Standards+Assessment+Report

=Welcome to the AdvancED Standards Assessment Report for Education Service Agencies =

=Introduction & Purpose of the Report= The Standards Assessment Report is designed to serve as a valuable self-assessment and as a tool to help agencies prepare for their Quality Assurance Review. The report is based on the AdvancED standards, which serve as the foundation of the accreditation process. In order to earn and maintain accreditation, agencies must meet the AdvancED standards, engage in a process of continuous improvement, and demonstrate quality assurance through internal and external review.

The Standards Assessment Report engages the agency in an in-depth assessment of each of the seven AdvancED standards. In completing the report, the agency identifies the data, information, evidence, and documented results that validate that it is meeting each standard. This self assessment helps the agency identify areas of strength and opportunities for improvement.

The Standards Assessment Report also serves as the primary resource for the Quality Assurance Review Team, which uses the report to prepare for the visit to the agency. The team uses insights gathered from the report and information obtained during the on-site visit to provide feedback to the agency and to make an accreditation recommendation.

=**Structure of the Report **= The Standards Assessment Report includes five sections: 1) executive summary of the agency profile; 2); a review of each standard; 3) a description of the agency’s methods for quality assurance; 4) online peer-to-peer submission; and 5) conclusion.

The executive summary of the agency profile provides an opportunity for the agency to give a snapshot of the agency’s vision, goals, demographics, and community characteristics. This section helps provide the context for the Standards Assessment Report.

The review of each standard is divided into three components: 1) the indicators rubric; 2) focus questions; and 3) overall assessment rubric. The indicators rubric enables the agency to assess the degree to which practices and/or processes are in place that indicate adherence to the standard and indicators. For each indicator, the agency may check if the practices and/or processes are highly functional, operational, emerging, or not evident. The agency should use the rubric as an opportunity to ask itself challenging questions and to respond with accurate answers geared toward self-improvement. After completing the rubric, the agency can quickly see areas of strength and opportunity. The section asks, “To what degree are the noted practices/processes in place?”

The focus questions allow the agency to expand on and think more deeply about the responses to the indicators rubric. The focus questions provide an opportunity for the agency to describe the systematic and systemic processes that are in place to support its ability to meet the indicators. The section asks, “How are the practices/processes implemented?”

The overall assessment describes how well the agency and the schools it operates are implementing practices and/or processes and the impact these practices and/or processes have on student results and overall agency effectiveness. The overall assessment helps the agency judge where it is in relation to each standard. The “operational” level is required in order to demonstrate meeting the standard. The section asks, “How well are we meeting the standard overall?”

The description of the agency’s methods for quality assurance should include an overview of the practices and methods the agency uses to monitor and document improvement, provide meaningful feedback and support across the agency, ensure that the AdvancED standards are met and strengthened, and regularly collect, use, and communicate results.

The peer-to-peer submission section asks the agency to share an effective practice. The submission allows the agency to highlight a practice that it feels is indicative of the quality work occurring across the agency and its schools (if any). The review team may refer to the practice and use it as the basis for identifying other successful practices occurring in the agency. In addition, the practice is included in the online AdvancED Resource Network where it can be accessed by other AdvancED schools, school systems and education service agencies. Further details on submitting a peer-to-peer practice are provided just prior to the conclusion section of this document.

The conclusion provides an opportunity for the agency to share final insights and information.

=Resource for Completing the Report = To support your completion of the report, we have developed an “Examples of Evidence for Education Service Agencies” resource that can be downloaded in conjunction with this report. The examples allow agency personnel to think about the practices and/or processes being implemented and identify evidence that will support its responses to the indicators rubric and focus questions. The examples help the agency answer the question, “How do we know we are doing what we say we are doing?”

=Completion and Submission of the Report = <span style="font-family: Arial,Helvetica,sans-serif;">This Standards Assessment Report is to be completed by the agency between six months and six weeks prior to hosting a Quality Assurance Review (QAR) visit. It is strongly recommended that a wide and broad cross-section of the agency’s community participate in completing this report. Please e-mail the completed report to the QAR chair with a copy to the Accreditation Department (mfoley@advanc-ed.org). The report will become the basis of the Quality Assurance Review Team’s review.

=<span style="font-family: Arial,Helvetica,sans-serif;">Directions for Completing the Report = <span style="font-family: Arial,Helvetica,sans-serif;">Follow the instructions to complete each section of the report. You may type directly in this document. Be thorough and concise in your answers, focusing on quality and depth over quantity. Submit the online peer-to-peer practice, using the instructions provided in this report.

=<span style="font-family: Arial,Helvetica,sans-serif;">Required Contents =
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Complete an Agency Executive Summary that includes the following:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Summary of the agency’s strategic/continuous improvement plan that includes the agency’s 1) vision, 2) profile of performance and effectiveness results and demographic information about the agency’s service area, 3) improvement goals, 4) action steps, 5) methods of progress monitoring and using results, and 6) methods of quality assurance
 * <span style="font-family: Arial,Helvetica,sans-serif;">The agency’s organizational profile (see below) that describes the programs and services (including agency-operated schools, if applicable) provided by the agency
 * <span style="font-family: Arial,Helvetica,sans-serif;">Summary of the agency’s major strengths and improvement needs including any major trends or issues impacting the agency that were discovered after doing the self assessment (ESA Standards Assessment Report)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Description of any federal and state law, policies, and regulations to which the agency must adhere
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Using the attached forms, complete the agency’s responses to the seven AdvancED Quality Standards for Education Service Agencies (ESA).
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Describe the agency’s methods for quality assurance.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Submit an online Peer-to Peer Practice using the information provided.
 * 4) <span style="font-family: Arial,Helvetica,sans-serif;">Provide a Conclusion that includes an overall analysis of the internal evaluation of the accreditation standards.

