SACS Academy of Arts Minds QAR Report Feb 2011

8/4/2019 SACS Academy of Arts Minds QAR Report Feb 2011

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Report of the

Quality Assurance Review Team

for

Academy of Arts & Minds3138 Commodore Plz

Coconut Grove, Florida, United States 33133-5814

Mr. William Machado, Director

Review Dates: 02/16/2011 - 02/17/2011

North Central Association Commission on Accreditation and School Improvement (NCA CASI) and the Southern Association

of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI) are accreditation divisions of

AdvancED.


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Quality Assurance Review Report

Contents

About AdvancED and NCA CASI/SACS CASI .................................................. 3

Introduction to the Quality Assurance Review ................................................... 4

Summary of Findings ....................................................................... 5

Commendations ......................................................................... 5

Required Actions ........................................................................ 6

Next Steps ............................................................................. 6

Review of AdvancED Standards for Quality Schools .............................................. 8

Standard 1. Vision and Purpose ............................................................. 8

Standard 2. Governance and Leadership ...................................................... 9

Standard 3. Teaching and Learning .......................................................... 10

Standard 4. Documenting and Using Results ................................................... 11

Standard 5. Resource and Support Systems .................................................... 12

Standard 6. Stakeholder Communications and Relationships ...................................... 14

Standard 7. Commitment to Continuous Improvement ........................................... 15

Conclusion ............................................................................... 17

Appendix ................................................................................ 18

Quality Assurance Review Team Members .................................................... 18

AdvancED Standards for Quality Schools ..................................................... 18

Academy of Arts & Minds

AdvancED Quality Assurance Review Report Page 2 of 18




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About AdvancED and NCA CASI/SACS CASI

Background. Founded in 1895, the North Central Association Commission on Accreditation and School

Improvement (NCA CASI) and the Southern Association of Colleges and Schools Council on Accreditation and

School Improvement (SACS CASI) accredit public and private schools and districts in 30 states, the Navajo

Nation, Latin America, and the Department of Defense Schools worldwide.

In April 2006, the North Central Association Commission on Accreditation and School Improvement (NCA

CASI), the Southern Association of Colleges and Schools Council on Accreditation and School Improvement

(SACS CASI), and National Study of School Evaluation (NSSE) came together to form one strong unified

organization dedicated to education quality. That unified organization, known as AdvancED, creates the world's

largest education community, representing 27,000 public and private schools and districts across the United States

and in 65 countries worldwide and educating 15 million students.

NCA CASI and SACS CASI serve as accreditation divisions of AdvancED. Through AdvancED, NCA CASI and

SACS CASI have defined shared, research-based accreditation standards that cross state, regional, and national

boundaries. Accompanying these standards is a unified accreditation process designed to help schools

continuously improve.

The Accreditation Process. To earn and maintain accreditation from NCA CASI or SACS CASI, schools must:

1) Meet the AdvancED Standards and Policies for Quality Schools. Schools demonstrate adherence to the

AdvancED standards and policies which describe the quality practices and conditions that research and best

practice indicate are necessary for schools to achieve quality student performance and organizational

effectiveness.

2) Engage in continuous improvement. Schools implement a continuous improvement process that articulates

the vision and purpose the school is pursuing (vision); maintains a rich and current description of students, their

performance, school effectiveness, and the school community (profile); employs goals and interventions to

improve student performance (plan); and documents and uses the results to inform what happens next (results).

3) Demonstrate quality assurance through internal and external review. Schools engage in a planned process

of ongoing internal review and self-assessment. In addition, schools host an external Quality Assurance Review

Team once every five years. The team evaluates the school's adherence to the AdvancED quality standards,

assesses the efficacy of the school's improvement process and methods for quality assurance, and provides

commendations and required actions to help the school improve. The team provides an oral exit report to the

school and a written report detailing the team's required actions. The school acts on the team's required actions

and submits a progress report following the review.

NCA CASI and SACS CASI accreditation engages the entire school community in a continuous process of self-

evaluation and improvement. The overall aim is to help schools be the best they can be on behalf of the students

they serve.






