assistance

5.1e School maintains an accurate student recordsystem

Standard - 6 - Learning Environment -Professional Growth, Development, and

EvaluationProfessional Development

6.1a Support for the long-term professionalgrowth of the individual staff members

6.1b The school has an intentional plan forbuilding instructional capacity

6.1c Staff developmentpriorities..alignment..goals for studentperformance

6.1d Plans for school improvement directlyconnect goals for student learning

6.1e Professional development is on-going andjob-embedded

6.1f Professional development planning connectstudent achievement data

Professional Growth and Evaluation

6.2a Clearly defined evaluation process

6.2b Leadership provides the fiscal resources forthe appropriate professional growth

6.2c Employee evaluation and the individualprofessional growth plan to improve staffproficiency

6.2d A process of personnel evaluation whichmeets or exceeds standards set in statute

6.2e The school/district improvement planidentifies specific instructional leadershipneeds

6.2f Evaluation process to provideteachers..change behavior and instructionalpractice

Standard - 7 - Efficiency

Leadership

7.1a Leadership has developed and sustained a sharedvision

7.1b Leadership decisions focused on student academicdata

7.1c All administrators have a growth plan

7.1d Evidence that the leadership team disaggregatesdata

7.1e Leadership ensures all instructional staff...access tocurriculum related materials

7.1f Leadership ensures that time isprotected...instructional issues

7.1g Leadership plans and allocates resources

7.1h School/district leadership provides policy andresource infrastructure

7.1i Process for the development and theimplementation of council policy

7.1j SBDM council has an intentional focus on studentacademic performance

7.1k Principal demonstrates leadership skills inacademic performance, learning environment,efficiency

Standard - 8 - Efficiency - School Organization andFiscal Resources

Organization of the School

8.1a School is organized...use of all available resources

8.1b All students have access to all the curriculum

8.1c Staff are allocated based upon the learning needs of

all students8.1d Staff makes efficient use of instructional time

8.1e Staff...planning vertically and horizontally acrosscontent areas

8.1f Schedule aligned with the school's mission

Resource Allocation and Integration

8.2a Clearly defined process (in accordance with theschool council allocation formula)

8.2b Budget reflects decisions directed by anassessment of need

8.2c Councils, school boards analyze funding and otherresource requests

8.2d Resources are allocated and integrated to addressstudent needs

Standard - 9 - Efficiency - Comprehensive and EffectivePlanning

Defining the School Vision, Mission, Beliefs9.1a Collaborative process used to develop the vision,

beliefs, mission

Development of the Profile

9.2a Planning process involves collecting, managing andanalyzing data

9.2b Use data for school improvement planning

Defining Desired Results for Student Learning

9.3a School and district plans reflect learning research,expectations for student learning

9.3b Analyze their students' unique learning needs

9.3c Results for student learning are defined

Analyzing Instructional and Organizational Effectiveness

9.4a Strengths and limitations are identified

9.4b Goals for building, strengthening capacity

Development of the Improvement Plan

9.5a Steps for school improvement aligned withimprovement goals

9.5b Plan identifies resources, timelines

9.5c Evaluating the effectiveness of improvement plan

9.5d Improvement plan is aligned with the school'sprofile, beliefs, mission, desired results

Implementation and Documentation

9.6a Plan is implemented as developed

9.6b School evaluates the degree to which it achievesthe goals and objectives for student learning

9.6c The school evaluates the degree to which itachieves the expected impact

9.6d Evidence of attempts to sustain the commitment tocontinuous improvement

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Focus on Student Academic Performance

The school leadership assessment report contains many important findings the school shouldconsider. It will be the task of school leadership to read and prioritize the results from this reportto plan for improving student performance. To ensure that the implications of this report and therecommendations are understood and implemented, the following additional actions should betaken:

Disseminate the findings and recommendations of this report broadly to

constituents for discussion to aid in determining priorities for planning. Usethe report for learning, reflection and action.

Build greater understanding of new approaches to professional developmentand address the ways that the school community will have to work differentlyto improve instruction.

Acknowledge and address the fact that not all current practice providesadequate opportunity for the school staff to carry out the new demands oftheir work, to analyze data and diagnose student needs, to determine theefficacy of their own practice, to align their instruction to new curriculumstandards and to collaborate regularly with peers.

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Introduction

The Kentucky Department of Education conducted a school leadership assessment of Myers MiddleSchool during the period of 11/13/2011 - 11/18/2011.

The school leadership assessment team activities included a review of the documents collected for theschool portfolio and profile; classroom observations (89) and formal interviews and informal discussionswith teachers (60), students (62), parents (15), Family Resource/Youth Services Center staff members (1),central office personnell (7), support staff members (21), (the) assistant principal/s (3), (the) counselor/s(2) community members (7),SBDM members (5) the principal and the principal intern.

The school leadership assessment team utilized the Standards and Indicators for School Improvement,The Missing Piece of the Proficiency Puzzle, classroom observations, stakeholder interviews and aportfolio of school records during this visit. All collected data were considered in the development of thereport. The specific findings and recommendations are organized under the headings of Academic

Performance, Learning Environment and Efficiency. Each of the nine standards for success in Kentuckyschools and districts is addressed in the following pages.

The chairperson of the team was Bill R. Morgan - University Instructor.The other team members wereMargaret K. Dotson - District Adminstrator, Sheree W. Thompson - Teacher, Nancy Jones Satterfield -District Administrator, Margaret Cleveland - Parent, Linda M. Handley - Educational Recovery Leader, JackB. Musgrave - Principal, Carolyn Sholar - Principal, Carol McKee - District Specialist

Myers Middle School

11/13/2011 - 11/18/2011


Kentucky Department of Education

School Leadership Assessment Summary Report

Academic Performance

The following Academic Performance Standards address curriculum, classroomevaluation/assessment and instruction.

Standard 1: The school develops and implements a curriculum that is rigorous, intentional, and alignedto state and local standards.

Standard 2: The school utilizes multiple evaluation and assessment strategies to continuously monitorand modify instruction to meet student needs and support proficient student work.

Standard 3: The school's instructional program actively engages all students by using effective, varied,and research-based practices to improve student performance.

Learning Environment

The following Learning Environment Standards address school culture; student, family, and communitysupport; and professional growth, development and evaluation.

Standard 4: The school/district functions as an effective learning community and supports a climateconducive to performance excellence.

