Waverly Community Schools

Standards Overview

AdvancED District Accreditation External Review Team Visit

April 21-24, 2013Welcome

District Standards Team• Eldon McGraw- Director of

Communication• Al Momrik- Director of Technology• Evan Nuffer- Director of Finance• Vickie Tisdale- Principal of East• Tim Lyman- Principal of Elmwood• Helene McNeilly- Asst. Principal of

East• Vince Perkins- Director of Personnel• Shawn Talifarro- Principal of Colt• Dave Ames- Director of Maintenance

and Operations• Gloria Gonzalez- Director of Student

Services• Peggy Baldwin- Principal of Winans

The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.• Strategic plan • School Improvement Plans• Programs• Communications

Standard I – Purpose & Direction

The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.• Strategic Plan

(Started 1995, annual review, 5-year cycle, 2011)• School Improvement

(Instructional reports, new leadership, pre- and post-tests, presented at board meetings; curriculum team meeting 8 times per year to develop improvement plans)

• Recent Program Initiatives (Reading Street (K-6), Read 180 (MS), enVision math (K-4), universal screeners (K-8), Teachers Learning Together (7-12)

• Communications• monthly leadership meetings, school improvement

plans/meetings, questions and feedback on website, FOIA, annual reports, District Improvement Plan, Points of Pride, Golden Package, eTranscript profile, electronic sign, Waverly Marketing Committeesurveys include budget, technology, graduate, AdvancED, transportation, diversity, building restructuring, all-day kindergarten

Standard I – Purpose & Direction

The system operates under governance and leadership that promote and support student performance and school effectiveness.

District Governance supported by:• Board Policy• Strategic Plan• District Improvement Plan• Retention of Independent Auditors and Legal Counsel

Individual School Buildings governed by:• Building Leadership Team• Building School Improvement Plan• Student/Staff Handbooks

Standard 2 – Governance & Leadership

The system operates under governance and leadership that promote and support student performance and school effectiveness.

District Leadership• Regularly scheduled meetings of the Board • Regularly scheduled meetings of Cabinet,

Leadership, Staff at all levels and other stakeholders• Solicitation of feedback from all stakeholders

Building Leadership• Provide opportunities for professional development• Monitor school improvement plan through staff

evaluation process• Opportunities for shared leadership at the school

level

Standard 2 – Governance & Leadership

The system's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses.

Curriculum• Curriculum Maps (K-4)• Syllabi (5-12)

Instruction• RtI/MTSS• Data Driven – Data Days• TLT- Engagement• Intervention Scheduling• Clear Learning Targets

Assessment• Common Assessments• Universal Screening K-8• Gates-MacGinitie• Communicating with families

Standard 3 - Teaching and Assessing for Learning

The system's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses.

Curriculum, Instruction & Assessment

Highlights• District – Teacher Evaluation with rubrics/CCSS

Implementation• HS – Teachers Learning Together, Early Warning

Signs Group, Gates-MacGinitie• MS – Intervention Structure/A-squared• East – Student Support Center• K-4 – Intervention Blocks/Flexible Grouping

Leads To:• Improvement of instructional practices• Increased student engagement• Transition to common core

Standard 3 - Teaching and Assessing for Learning

The system has resources to provide services in all schools that support its purpose and direction to ensure success for all students.

• All teachers are Highly Qualified to teach in assigned areas

• Instructional time for students and teachers meets Michigan Department of Education requirements

• District-wide Student Code of Conduct• Building-level Student/Parent Handbooks• District-wide Crisis Response Team and Plan• 5-Year Strategic Plan

Standard 4 - Resources & Support Systems

The system has resources to provide services in all schools that support its purpose and direction to ensure success for all students.

• District Evaluation Committee• Evaluation document developed by committee of

teachers and administrators• District Technology Committee development of five year

plan for updated technology 2012• Technology Bond Campaign May 7, 2013- $18.5 million • Multi-Tiered Support System/Response to Intervention• School Social Workers and Counselors• Individual Education Plans for Students with Disabilities

Standard 4 - Resources & Support Systems

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

Comprehensive Assessments within the System:• AIMSweb Universal screener at K-8 in the areas of

math and literacy skill attainment.• HS Implementation of Gates-MacGinitie reading

assessment for all 9th graders.• Newly obtained Illuminate Education Assessment

modules are critical to our data work with common assessments and common instructional strategies.

• Use of all state assessments and the evaluation of that data to drive decisions.

Standard 5 - Using Results for Continuous Improvement

The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement.• Comprehensive school improvement processes which

include full staff involvement in the goal setting and goal attainment of the improvement plans. This now includes the traditional types of formats and a bi-annual community and board of comprehensive education instructional highlight which is focused on current data and strategies to improve results.

• Delayed start Data Days, Professional Development Days and Building level professional development meetings are maximized to work with data, find patterns of need and implement solutions for those areas of concern. We also have a system wide practice in which school improvement teams work with ISD trainers for extensive and updated data review with the focus of action steps.

• There are Tiered intervention models that include Multi-Tiered Systems, Problem Solving Teams and student groupings to ensure every child is placed in successful support and extension environments as needed. This is changed and adjusted on a regular basis using progress monitoring and other data sources.

• Michigan Behavior and Learning Interventions supports include the use of our SWIS system and analysis of behavioral needs.

Standard 5 - Using Results for Continuous Improvement