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Introduction to the Quality Assurance Review

Purpose. The purpose of the Quality Assurance Review is to:

Evaluate the school's adherence to the AdvancED quality standards and policies.1.Assess the efficacy of the school's improvement process and methods for quality assurance.2.Identify commendations and required actions to improve the school.3.Make an accreditation recommendation for review by the national AdvancED Accreditation Commission.4.

A key aim of the Quality Assurance Review is to verify that the school is operating with institutional integrity -

that it is fulfilling its vision and mission for its students.

School Preparation. To prepare for the Quality Assurance Review, the school community engages in an in-depth

self assessment of each of the seven AdvancED standards. The school identifies and describes the evidence that

demonstrates that it is meeting each standard. Through this internal review, the school examines how its systems

and processes contribute to student performance and school effectiveness.

Summary of Team Activities. The Quality Assurance Review Team is led by an AdvancED certified team chair

and comprised of professionals from outside the school. The team reviews the findings of the school's internal

self-assessment, conducts interviews with representative groups of stakeholders, reviews student performance data

and other documentation provided by the school, and observes practices and daily operations. The team engages

in professional deliberations to reach consensus on the school's adherence to the standards for accreditation. The

team provides an oral exit report and prepares a written Quality Assurance Review Team Report designed to help

the school improve.

The Quality Assurance Review Team Report. Following the visit, the review team completes the Quality

Assurance Review report. After review by a nationally-trained reader, the report is submitted to the school. The

report contains commendations and required actions for improvement.

Using the Report - Responding to the Required Actions. The school uses the report to guide its improvement

efforts. The school is held accountable for addressing the required actions identified in the report. The NCA

CASI/SACS CASI State Office is available to assist schools in addressing the required actions. At prescribed

intervals, the school must submit a progress report detailing the actions and progress the school has made on the

team's required actions. The report is reviewed at the state and national level to ensure the school is addressing the

required actions.

Accreditation Recommendation. The Quality Assurance Review Team uses the findings from the onsite visit to

make an accreditation recommendation that is reviewed at the state level and by the national AdvancED

Accreditation Commission. Accreditation is granted by the AdvancED Accreditation Commission and

communicated to the school following action from the commission.






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Summary of Findings

A Quality Assurance Review Team representing the SACS CASI Florida State Office (SACS-CASI-FL), a

division of AdvancED, visited the Academy of Arts & Minds in Coconut Grove, Florida, United States on

02/16/2011 - 02/17/2011.

During the visit, members of the Quality Assurance Review Team interviewed 2 members of the administrative

team, 35 students, 7 parents, and 16 teachers. In addition, Governing Board and Co-Founder were interviewed.

The team also reviewed documents, student performance data, and other artifacts provided by the school.

Specifically, the team examined the school's systems and processes in relation to the seven AdvancED standards:

Vision and Purpose1.Governance and Leadership2.Teaching and Learning3.Documenting and Using Results4.Resource and Support Systems5.Stakeholder Communications and Relationships6.Commitment to Continuous Improvement7.

The AdvancED standards focus on systems within a school and systematic methods of attaining high student

performance and organizational effectiveness. The power of the standards lies in the connections and linkages

between and among the standards. The Quality Assurance Review Team used the AdvancED standards to guide

its review of the school, looking not only for adherence to individual standards, but also for how the school

functions as a whole and embodies the practices and characteristics of a quality school.

Through its examination of the school's adherence to the standards, the Quality Assurance Review Team

identified the following commendations and required actions.

Commendations

The Quality Assurance Review Team commends the school for the following strengths and accomplishments.

While additional strengths are noted in the detailed review of each standard that appears later in this report, the

commendations listed below are the strengths that the team believes are most deserving of being highlighted.

The school's mission is to prepare students for college through a rigorous academic curriculum and

to provide opportunities for students to explore various forms of artistic expression. Unlike schools

that restrict students' interests to one area in the arts, students are cross-trained in several arts.

The curriculum guide outlines both the "minds" courses and the "arts" courses. This year the school was

recognized as an "A" school by the state and at the same time students are excelling in the arts.

A school keeps its "eyes on the prize" when the specifically identified purpose remains focused. The often-

heard statement, "The main thing is to keep the main thing the main thing," results in a schoolavoiding

splintering efforts in unfocused directions.

The school has boundless o ortunities for immersion in the arts ali ned with a ri orous academic






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curriculum.