Standard 5: The school/district works with families and community groups to remove barriers to learningin an effort to meet the intellectual, social, career, and development needs of students.

Standard 6: The school/district provides research-based, results driven professional developmentopportunities for staff and implements performance evaluation procedures in order toimprove teaching and learning.

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Efficiency

The following Efficiency Standards address leadership, school structure and resources, andcomprehensive and effective planning.

Standard 7: School/district instructional decisions focus on support for teaching and learning,organizational direction, high performance expectations, creating a learning culture, anddeveloping leadership capacity.

Standard 8: The organization of the school/district maximizes use of time, all available space and otherresources to maximize teaching and learning and support high student and staffperformance.

Standard 9: The school/district develops, implements and evaluates a comprehensive schoolimprovement plan that communicates a clear purpose, direction and action plan focused onteaching and learning.

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Standard 1 Curriculum

Summary Findings in: Academic Performance

Myers Middle School

11/13/2011 - 11/18/2011




Findings For This Standard Are Based On:

Review of classroom assessments, classroom assignments, comprehensive schoolimprovement plan, course syllabi, curriculum documents, curriculum maps,Implementation and Impact Checks, Kentucky Performance Report disaggregateddata, Kentucky's Core Content for Assessment, lesson plans/units of study, list of co-curricular offerings, master school schedule, samples of classroom assessments,school council meeting agenda and minutes, school council policies and bylaws andstudent work

Interviews with classified staff, counselor, curriculum resource specialist, teachers anddata resource person

Observations of classrooms and computer lab

2Performance Rating

1.1f There is in place a systematic process for monitoring, evaluating andreviewing the curriculum.

School council adopted the Curriculum Development and ImplementationPolicy # 16, April 20, 2009 that requires the curriculum committee to develop

or update the school improvement plan as a venue to monitor, evaluate andrevise the curriculum. The policy requires all teachers to use curriculumdocuments (e.g., Kentucky Core Academic Standards, Program of Studies,Core Content 4.1) to deliver content and skills to assist students in masteringthe curriculum. The principal has not established a systematic monitoringprocess to ensure that all teachers deliver the required curriculum. Newassessment data is not always used as a means to revise the curriculum.School leadership provides some monitoring of the use of district developedcurriculum documents and pacing guides.

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Myers Middle School

11/13/2011 - 11/18/2011




1Performance Rating

1.1d There is evidence of vertical communication with an intentional focus on keycurriculum transition points within grade configurations (e.g., from primary tomiddle and middle to high).

The principal does not facilitate discussions among teachers at feederschools to identify and address key curriculum transition points fromelementary to middle and from middle to high school. The principal has notestablished a process to ensure curricular transition points arecommunicated. The newly revised school improvement plan states districtresource teachers will help classroom teachers align their teaching with whatis being taught in the fifth and eighth grade curriculum. The plan emphasizesthat conversations between transition schools will be encouraged.

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Myers Middle School

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Myers Middle School

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Summary of recommendations in: Academic Performance

Curriculum

The principal should establish a systematic monitoring process to ensure allteachers are teaching the required curriculum (e.g., Kentucky Core AcademicStandards, Kentucky Core Content 4.1, Program of Studies). School leadershipshould use assessment data to drive changes in the curriculum, classroominstruction, and the revision of the school improvement plan. School leadershipshould conduct regular implementation and impact checks to determine theeffectiveness of the curriculum on student achievement.

The principal should develop a plan to systematically and routinely facilitate staff

discussions and reviews of key curriculum transition points from elementary tomiddle and from middle to high school to ensure successful curricular transitionpoints are understood and implemented. This plan should be included in thecomprehensive school improvement plan and monitored frequently by schoolleadership.

Standard 1

Resources:

Individual Learning Plans. (Available from the Kentucky Department of Education, 500 MeroStreet, Frankfort, KY 40601). www.education.ky.gov (type ILP in the search box)

Jacobs, H. H. (2004). Getting Results with Curriculum Mapping. Alexandria, VA: Associationfor Supervision and Curriculum Development.

OShea, Mark R. (2005). From Standards to Success. Alexandria: VA: Association forSupervision and Curriculum Development.

Standards-Based Curriculum Development Manual. (Available from the KentuckyDepartment of Education, 500 Mero Street, Frankfort, KY 40601).

Kentucky Core Academic StandardsQuality Core @ ACT.org.

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Standard 2 Classroom Evaluation/Assessment


Myers Middle School

11/13/2011 - 11/18/2011





Review of bulletin boards, exhibits and displays, class rosters, classroomassessments, classroom assignments, classroom displays, committee meetingminutes and agenda, comprehensive school improvement plan, course syllabi,curriculum documents, curriculum maps, examples of school to homecommunications, faculty meeting agenda, Individual Learning Plans, individualprofessional growth plans, Kentucky Performance Report disaggregated data,Kentucky's Core Content for Assessment, lesson plans/units of study, master school

schedule, professional development records, roster of teaching assignments, rubrics,samples of classroom assessments, samples of student work products, samples ofwritten correspondence to staff/stakeholders, school council meeting agenda andminutes, school council policies and bylaws, school mission, belief and visionstatements, school newsletter, School Report Card data, student work, trophy casesand videos of student performances

Interviews with assistant principal, central office staff, counselor, district leadership,parents, principal, school leadership, students, superintendent and teachers

Observations of cafeteria, classrooms, common areas, computer lab, hallways, media

center and outdoor areas2Performance Rating

2.1a Classroom assessments of student learning are frequent, rigorous andaligned with Kentucky's core content.

The principal collaborates with other school leadership to ensure requireddistrict-developed common assessments (e.g., Reading ProficiencyAssessment, Math Proficiency Assessment, Science Proficiency Assessment,Social Studies Proficiency Assessment) aligned with Kentuckys Core Contentor Kentuckys Core Academic Standards are administered in classroomsregularly, usually every six weeks. The principal, school leadership team and

teachers review the results of student progress on these commonassessments frequently using the Classroom Assessment SystemCommunity Access Dashboard for Education. Results of these assessmentsare used to identify intervention strategies to be used with students who didnot master standards. Principals monitor some teacher-made assessmentsthrough reviewing evidence binders during walkthrough observations andconducting regular lesson plan checks. Principals have not always providedconsistent, in-depth feedback to teachers to ensure formative and summativeassessments are rigorous and authentic and challenge students to applyhigher-order thinking skills at a proficient level. The principal and schoolleadership team have designed and implemented a Thinking Practice class

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Myers Middle School

11/13/2011 - 11/18/2011




2Performance Ratinginto the daily schedule that focuses on test taking and thinking skills (e.g.,compare and contrast, content vocabulary, problem-solving) to better preparestudents for testing and increase their awareness of expectations forproficiency.