The curriculum guideoutlines various course offerings ateachgrade level. Talented, gifted, and

accomplished teachers certified in the arts and their areas of specialization offer their expertise to thestudents and the school.

A school's focus contributes significantly to the school's steady enrollment, students' demonstration of

excellence in various community competitions, and their admission to various schools, colleges, and

universities throughout the nation.

Required Actions

In addition to the commendations, the Quality Assurance Review Team identified the following required actions

for improvement. The team focused its required actions on those areas that, if addressed, will have the greatestimpact on improving student performance and overall school effectiveness. The school will be held accountable

for addressing each of the required actions noted in this section. Following this review, the school will be asked to

submit a progress report on these required actions.

Preserve the leadership prerogatives of the director of the school.

Statements made by various stakeholder groups indicated that they believe the governing board is not fully

aware of interferences from the co-founder with regard to the management of the school. Areas of fiscal

management are not open for review by designated entities such as the Educational Excellence School

Advisory Committee (EESAC).

An efficiently and effectively organized and administered school is dependent upon the governing board

and co-founder's clear understanding of the role of the administrative head. All stakeholders must recognize

that the responsibility for the day-to-day operation of the school rests with the director of the school.

Develop a written plan for integrating technology into the instructional program. This plan should

reflect the specific technology needed in the different courses and address formal opportunities to

provide guidance throughout the implementation of that technology.

All stakeholders stress the need for technology, e.g., LCD projectors, video chat technology (Skype),

interactive whiteboards, and their effective use in the classrooms. When asked what they perceived the

most crucial need of the school to be, without hesitation, the response was a resounding

TECHNOLOGY.

The iGeneration is immersed in technology. Educators must take advantage of the students love of

technology to engage them more fully and efficiently in making meaning of the wealth of information that

surrounds them and assisting them to compete in a technological society.

Review of AdvancED Standards for Quality Schools: The team reviewed the school's adherence to each of the

AdvancED standards. The findings from this review are provided in the next section of this report.

Next Steps






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The school should:

Review and discuss the findings from this report with all stakeholders.1.

Ensure that plans are in place to embed and sustain the strengths noted in the commendations section to2. maximize their impact on the school.

Develop action plans to address the required actions made by the team. Include methods for monitoring3.progress toward the required actions.

Use the report to guide and strengthen the school's efforts to improve student performance and school4.effectiveness.

Following the Quality Assurance Review, submit the Accreditation Progress Report detailing progress5.made toward addressing the required actions. The report will be reviewed at the state and national level to

ensure that significant progress is being made toward the required actions. Lack of progress can result in a

change in accreditation status.

Continue to meet the AdvancED accreditation standards, submit required reports, engage in continuous6.

improvement, and document results.

ResourcesAdvancED offers a range of resources to support your school as it acts on the findings in this report. The

AdvancED Resource Network, available at www.advanc-ed.org/resourcenetwork, provides an online network of

peer-to-peer practices, best practices, and resources and tools designed to help schools with their improvement

efforts. Available any where, any time, the network can be queried for information on a variety of school

improvement subjects. The AdvancED Research and Development division provides research, handbooks, and

tools to assist schools with continuous improvement. In addition, your state office provides hands-on professional

development and ongoing technical assistance. Contact your state office for more information on the range of

resources available to you.

Celebrating AccreditationFollowing the visit, the Quality Assurance Review Team submits an accreditation recommendation to AdvancED

for state review and for action at the national level by the AdvancED Accreditation Commission, which confers

accreditation and communicates it to the school. Upon receiving its accreditation, the school should celebrate its

achievement with the school community. The SACS-CASI-FL accreditation seals are available at www.advanc-

ed.org/communicationskit for accredited schools and districts to post on their website and to use in school

communications. Flags, door decals, diploma seals, and lapel pins are also available and can be ordered from the

website to help you share your accomplishment with your community.

SummaryThe accreditation process engages the school in an ongoing journey of continuous improvement. The next steps in

this journey are to build on the strengths and address the required actions noted in this report. Doing so will enable

the school to advance in its quest for excellence and deepen the fulfillment of its mission for all students.




http://www.advanc-ed.org/communicationskithttp://www.advanc-ed.org/communicationskithttp://www.advanc-ed.org/resourcenetwork


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Review of AdvancED Standards for Quality Schools

The primary requirement for accreditation is that the Academy of Arts & Minds demonstrates that it meets theseven standards for accreditation. The findings of the Quality Assurance Review Team regarding the standards for

accreditation are summarized on the following pages.

Standard 1. Vision and Purpose

Standard: The school establishes and communicates a shared purpose and direction for improving theperformance of students and the effectiveness of the school.

Description - The team noted how the school met the intent of the standard based on the preponderanceof evidence:

Staff, students, and parents on the Educational Excellence School Advisory Committee (EESAC) and

members ofthe Parent Teacher Student Association (PTSA) drafted the vision and mission statements for

the school and presented them to the board for approval. The stakeholders understand the expectations of

the positive school climate, academically rigorous curriculum, and the opportunities for student

involvement in all aspects of the arts. The vision and mission serve as a road map for identifying learning

goals and guiding instruction in all classes including Advanced Placement, honors, and electives.

With the new 2008-2009 administration, the vision and mission were reviewed and revised for the 2010-

2011 school year. The revised vision and mission statements were approved by the governing board.

The schools web site (www.aandm.net) projects a profile commensurate with the vision and mission.The

school calendar indicates student performances and community involvement in activities that reflect the

vision and mission. Admission to the school requires auditions as part of the application process. These

auditions align with the vision and mission of the school. The stakeholders are pleased with their revision

of the school's first visionand mission statements;they believe the revised statements are clear and

vivid. They also are determined to review the statements periodically to make sure they are a major force

in the school's commitment to excellence.

Strengths - The team noted the following successful practices deserving of recognition:

Monthly meetings of the PTSA reflect the vision and mission of the school. The goal of this

organization is to enhance students' academic experiences and artistic growth.

Tee shirts or collared polo shirts are worn as part of the school uniform to reflect the schools vision

and mission.

The Charter School Contract reflects the vision and mission.

Opportunities - The team offers the following opportunities for improvement for consideration by the

school:

Redesign theschool brochure to include the vision and mission statements.

Post vision and mission statements in each classroom and in strategic locations throughout the

school.

Enforce the wearing of the school tee shirts or collared polo shirts (dress code) toreflect the school

vision and mission continuously.

Include the vision and mission statements in the Parent / Student Handbook.






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Finding: Academy of Arts & Minds has earned the overall assessment level of "Operational" and has met thisstandard for accreditation.

Standard 2. Governance and Leadership

Standard: The school provides governance and leadership that promote student performance and schooleffectiveness.

Description - The team noted how the school met the intent of the standard based on the preponderance

of evidence:

Throughout the past two and one-half years, the leadership has examined with diligence those practices

that must be implemented if the school is to operate effectively and become a school of excellence. Thefirst step taken by the new director was to determine the culture of the school; the attitudes, behavior, and

beliefs of all individuals and groups were given relentless attention. This assessment of how things are

done around here, was followed by focusing on making what is good become brilliant in the future.

As recommended by the previous QAR team(in May, 2006), the schools initial vision and mission

statements were reviewed and the imprecise statements revised for greater clarity, thereby giving a clearer

path toward definingthe purpose of the school. The leadership is consistently aligning day-to-day

practices with the schools stated purpose: to develop Renaissance young women and men through a

rigorous academic curriculum and a boundless immersion in the arts. Faculty, staff, and parents express

appreciation for thiscurrent leadershipof the school.

Student growth is promoted through increased expectations, teachers deliberate practices that engage

students in learning and create an intensity and enthusiasm for learning in their classes, and abundant

opportunities available for students in the art strands to perform at festivals, local businesses, state and

local competitions, the Miracle Theatres Young Talent Big Dreamers competition, the Arsht Center, and

the Lowe Art Gallery.