2.1d Test scores are used to identify curriculum gaps.

School leadership discussed the results of the Kentucky Core Content Test

and No Child Left Behind with school council members at the October 3, 2011council meeting. Department chairpersons led a Red Flag, Green Flaganalysis of assessment data (e.g., Interim Performance Report, No Child LeftBehind) in their respective content area groups. Staff members noted areaswhere students had performed well and areas that were deficient. Departmentchairpersons compiled an Interim Performance form focused on: What did wefind? What reasons (causes and contributing factors) may exist for scores?Where do we go from here in curriculum, instruction and assessment? Corecontent area teams developed next steps that could close curricular gaps.The principal designated department chairs to share findings with the totalfaculty. Principals have not always monitored the implementation of these

next steps in making necessary modifications or revisions in the curriculum tomeet student needs and improve student achievement. Teachers periodicallyanalyze various assessment data (e.g., Scholastic Reading Inventory,Classroom Access System Community Access Dashboard for EducationResults) during team and department meetings to determine studentplacement and monitor student progress. The principal has not ensured thatthe analysis of assessment data is used to close curricular gaps or transformassessment and instructional practices in all classrooms.

2.1f Performance standards are clearly communicated, evident in classrooms andobservable in student work.

The principal articulates the expectation that teachers share rubrics and makestudents aware of expectations of performance level descriptions prior toassessment tasks. This practice is monitored primarily through reviewingassessments in teacher binders and teacher demonstrations duringwalkthrough observations. Principals have not ensured that evidence binderscontain rubrics for teacher-made assessments. Many classrooms displayedmodels of student work with accompanying rubrics. Posted rubrics did notalways explicitly define specific and descriptive criteria needed for proficiencythat would enable students to understand the expectations of quality work.Student work displayed did not always correlate with proficiency of state

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Myers Middle School

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2Performance Ratingperformance level descriptions. Models of teacher-developed examples ofproficiency are seldom posted in classrooms for student reference. Schoolleadership encourages teachers to show samples or models of proficient workduring instruction to guide students in understanding the characteristics ofquality performances. Most teachers design assessment tasks that enablestudents to demonstrate mastery of a standard or permit students to completeupgrades or redos when a standard has not been met according toperformance level descriptions.

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Myers Middle School

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Classroom Evaluation/Assessment

The principal should develop a consistent schoolwide process to regularly monitorteacher-made assessments to ensure they are rigorous and authentic and challengestudents to use critical thinking and problem-solving skills at high levels. Allprincipals should provide teachers with meaningful feedback regarding assessmentsthat will enable them to develop tasks that are rigorous, relevant and authentic.

The principal should ensure that multiple sources of data are analyzed by staff andthe school council to monitor student progress and identify curricular gaps. Theprincipal should establish a process to ensure assessment data is used to transform

instructional practices to meet the needs of all students.

Standard 2

Resources:

Marzano, R. J., Pickering, D. J. & Pollock, J. E. (2001). Classroom Instruction that Works:Research-Based Strategies for Increasing Student Achievement. Alexandria, VA:Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2001). The Differentiated Classroom: Responding to the Needs of allLearners. Alexandria, VA: Association for Supervision and Curriculum Development.

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Standard 3 Instruction


Myers Middle School

11/13/2011 - 11/18/2011





Review of bulletin boards, exhibits and displays, classroom assessments, classroomassignments, classroom displays, committee meeting minutes and agenda, coursesyllabi, curriculum documents, curriculum maps, faculty meeting agenda, individualprofessional growth plans, Kentucky Performance Report disaggregated data,Kentucky's Core Content for Assessment, lesson plans/units of study, master schoolschedule, needs assessment data, professional development records, professionalresource materials, rubrics, samples of classroom assessments, samples of student

work products, Software Technology, Incorporated reports, staff development agenda,student homework with teacher feedback, student work, student/teacher ratio, teacherportfolios, textbook/instructional resources purchasing plans and videos of studentperformances

Interviews with assistant principal, classified staff, community members, parents,school leadership, students, superintendent and teachers

Observations of cafeteria, classrooms, common areas, computer lab, hallways andmedia center

2Performance Rating

3.1b Instructional strategies and learning activities are aligned with the district,school and state learning goals and assessment expectations for studentlearning.

District leadership provides pacing guides that are aligned to school and statelearning goals are available for teachers to use in designing instruction. Thedistrict provides assessments (e.g., reading and math diagnosticassessments, reading, math, science, social studies proficiencyassessments) which are aligned with state standards. The principal requiresall teachers to submit weekly lesson plans to their designated administratorwho is responsible for providing feedback pertaining to the lessons. The

feedback does not always ensure teachers differentiate instruction toaccommodate students unique learning needs. Some instructional strategiesand learning activities are embedded in instructional programs (e.g., Read180, Success Maker, Do the Math, Read Write Workshop). Instructionalprograms are reviewed by district personnel to ensure alignment with district,school and state goals. Principals require teachers to display learning targetsto identify the curriculum standards being taught in their lessons. Teacherssometimes develop learning tasks similar to those on state assessments butdo not always provide opportunities for students to demonstrate learning in arigorous, authentic learning environment. Teachers do not regularly useformative assessments or reflection as tools to inform and modify instructional

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Myers Middle School

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2Performance Ratingpractices.

3.1e There is evidence that teachers incorporate the use of technology in theirclassrooms.

School council Technology Utilization, State Standards, and ProgramAppraisal Policy #12 was adopted April, 2009. The policy does not addressthe effective use of technology for teaching and learning. The principal has

not implemented procedures that define and evaluate the effective use or theimpact of technology on instruction and student performance. Some teachershave a variety of instructional resources (e.g., document cameras, liquidcrystal display projectors, SmartBoards, Interactive Response System studentresponders) to support instruction. The school has two computer labs and afew computers in classrooms available for student use; however, the buildingis not equipped for a wireless network to allow expansion of technologyutilization. Some teachers incorporate technology (e.g., PowerPoint, InsideTeaching Resources) into their lessons and provide limited student centeredactivities (e.g., presentations, power points, web-based research).