The hiring of new faculty is a carefully-designed process that is based on one goal: to select the BEST

possible teachers for the school. The process begins with a postingof a teaching position on the website

Teacher-to-Teacher.com and the schools website, andincludes conferences with the school leadership, an

interview committee, and department chairs to gain a sense of the candidates passion for teaching and for

students, the candidates philosophical and ethical positions, and how the candidatewould fit into the

school. Once hired,new teachers are not on their own;the assistant principal and department head work

closely with them.The teachers are free to visit other teachers classes at any time during their planning

period; the results of their formal evaluations -- Professional Assessment andComprehensive Evaluation

System (PACES) -- are discussed with them, and informal visits and informal conversations are engaged

in to assist them in reflecting on their instructional practices. A formal mentorship program is not in place

currently, but the new teachers spoke of informal mentorships and partnership programs in conjunction

with individualized professional growth programs, the school's continuous improvement plan, and

observational protocols..

All teachers are provided opportunities to lead as attested to by their input and suggestions made for

thepurchases of materials and equipment, minutes of faculty and committee meetings, and written policies

and procedures that address leadership roles. Studentsare provided opportunities to lead by participation






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in performances, club membership, and membership in PTSA and other school committees. They initiate

clubs, often request to be on the agenda of EESAC meetings, and take the lead in planning graduation

activities.

Newspaper articles, documented stakeholder satisfaction, student exit interviews, and committee

membership lists indicate that the school responds to community expectations.

Parents and faculty stated grave concerns relatedto the school's governingboard. They fear that the

members of the board do not understand where the line is thatseparates the functions and responsibilities

of the board, the co-founder, and the administrative head of the school. They are frustrated with the lack

of adequate disclosure of the budget and the reasoning behind expenditures. The minutes of the board

meetings open to stakeholders are meager, e.g., the "why" of the lack of textbooks for some classes is not

covered in the minutes. Stakeholdersbelieve that all too often, the co-founder interfereswith the day-to-

day operation of the school. To date, only one of the five members of the board has completed the board

training required of charter school board members. Each member was recommended solely by the co-

founder and then elected by the sitting board members.


The directoris making a significant difference in the school. Stakeholders praise him for his

dedication to the school, his open-door policy, his determination to secure the best teachers possible,

and his goal for making the school a school of excellence. He has changed attitudes, motivated

the faculty and students to make greater academic gains, and is endeavoring to maximize the

schools resources.


school:

Encourage stakeholders, when a need arises, to meet with the board to address specific issues or

ideas.

Provide board actions to the director so that he can distribute them to the faculty, EESAC, and the

PTSA.

Post the board 's meeting dates, times, and locations and consistently inform stakeholders of any

change of meeting dates.

Finding: Academy of Arts & Minds has earned the overall assessment level of "Emerging" and has not met thisstandard for accreditation.

Standard 3. Teaching and Learning

Standard: The school provides research-based curriculum and instructional methods that facilitate achievementfor all students.


of evidence:

The school is focused on improving the quality of education being provided for all students. The

administrators, teachers, and support personnel work together to create and maintain a welcoming

environment. Stakeholder interviews revealed that students are invested in learning and enjoy coming to

school. Evidence of authentic student engagement was supported during classroom observations,






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students behavior in class, the student work that was displayed throughout the school, and increases in

student test scores. The students feel challenged and believe that the staff is dedicated to ensuring their

success.

The artifacts included samples of detailed lesson plans, the curriculum guide, and the Instructional Focus

Calendar for each department. The reading Instructional Focus Calendar is implemented school wide.

The artifacts were developed based on the results of data analysis and student needs assessments. The

school utilizes Response to Intervention (RtI) meetings and Personal Learning Plans (PLP) to meet

expectations for student learning; however, students stated that they were not aware of the RtI or PLP

process.

Interviews with stakeholders and the Quality Assurance Review (QAR) teams classroom walkthroughs

raised concerns that teachers lack access to adequate technology, an on-site technology coordinator, and

the ability to enforce the Internet use policy. The other area of concern was the lack of structured

opportunities for professional development.


Students are encouraged to explore the arts, develop their skills, and showcase their talents.

Students and parents can access the teachers electronic gradebook to monitor student progress.

Procedures are in place for the parents to be notified if their childs grade drops below a C."


school:

Establish a plan to obtain technology resources and train staff to use technology effectively.

Use the master calendar to encourage common planning and research-based professional

development activities to support teachers in their efforts to continue to learn and improve.

Document RtI meeting minutes and data chats.

Build an online resource library for the teachers that includes videos demonstrating specific

research-based instructional strategies.


Standard 4. Documenting and Using Results

Standard: The school enacts a comprehensive assessment system that monitors and documents performance anduses these results to improve student performance and school effectiveness.


of evidence:

The school has embraced an ambitious vision for success that involves engaging students in relevant and

rigorous learning. Through differentiated instruction, teachers are able to use hands-on activities, graphic

organizers, and other strategies to improve student performance. During the classroom walkthroughs the

QAR team noted cooperative learning activities, teacher-directed activities, and independent-learning

activities. These teaching strategies are addressed in the School Improvement Plan and are implemented

to prepare students for the FCAT (Florida Comprehensive Assessment Test), Advanced Placementtests,

end-of-course examinations, and college placement exams.






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Interviews with students, teachers, and otherstakeholders revealedthat they feelthe school is safe and

orderly as evidenced by the full-timesecurity guard and the exemplary behavior of students. Stakeholders

were unable to cite incidents of fights or disruption on campus. Teachers were able to cite evacuation

procedures for fire drills and school lockdowns but unable to articulate or cite faculty training for otherevacuation procedures such as bomb threats. The school was also unable to locate documents reflecting

sign-in procedures for visitors.

Members of the school staff are provided opportunities for professional growth through collaboration with

colleagues and district professional development trainings based on interest and identified needs. Reading

has been identified as a professional development growth focus and informal collaborative meetings are

held with teachers. Interviews with teachers in the department of mathematicsdid not reflect aligned

strategies or professional development activities to address the decline in student scores in mathematics for

the 2009-2010school year.

Significant guidance services are providedforstudents by a certified guidance counselor. Professionaldevelopment is provided through district guidance meetings. Services include academic counseling,

college advisement provided as a part of the College Assistance Program (CAP), mentoring, and career

counseling. An organized system of reports provided to social services agencies and counseling services

provided to students is properly documented and organized.


Guidance services effectively serve students and staff and encourage students to seek opportunities

for continued education.

The majority of the staff are highly qualified and collaborate to ensure the success of students.

Teachers collaborate to provide a cross-curricular connection between the arts and academics.

Information drawn from the SchoolClimate Survey indicates that teachers, students, and parents are

happy with the school.


school:

Align and prioritize professional development based on student and school needs identified through

data analysis and outlined in the SIP.

Identify instructional best practices that maximize student engagement and prioritize professional

development to ensure school-wide training and implementation of these practices through

Professional Learning Communities.

Develop organized procedures which document student performance levels as provided and shared

with students. Students did not indicate knowledge of Data Chats.

Develop and disseminatethe schools operational budget to support the educational program based

on input from the SIP, academic departments, and administration to support educational programs.







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Standard 6. Stakeholder Communications and Relationships

Standard: The school fosters effective communications and relationships with and among its stakeholders.


of evidence:

The school establishes multiple and diverse methods of communication and collaboration with various

stakeholder groups as evidenced by frequent emails sent from administration to parents, from teachers

through the use of Pinnacle, and a telephone calling system.

A strong parent support structure involves the PTSA and EESA. Together, these parent support groups

coordinate efforts to support the school as evidenced by their combined efforts to raise funds to purchase a

computer cart. Their organizational structure aligns fundraising activities to support the total schoolprogram. It also provides formal and informal channels for school staff and leadership to secure input

from and communicate with stakeholders. Student performance and expectations are communicated

through Pinnacle. Student and parents indicated in interviews that they are well informed of expectations

and individual student progress, and on local and state assessments. Stakeholders were knowledgeable of

the schools comparative status with other schools in the district.

A high level of collaboration is evident among staff members. Teachers related multiple examples of

cross-curricular planning activities as well as formal and informal conversations about individual students

who might be struggling. Teachers indicated that there were no Professional Learning Communities that

provide ongoing opportunities for teachers within departments to share effective instructional strategies

and materials, assessments of students progress, and planning options. Data are, however, available toindividual teachers via the Edu-Soft software program.


Ongoing communication among teachers provide support to each other.

Diverse methods of communication with parents and stakeholders provide theminformation.

The parent organizations are supportive and coordinate efforts to provide maximum support to the

school.

Strong support from stakeholder groups is evident.


school:

Develop regular newsletters and strategies to share improvement goals and effortsin the school.