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Myers Middle School

11/13/2011 - 11/18/2011




1Performance Rating

3.1a There is evidence that effective and varied instructional strategies are used inall classrooms.

The school council has Instructional Practices Policy #9, adopted April, 2009,to guide classroom instruction. The policy states the Curriculum andProfessional Development Committee shall be responsible for recommendingguidelines to the council regarding instructional practices (e.g., cooperativelearning, flexible grouping, integration of technology, red flag analysis, nextsteps from departments indicating instructional strategies that are working).The committee will be responsible for providing oral and written reportsrelated to classrooms use of these instructional practices and the effects onstudent achievements as needed. The principal has not established thiscommittee at this time. Classroom instruction is mostly textbook-driven andteacher-directed rather than student-centered. Teachers rarely designinstructional practices for motivating students to learn and challenge studentsto think at high levels. Disruptive behavior often interferes with classroominstruction and inhibits student learning. School leadership is training teachersto use the Characteristics of Highly Effective Teaching and Learning programfrom the Kentucky Department of Education. This program creates a commonpoint of reference for discussing effective practices in teaching and learning inan exemplary instructional environment. The principal has not implementedprocedures to ensure this training is leading to instructional practices that arerigorous, research-based, and promote higher order thinking. Schoolleadership conducts walkthrough observations; however, the feedback doesnot always ensure that teachers plan and use effective and variedinstructional practices.

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Myers Middle School

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Instruction

School leadership should develop and implement a plan to improve the delivery ofvaried instructional strategies (e.g., inquiry, cooperative learning, learning styles,flexible groupings of students, rubrics, higher-level questions) to ensure instruction isstudent-centered, rigorous, and addresses the learning needs of all students. Thisplan should include a systematic and comprehensive process to monitor anddocument instructional practices to ensure the accountability of all staff.

School council should review and revise the instructional policy to ensure varied

instructional practices (e.g., learning styles, cooperative learning groups,differentiation, inquiry-based learning) are used by all teachers. The principal shouldensure the policy is implemented and monitored for effective teaching.

School council should review and revise the technology policy to address bothteacher and student usage of technology for enhancing learning in classrooms. Theprincipal should ensure the policy is implemented and monitored to support teachingand learning.

The building should be updated to accommodate expanding technology (e.g.,cabling, wireless, telecommunications and visual systems) to provide equitable

opportunities (e.g., mobile computer labs, iPads, eReaders) for all students toextend and enhance learning.

Standard 3

Resources:

Gay, G, and Banks, J. A. (2000). Culturally Responsive Teaching: Theory, Research andPractice. NewYork, NY: Teachers College Press.

Gurian, M. & Hensley, P. (2002). Boys and Girls Learn Differently! San Francisco, CA:Jossey-Bass. ISBN: 0787964859

Marzano, R. J. (2003). What works in Schools: Translating Research into Action. Alexandria,VA: Association of Supervision and Curriculum Development.

Silver, H., Strong, R.W. & Perini, M.J. (2000). So Each May Learn. Alexandria, VA:Association for Supervision and Curriculum Development. ISBN: 0871203871

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms.Alexandria, VA: Association for Supervision & Curriculum Development. ISBN: 0871205122

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Standard 4 School Culture

Summary Findings in: Learning Environment

Myers Middle School

11/13/2011 - 11/18/2011





Review of brochures, pamphlets, bulletin boards, exhibits and displays, class rosters,classroom assessments, classroom assignments, classroom displays, comprehensiveschool improvement plan, facility inspection reports, facility work orders, master schoolschedule, newspaper clippings/press releases, roster of teaching assignments,samples of classroom assessments, samples of student work products, samples ofwritten correspondence to staff/stakeholders, school council meeting agenda andminutes, school council policies and bylaws, school mission, belief and vision

statements, school newsletter, school visitors register, school Web pages,school/district safety plan, student discipline reports, student handbook,student/parent/staff handbooks, videos of student performances, yearbooks andinterim performance reportTELL SurveyComprenhensive School Survey

Interviews with assistant principal, classified staff, counselor, Family Resource/YouthServices Center personnel, parents, principal, school council members, schoolleadership, students, superintendent and security guard

Observations of cafeteria, classrooms, common areas, computer lab, hallways, mediacenter and outdoor areas

2Performance Rating

4.1a There is leadership support for a safe, orderly and equitable learningenvironment (e.g., culture audits/school opinion surveys).

School and district leadership has ensured the facility is clean and wellmaintained. School leadership keeps doors locked for safety. Visitors mustenter through the office and are required to sign the visitors log. A securitycamera is used to monitor the front entrance. District leadership provides acomprehensive safety plan for school leadership to implement. School

leadership has not implemented a school wide discipline plan to addressclassroom disruptions and disorderly common areas. The principal has notensured consistent behavior management strategies are in place to support asafe and orderly learning environment. Teachers receive frequent phone callsduring class time to address student management issues (e.g., dismissal ofstudents, location of students). Learning environment surveys (e.g., TeachingEmpowering Leading Learning survey, district comprehensive school survey)are completed; however, the data is not always intentionally used to informdecisions on teaching and learning.

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2Performance Rating4.1b Leadership creates experiences that foster the belief that all children can

learn at high levels in order to motivate staff to produce continuousimprovement in student learning.

The principal shares a commitment of high expectations for all students. Theprincipal has not put this commitment into practice (e.g., inconsistent behaviormanagement, lack of rigor in instruction). Youth Service Center director,school leadership and teachers have provided learning experiences (e.g.,

Math and Science Night, parent teacher conferences in satellite enrollmentareas) for family members. The principal has provided some opportunities(e.g., team meetings, grade level meetings, department meetings) for sharingteaching strategies among peers. School leadership has provided fewopportunities for school staff members to observe successful teaching andlearning in schools with similar demographics. The principal has notimplemented consistent strategies (e.g., school wide behavior managementplan, engagement of all stakeholders in decision making) to sustain a focuson continuous improvement in student learning.

4.1d Teachers and non-teaching staff are involved in both formal and informal

decision-making processes regarding teaching and learning.

The principal emphasizes to all staff members the integral part each plays inthe success of students. The principal uses the school motto We are Hometo enforce the significance of all teaching and non-teaching staff membersroles in removing barriers to learning. The principal does not have a formalprocess to ensure all staff members are involved in decision making thatimpacts teaching and learning.

4.1f The school intentionally assigns staff to maximize opportunities for ALLstudents to have access to the staff's instructional strengths.

The school council has adopted Assignment of Students to Classes andPrograms within the School Policy #2, June 9, 2009. The principal has notensured procedures are in place and monitored for compliance with thepolicy. Counselors reconfigured students schedules over Labor Day weekendfollowing evaluation of individual test data. Some student placements wereadjusted to match individual student tests scores with appropriate courselevels; however, all students placements were not adjusted (e.g., availablespace in class, parent requests) as data deemed appropriate. The principalassigns most teachers according to subject area knowledge and background.School leadership reevaluates and changes some intervention student

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2Performance Ratinggroupings following periodic collections of assessment data.

4.1i Multiple communication strategies and contexts are used for thedissemination of information to all stakeholders.

The principal has not developed a comprehensive communication plan.School leadership uses communication tools (e.g., newsletters, web page,articles) to inform and disseminate information. The principal has not

integrated communication strategies (e.g., two way communication, inputopportunities for stakeholders) to ensure collaboration and engagement of allstakeholders into a community focused on student achievement. Someindividual staff members initiate two way communications.

4.1j There is evidence that student achievement is highly valued and publiclycelebrated (e.g., displays of student work, assemblies).

School leadership recognizes and celebrates student achievements (e.g.,publications, school broadcasts, web page, daily announcements, displays ofstudent work). The principal does not always engage all stakeholders in

student celebrations and recognitions.

4.1k The school/district provides support for the physical, cultural, socio-economic,and intellectual needs of all students, which reflects a commitment to equityand an appreciation of diversity.

School and district leadership has provided professional developmentopportunities in cultural responsiveness. School leadership collaborated withthe Youth Service Center director to hold parent teacher conferences at thestudents satellite area. School leadership arranged a bus tour for teachers ofstudents resides and satellite areas to increase awareness of cultural

differences. The principal implements district Community AutonomyRelationship Empowerment curriculum through daily instructional schedule.The principal has not ensured all teachers incorporate cultural responsiveinitiatives into instructional practices. District leadership recruits to attractdiverse, highly qualified personnel. School leadership receives teacherapplications from the district pool of candidates.

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Summary of recommendations in: Learning Environment

School Culture

The principal should develop procedures (e.g., behavior management,communication, instructional) to ensure cultural responsive strategies becomefundamental tools in building a school community based on respect and supportamong stakeholders. The principal should ensure high academic and behaviorexpectations by all staff drive continuous improvement. The principal should ensurea school wide behavior management plan is implemented consistently. All staff,students and parents should be made aware of expectations and consequencesdefined in the plan. School leadership should monitor classrooms, common areasand instructional practices for consistent implementation of the behavior

management plan with an intentional focus on high expectations. The principalshould ensure staff is provided the opportunity to observe successful instructionalstrategies in schools with similar demographics.

The principal should develop a comprehensive communication plan. Proceduresshould be developed to define responsibilities for communication among andbetween stakeholders. The principal should ensure communication is timely anddesigned to engage two way communications and to foster a community ofstakeholders focused on continuous school improvement. The principal shouldensure communication builds support among the community of stakeholders inrecognizing and celebrating student success.

The principal should pursue the installation of additional security cameras tocontinuously monitor areas (e.g., stairwells, parking lot, hallways, commons areas)throughout the school day.

The principal should develop procedures to ensure successful implementation of thecouncil policy on student assignment. Procedures should include flexibility forgrouping and regrouping based on data and instructional needs of students.

Standard 4

Resources:

DuFour, R., DuFour, R. & Eaker, R. (2004). Whatever It Takes: How Professional LearningCommunities Respond When Kids Don't Learn. Bloomington, IN: National EducationalService. ISBN 1932127283

Schlechty, P. (2001). Shaking Up the School House. San Francisco, CA: Jossey-Bass.

Whitaker, T., Whitaker, B. & Lumpa, D. (2000). Motivating & Inspiring Teachers: TheEducational Leaders Guide for Building Staff Morale. Larchmont, NY: Eye on Education.ISBN: 1-883001-99-4.

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Zmuda, A., Kuklis, R. & Kline, E. (2004). Transforming Schools, Creating a Culture ofContinuous Improvement, Alexandria, VA: Association for Supervision and CurriculumDevelopment.

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Standard 5 Student, Family and Community Support


Myers Middle School

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Review of brochures, pamphlets, bulletin boards, exhibits and displays, classroomassessments, classroom assignments, classroom displays, committee meetingminutes and agenda, community involvement programs, comprehensive schoolimprovement plan, curriculum maps, documentation of referrals to health and socialservices, Extended School Services program overview and data, Family ResourceYouth Services Center advisory council/subcommittee meeting minutes, FamilyResource Youth Services Center documentation, Individual Learning Plans, Infinite

Campus Reports, Kentucky Performance Report disaggregated data, lessonplans/units of study, list of co-curricular offerings, master school schedule, rubrics,samples of student work products, schedule for co-curricular offerings, school budgetand allocations, school council meeting agenda and minutes, school council policiesand bylaws, school guidance plan, school visitors register, student academic records,student handbook, student work, teacher portfolios, Title 1 program plan and trophycases

Interviews with classified staff, counselor, Extended School Services director/staff,Family Resource/Youth Services Center personnel, school leadership, students,superintendent and teachers

Observations of classrooms, computer lab and hallways

3Performance Rating

5.1a Families and the community are active partners in the educational processand work together with the school district staff to promote programs andservices for all students.

The school council by-laws revised 2009 identifies standing committees andthe process for recruiting members from all stakeholders to serve on thesecommittees. However, the principal and council have not implemented a fullyfunctioning committee structure. The principal identifies the Instructional

Leadership Team as the decision making body for the school. Schoolleadership has implemented a Student Intervention Team and Myers ServiceTeam to assist struggling students and provide services to reduce barriers tolearning. Youth Services Center and Community School directors make manyconnections with families (e.g., Family Education Night, Toyota FamilyLiteracy, Sixth Grade Transition Camp). The principal has not implementedformal procedures to address parent complaints, concerns and suggestions.These needs are addressed through phone calls, emails and parentconferences. Youth Services Center director partners with local agencies(e.g., Neighborhood Place, Seven Counties Mental Health Services, SaintGeorge Community Center, area ministries, Sons of Issachar, Hispanic

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3Performance RatingAchievers) to support the needs of children and families. School leadershipinforms parents and students of rules used to address student absencesthrough documents (i.e., Jefferson County Public Schools Code ofAcceptable Behavior and Discipline, Attendance Counts at Myers MiddleSchool) included in enrollment packets. Parents are asked to sign and returnthese forms. The attendance clerk monitors student attendance. The truancydiversion committee meets with students with attendance issues to discussconcerns. School leadership has implemented services from AMERICorp andPositive Support Teacher to reduce truancy issues.