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Standard 7. Commitment to Continuous Improvement

Standard: The school establishes, implements, and monitors a continuous process of improvement that focuseson student performance.


of evidence:

The school involves the students, PTSA, and EESAC in the process of continuous improvement through

email blasts, the school website, the school brochure, correspondence withparents, and telephone

communications. The guidance counselor, the reading chair, the school volunteer, and the registrar work

with outside organizations, parents, and outside resources to meet student learning needs and develop

student experiences. The School Climate Survey engages the staff, parents, and students in the process of

continuous improvement. Release of press articles provides a rich description of the school, its missionand vision, the students, and the staff. Use of the Performance on the Plaza (POP) offers the students

opportunities to show their talents and to practice continued improvements in their arts interests. The SIP

outlines current school data and provides goals for improvement for student performance. Student data are

used to monitor student progress. The school uses the American College Test (ACT), Scholastic

Assessment Test (SAT), Advance Placement (AP)tests, Florida Comprehensive Assessment Test (FCAT),

and Pre-Scholastic Assessment Test (PSAT). The guidance counselor provides updates to students

concerning their school performance through scheduled or walk-in appointments. Evidence of course

syllabi and course listings by grade provides continuous improvement aligned with the vision and mission

of the school. The SIPindicates that teachers are participating in knowledge-building updates

(professional development) for implementing improvement interventions to improve student achievement.


Course syllabi are developed andused by classroom teachers.

Stakeholders are engaged in the process of continuous improvement (evidenced through telephone

calls made by the volunteer and guidance counselor).

Lesson plans are aligned with state standards.

The Instructional Focus Calendar is used to promote continuous improvement on the FCAT.

Minutes from PTSA and EESAC reference school improvement planning meeting topics.


school:

Document schoolwide professional development for student improvement interventions.Add the Pupil Progression Plan to the Parent/Student Handbook.

Implement and consistently document the"data chats."

Develop a plan to distribute data to all stakeholders. Data Walls could be used for this purpose.






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Conclusion

The commendations and required actions in this report are designed to focus the school on those areas that willhave the greatest impact on student performance and school effectiveness. While powerful in potential, the

commendations and required actions only have meaning when acted upon by the school. The strength of this

report lies in the school's commitment to using the findings to continuously improve. The key is action. The

school is encouraged to use the report as a call to action, a tool to sustain momentum in the ongoing process of

continuous improvement.

The team identified required actions for improvement that the school will need to address. Following this review,

the school will be required to submit a progress report summarizing its progress toward addressing the team's

required actions.

The Quality Assurance Review Team expresses appreciation to the School Administration, members of the

professional staff, students, parents and other community representatives for their hospitality throughout the visit.

The team wishes the school and its students much success in the quest for excellence through SACS-CASI-FL

accreditation with AdvancED.






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Appendix

Quality Assurance Review Team Members

Dr. Eveleen Lorton, CHAIR (University of Miami)

Ms. Robin Allen, MEMBER (Pembroke Pines Charter High School)

Dr. Gloria Armstrong, MEMBER (Booker High School)

Ms. Devarn Flowers, MEMBER (City of Pembroke Pines Charter School)

AdvancED Standards for Quality Schools

The AdvancED Standards for Quality Schools are comprehensive statements of quality practices and conditions

that research and best practice indicate are necessary for schools to achieve quality student performance and

organizational effectiveness. As schools reach higher levels of implementation of the standards, they will have a

greater capacity to support ever-increasing student performance and organizational effectiveness. Each of the

seven standards listed below has corresponding indicators and impact statements which can be accessed at

www.advanc-ed.org.

Vision and PurposeThe school establishes and communicates a shared purpose and direction for improving the performance of

students and the effectiveness of the school.

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

Teaching and LearningThe school provides research-based curriculum and instructional methods that facilitate achievement for all

students.

Documenting and Using ResultsThe school enacts a comprehensive assessment system that monitors and documents performance and uses these

results to improve student performance and school effectiveness.

Resource and Support SystemsThe school has the resources and services necessary to support its vision and purpose and to ensure achievement

for all students.

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

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

performance.




http://www.advanc-ed.org/

Documents

SACS Academy of Arts Minds QAR Report Feb 2011