5.1c The school/district provides organizational structures and supportsinstructional practices to reduce barriers to learning.

The principal has not ensured all staff members are trained to identifystudents with special learning needs or behavior problems. The studentintervention team meets to discuss students struggling academically,emotionally and behaviorally. The data coach provides data to identifyappropriate placement for academic and behavior interventions. The principalhas implemented written referral forms to use when referring students for

guidance and Youth Services Center services; however, phone calls or emailsare the basis of most referrals. Youth Services Center director refers studentsfor health and social services. The guidance counselors review transcriptsand infinite campus reports to determine academic placement for studentswho transfer into the school. Youth Services Center director provides suppliesand needed services for these students. Student Intervention Team andMyers Services Team have been developed to assist in meeting theacademic and behavior needs of students.

5.1e The school maintains an accurate student record system that provides timelyinformation pertinent to the student's academic and educational development.

School leadership and records clerk comply with board policy and proceduresfor the maintenance, security and quality of student records. All studentrecords are maintained in locked cabinets in the records clerks office. Therecords clerk ensures procedures are followed when records are accessed.The records clerk reviews health records for compliance. Infinite Campus isused to maintain student attendance, academic and medical records.Guidance counselors through the language arts department develops andupdates individual learning plans annually according to benchmarks andtimelines. Guidance counselors have brochures to send home to informparents of what the individual learning plan is and how to access their childs

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3Performance Ratingplan.

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2Performance Rating

5.1b Structures are in place to ensure that all students have access to all thecurriculum (e.g., school guidance, Family Resource/Youth Service Centers,Extended School Services).

The principal has implemented a written referral form to use when referringstudents for guidance and Youth Services Center services. However, moststaff members use personal contact (e.g., phone calls, emails) to referstudents for these services. Guidance counselors have students sign in andthe counselors list the reason for the visit when providing services. Guidancecounselors have developed Myers Middle School Comprehensive CounselingProgram Delivery of Services Plan outlining support services available forstudents. School leadership uses various assessment data (e.g., InterimPerformance Report, Iowa Test of Basic Skills, Scholastic Reading Inventory)for student placement in reading and math intervention programs. Schoolleadership has not implemented Extended School Services or credit recoveryintervention programs. The principal allocates Title I monies to fund additionalstaff. Youth Services Center director collaborates with community agencies(e.g., Supplemental Education Services, Neighborhood Place, St. GeorgeCommunity Center, Family Recovery) to reduce barriers to learning.

5.1d Students are provided with a variety of opportunities to receive additionalassistance to support their learning, beyond the initial classroom instruction.

The principal has not established written procedures to assist studentstransitioning back to school from other settings (e.g., alternative program,home school, hospitalization). Assistant principals meet with students andparents when returning to the regular classroom to discuss concerns. YouthServices Center director has implemented the Rebound Program to set goalsfor students returning to school from suspension. Students are provided someopportunities (e.g., math and reading tiered intervention classes,

Supplemental Education Services, community education) for additionalassistance to support their learning beyond the regular classroom. Schoolleadership supports some instructional organizational structures andprograms (e.g., advanced placement classes, Thinking Practice class,Success Maker, Read 180, Do the Math) to enhance student learning.Students are provided co-curricular opportunities (e.g., band, orchestra,chorus, broadcasting, Spanish) to support learning.

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Student, Family and Community Support

The principal and school council should review by-laws concerning standingcommittees and comply by implementing these committees as stated. The principaland school council should ensure representation of all stakeholders on eachcommittee.

The principal should ensure that Extended School Services and course recoveryintervention programs are implemented in a timely manner to support studentlearning needs.

Standard 5

Resources:

Barr, R. & Parrett, W. (2006). The Kids Left Behind. Bloomington, IN: Solution Tree.

Marzano, R. (2003). What Works in Schools. Alexandra, VA: Association for Supervisionand Curriculum Development.

Pearson, S. S. (2002). Finding Common Ground: Service-Learning and Education Reform--A Survey of 28 Leading School Reform Models. Washington, D. C.:American Youth PolicyForum Publications Department.

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Standard 6 Professional Growth, Development, and Evaluation


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Review of certified personnel evaluation plan and process, classroom assessments,classroom assignments, classroom displays, committee meeting minutes and agenda,committee rosters, community involvement programs, comprehensive districtimprovement plan, district Effective Instructional Leadership Act records (EILA),district personnel evaluation system and documentation of implementation, facilityinspection reports, faculty meeting agenda, Family Resource Youth Services Centeradvisory council/subcommittee meeting minutes, Implementation and Impact Checks,

job descriptions, Kentucky Performance Report disaggregated data, Local EducatorAssignment Data Report (LEAD), master school schedule, needs assessment data,notes from parent conferences, professional development records, protocols foranalyzing student work, records of teacher certification/experience, roster of teachingassignments, rubrics, samples of classroom assessments, samples of student workproducts, school budget and allocations, school visitors register, staff developmentagenda, staff extra-duty schedule, state statute and regulation and Title 1 program plan

Interviews with assistant principal, assistant superintendent(s), central office staff,classified staff, counselor, district leadership, parents, students, teachers andvolunteers

Observations of classrooms, common areas, hallways, media center and outdoorareas

3Performance Rating

6.1a There is evidence of support for the long-term professional growth needs ofthe individual staff members. This includes both instructional and leadershipgrowth.

All teachers were required to participate in twenty-four hours of non-flexibleprofessional development during four planned professional development daysestablished by the district. A variety of middle school specific improvement

trainings (e.g., Magic in the Middle School, Community AutonomyRelationship Empowerment, Culturally Responsive Teaching, buildingcommunity in teams, thinking practices in class, instructional focus) wereprovided on two of the four professional development days this year.Teachers at the school are provided time in the day and in the schoolcalendar to accommodate professional growth plan needs beyond thesedays. District leadership provides flexible days in the school calendar forteachers who may have missed previous non-flexible professionaldevelopment. School leadership provides opportunities for teachers todevelop leadership skills (e.g., Instructional Leadership Team, content areadepartment chair, discipline planning committee, Culture and Competence

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3Performance RatingTeam, school council). Classified staff receives district trainings (e.g., bloodborne pathogens, safety in the workplace, special education compliance).District leadership provides the training and monitors attendance.

6.1c Staff development priorities are set in alignment with goals for studentperformance and the individual professional growth plans of staff.

The current school improvement plan has sixteen professional development

activities identified in the five components of the plan. Each of theseprofessional development activities provides connections to the school goalsfor student learning and staff professional growth plans. The principal ensuresan intentional instructional focus occurs between professional developmentpriorities and the professional growth plans identified through the evaluationprocess.

6.1e Professional development is on-going and job-embedded.

Professional development trainings (e.g., highly effective teaching andlearning strategies, technology usage to enhance instruction and student

learning, live scoring on open response questions, Kentucky Core AcademicStandards) are based on continuity from previous years. School leadershipprovides embedded professional development sessions to assist teacherswith strategies to enhance their classroom practices. School leadership hasinitiated embedded professional development for all teams in using dataeffectively.

6.1f Professional development planning shows a direct connection to an analysisof student achievement data.

School leadership reviews several sources of student achievement data (e.g.,

No Child Left Behind, Interim Performance Report, Scholastic ReadingInventory) for the purpose of determining professional development (e.g.math and literacy strategies, use of math software). School leadership hasmonitoring systems (e.g., walkthrough observations, data from district mathand reading results using Classroom Assessment System and CommunityAccess Dashboard for Education, suspension referral, attendance) to analyzethe impact of current and past professional development on classroominstruction and student achievement. The school leadership will use the datafor ongoing resource allocations.

6.2a The school/district provides a clearly defined evaluation process.

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3Performance Rating

School leadership follows district policies that clearly define the evaluationprocess which meets all state requirements for the evaluation of certifiedpersonnel. The principal conducted an orientation to discuss the districtcertified evaluation plan with the entire faculty on August 12, 2011.

6.2b Leadership provides the fiscal resources for the appropriate professionalgrowth and development of certified staff based on identified needs.

School leadership ensures there are intentional connections between theprofessional development needs of teachers and the activities and strategiesof the school improvement plan. Title 1 resource allocations provide fundingfor professional development. The principal allocates other fiscal resourcesfor professional development through School Improvement Grant funds. Theprincipal has expended thirty- five percent of the 2011-12 allocatedprofessional development funds.

6.2c The school/district effectively uses the employee evaluation and the individualprofessional growth plan to improve staff proficiency.

Principals intentionally use the evaluation process and professional growthplans to meet identified goals and objectives to improve proficiency of thewhole staff. Pincipals follow procedures outlined in the board of educationevaluation plan. Individual growth plans are collaboratively developed with theevaluator and include individual growth needs and are connected to activitiesin the school improvement plan. Principals have a summative conference atthe end of each school year with teachers to discuss growth targets met andto set professional growth targets for the next year.

6.2d Leadership provides and implements a process of personnel evaluation whichmeets or exceeds standards set in statute and regulation.

District leadership developed the current certified evaluation plan. The planwas approved by the board of education and meets all requirements of thestate statutes and regulations. Principals utilize the procedures outlined in theplan for the evaluation of all certified staff.

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2Performance Rating

6.1b The school has an intentional plan for building instructional capacity throughon-going professional development.

School council does not have a professional development policy.The principalhas not established a professional development committee to facilitate acollaborative process to develop and implement a multi-year plan thatincludes job-embedded activities. The principal facilitates school improvementplanning discussions during faculty meetings. School improvement plancomponent managers are responsible for identifying professionaldevelopment needs and new activities and collecting activity status results aspart of the school improvement plan. School administrative leadership teamcollaborates in developing and implementing professional development withinthe school. School leadership monitors some job-embedded professionaldevelopment to build on the previous school improvement plan to fostercontinuous growth and to build instructional capacity.

6.2f Leadership uses the evaluation process to provide teachers with the follow-upand support to change behavior and instructional practice.

The principal does not always ensure the evaluation plan is used to provideteachers with follow-up to support and change behavior and instructionalpractices. Principals follow procedures outlined in the evaluation plan andevaluate all staff according to designated timelines. Principals use formativeevaluation meetings to provide feedback to teachers on progress towardprofessional growth targets. Principals use walkthrough observations tomonitor the impact of professional growth plan goals on instructional practices.

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Professional Growth, Development, and Evaluation

The principal and school council should establish a professional developmentcommittee representing certified and classified staff to include each grade level andcontent area. The principal should lead the committee to ensure a professionaldevelopment plan is developed collaboratively as a professional learning community.

The principal should provide struggling teachers with guidance, professionaldevelopment and support to make the desired changes in behavior and instructionalpractices.

The principal should ensure the evaluation process is used effectively to fosterimproved classroom instruction and increase student achievement.

Standard 6

Resources:

DuFour, R. (2004). Whatever It Takes: How Professional Learning Communities Respondwhen Kids Don't Learn. Bloomington, IN: National Educational Service.

Maxwell, J. C. (1998). The 21 Irrefutable Laws of Leadership. Maxwell Motivation, Inc.Nashville, TN: Thomas Nelson Publishing.

Reeves, D.V. (2006). The Learning Leader: How to Focus School Improvement for BetterResults. Alexandria, VA: Association for Supervision & Curriculum Development.

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Standard 7 Leadership

Summary Findings in: Efficiency

Myers Middle School

11/13/2011 - 11/18/2011





Review of brochures, pamphlets, categorical program financial reports, classroomassessments, classroom assignments, classroom displays, community involvementprograms, course syllabi, curriculum documents, curriculum maps, documentation ofparent contacts, examples of school to home communications, faculty meetingagenda, individual professional growth plans, Kentucky Performance Reportdisaggregated data, Kentucky's Core Content for Assessment, master schoolschedule, organizational charts, professional development records, professional

resource materials, samples of classroom assessments, samples of student workproducts, samples of written correspondence to staff/stakeholders, school budget andallocations, school council meeting agenda and minutes, school council policies andbylaws, school newsletter, school procedures manual, School Report Card data,school Web pages, school/district safety plan, student handbook, trophy cases andvideos of student performances

Interviews with assistant principal, district leadership, parents, principal, school councilmembers, school leadership, students, superintendent and teachers

Observations of classrooms, common areas, hallways and media center

3Performance Rating7.1c There is evidence that all administrators have a growth plan focused on the

development of effective leadership skills.

School administrators have current professional growth plans based on skillsthat will enhance their roles as leaders as well as promote studentachievement and improve student behavior. Administrators collaborativelydeveloped growth plans with their evaluators and the plans are reviewed andrevised to maintain a focus on continuous growth.

7.1e Leadership ensures all instructional staff have access to curriculum relatedmaterials and the training necessary to use curriculum and data resourcesrelating to the learning goals for Kentucky public schools.

The principal ensures all faculty members have online access and hardcopies of state and district curriculum documents (e.g., Program of Studies,Core Content 4.1, Kentucky Core Academic Standards, district pacingguides). District leadership provided Kentucky Core Academic Standardsdocuments to math and language arts teachers in summer, 2011. Schoolleadership provides all new teachers with Kentucky Core AcademicStandards binders and copies of other curriculum-related materials. Assistantprincipals meet with all new staff at the beginning of each year to ensure they

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3Performance Ratinghave curriculum related resources and are trained to use them. The principalensures resources (e.g., department chairpersons, team leaders, data coach,assessment coordinator, district resource staff, interventionists, embeddedprofessional development) are available to provide assistance and training forstaff on the use of curriculum materials and assessment data. Schoolleadership ensures all teachers maintain instructional evidence binders andstandards binders to assist in implementing the curriculum.

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2Performance Rating

7.1a Leadership has developed and sustained a shared vision.

School leadership, in collaboration with the Cultural Competence Committee,Instructional Leadership Team and most school staff, reviewed and revisedthe schools mission statement in 2010 to include a component that reflectsthe cultural diversity of the school. Limited involvement was solicited fromparents and community stakeholders. The mission statement is displayed onposters throughout the building and it appears on school documents,correspondence and publications. Leadership has not adopted formal visionor belief statements, but the principal articulates his vision for the school asone in which all students have the opportunity to learn at high levels in a safeand caring learning environment. He communicates his vision in the schoolmotto We are Home to students, staff, parents and community stakeholdersand uses the motto to guide decision making.

7.1b Leadership decisions are focused on student academic performance and aredata-driven and collaborative.

School leadership facilitated the disaggregation of state assessment data

(e.g., No Child Left Behind, Interim Performance Report) with the staff andshared the data with the school council following the release of assessmentresults. Department chairpersons led a red flag, green flag disaggregation ofthe assessment data to discuss achievement gaps. Content area departmentchairs completed an Interim Performance Report analysis and shared theresults with the faculty. Leadership has recently provided a data coach toregularly collect, manage and analyze student performance data (e.g.,Scholastic Reading Inventory, Iowa Test of Basic Skills, Reading DiagnosticAssessments, Math Diagnostic Assessments) to target students for Tier IIand Tier III interventions in reading and math. The data coach regularlyprovides student performance reports to teachers for the purpose of

determining the impact of targeted interventions on student achievement.Continuous analysis of student performance data has not always been usedto inform academic decisions. The school council has limited involvement inthe analysis of student performance data.

7.1d There is evidence that the school/district leadership team disaggregates datafor use in meeting the needs of a diverse population, communicates theinformation to school staff and incorporates the data systematically intoschool's plan.

School leadership facilitated a departmental red flag, green flag analysis of

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2Performance Ratingstate assessment data (e.g. No Child Left Behind, Interim PerformanceReport) to determine learning gaps in student achievement. Leadershipcollaborated with staff to develop a school improvement plan that includedcognitive student performance data (e.g., No Child Left Behind, InterimPerformance Report, Reading Proficiency Assessment, Math ProficiencyAssessment) and non-cognitive data (e.g., attendance, discipline,walkthroughs) to determine improvement plan goals and activities. Schoolleadership is in the initial implementation phase of regularly sharing andanalyzing disaggregated data with the teaching staff and instructionalleadership team to identify emerging needs and to adjust instruction. Theschool data coach collects, manages and analyzes student performance data(e.g., Reading Diagnostic Assessment, Math Diagnostic Assessment,Scholastic Reading Inventory) to determine intervention placements (e.g.,Success Maker, READ 180) for targeted students. School leadership embedsopportunities for the data coach to review student performance data with thestaff. School council has limited involvement in the disaggregation of studentdata to identify learning gaps or to develop a plan for improvement.

7.1f Leadership ensures that time is protected and allocated to focus on curricularand instructional issues.

School leadership regularly schedules meetings (e.g., team, department,Instructional Leadership, faculty) to enable staff to focus on curricular andinstructional issues, but the principal does not always require agenda andminutes for these meetings to ensure efficient use of staff time. The principalensures common planning time is allocated in the schedule for all teams andgrades except eighth grade content teachers to collaboratively plan andanalyze student performance data. The principal intentionally staggers thescheduling of department, team and Instructional Leadership Team meetingsand embeds professional development in the school schedule to protect staff

time. School leadership has recently begun utilizing student aides to delivermessages in an attempt to limit phone calls to classrooms that disruptinstruction. School council has not adopted a protection of instructional timepolicy.

7.1g Leadership plans and allocates resources, monitors progress, provides theorganizational infrastructure, and removes barriers in order to sustaincontinuous school improvement.

The principal and school council have not developed a formal needsassessment process to consistently enable the intentional and equitable

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2Performance Ratingallocation of resources based on the needs of students, staff and theinstructional program. The principal collaborated with school staff to developschool improvement plan goals based on multiple sources of data (e.g.,Interim Performance Report, No Child Left Behind, discipline data). Schoolcouncil has not developed and adopted a budget policy. The principal hired abudget specialist to assist in monitoring the budget and to provide input andguidance to the budget committee. The budget committee submits a draftbudget to the council and council approves the budget and staffing allocationeach spring. School council does not always monitor the budget duringmonthly council meetings. School leadership initiated a Myers Service Teamand Student Intervention Team to focus on programs and resources toremove barriers to student learning. School leadership arranged the schoolday schedule to accommodate the district Community AutonomyRelationships Empowerment program and tiered literacy classes (e.g.,Thinking Practices, Success Maker, READ 180) based on studentsachievement levels. The principal has not established a systematic process tomonitor or evaluate the effectiveness of programs and resources on studentachievement.

7.1h The school/district leadership provides the organizational polic

Documents

Myers Middle School report