=<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Agency Organizational Profile = <span style="font-family: Arial,Helvetica,sans-serif;">Please provide the information requested below to assist in understanding the work done by your ESA. If your agency provides services or programs not listed, add them in the space provided.


 * <span style="font-family: Arial,Helvetica,sans-serif;">School Districts Served by the Agency **
 * **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Name of District ** || **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Superintendent ** || **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Approximate Distance from Agency Offices ** ||
 * Ainsworth Community Schools .................. || Darrell Petersen ........................ || 0.5 miles ||
 * Cody-Kilgore Unified School || Terry Hazard || 82 miles ||
 * Keya Paha County Schools || Rodger Lenhard || 26 miles ||
 * Rock County Public Schools || David Zumbahlen || 17 miles ||
 * Valentine Community Schools || Jamie Isom || 46 miles ||

<span style="font-family: Arial,Helvetica,sans-serif;">* Only list those that meet the AdvancED accreditation definition of having a state identification code or number. If applicable, include Head Start, Michigan School Readiness Preschool.
 * <span style="font-family: Arial,Helvetica,sans-serif;">New and Existing Stand-Alone Schools/Centers/Campuses Operated by the Agency* **
 * **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Name ** || **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Principal/Director ** || **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Targeted Student Population and Number Served ** || **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Approximate Distance from Agency Offices ** ||
 * None ||  ||   ||   ||


 * <span style="font-family: Arial,Helvetica,sans-serif;">Services Provided to the Agency **
 * **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Service ** || **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Agency Director/Supervisor ** || **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Description ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Bulk Purchasing ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Business Services for School Districts <span style="color: #ffffff; font-family: Arial,Helvetica,sans-serif;">.............................. ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Grant Writing ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Local educational TV channel ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Professional Resource Library ||  ||   ||


 * <span style="font-family: Arial,Helvetica,sans-serif;">Programs Provided by the Agency **
 * **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Program Name ** || **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Agency Program Director/Supervisor ** || **<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: center;">Goal of Program ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Adult Education and Job Placement <span style="color: #ffffff; font-family: Arial,Helvetica,sans-serif;">................... ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Career Education ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Customized Training for Business ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Educational Technology Training ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">GED Preparation/Testing ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">High School Completion ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Safe and Drug Free Schools ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Special Education Training ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teacher Training in ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Technical Training ||  ||   ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">Workforce Development ||  ||   ||


 * <span style="font-family: Arial,Helvetica,sans-serif;">ESA Profile completed by **

<span style="font-family: Arial,Helvetica,sans-serif;"> Name: <span style="font-family: Arial,Helvetica,sans-serif;"> Title: <span style="font-family: Arial,Helvetica,sans-serif;"> Day Phone: <span style="font-family: Arial,Helvetica,sans-serif;"> Email:

** Standard 1: Vision and Purpose ** The agency establishes and communicates a shared purpose and direction for the continuous improvement of the performance of learners and the effectiveness of the services being provided by the agency.

**Impact Statement:** An agency is successful in meeting this standard when it commits to a shared purpose and direction. The leadership establishes expectations for continuous improvement of student learning aligned with the agency's vision that is supported by personnel and external constituents. These expectations serve as the focus for assessing learner performance and system effectiveness. The agency's vision guides allocations of time as well as human, material, and fiscal resources.

**Indicators Rubric** Please indicate the degree to which the noted practices/processes are in place in the agency. The responses to the rubric should help the agency identify areas of strength and opportunities for improvement as well as guide and inform the agency’s responses to the focus questions and examples of evidence. In fulfillment of this standard, the agency: ||= Not Evident ||= Emerging ||= Operational ||= Highly Functional || **Definitions of Indicators Rubric** **Not Evident** Little or no evidence exists **Emerging** Evidence indicates early or preliminary stages of implementation of practice **Operational** Evidence indicates practices and procedures are actively implemented **Highly Functional** Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
 * **INDICATORS**
 * 1.1 || Establishes a vision for the agency in collaboration with its constituents ||=  ||=   ||=   ||=   ||
 * 1.2 || Communicates the vision and purpose to build constituent understanding and support ||=  ||=   ||=   ||=   ||
 * 1.3 || Identifies goals and expectations to advance the vision ||=  ||=   ||=   ||=   ||
 * 1.4 || Develops and continuously maintains a profile of the agency, its constituents and learners, and its community ||=  ||=   ||=   ||=   ||
 * 1.5 || Ensures that the vision and purpose guide the formation and delivery of services that support teaching and learning ||=  ||=   ||=   ||=   ||
 * 1.6 || Reviews its vision and purpose systematically and revises them when appropriate ||=  ||=   ||=   ||=   ||

**Focus Questions** Please respond to the following questions regarding the processes that are in place to support the agency’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the agency’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity. > > The ESU #17 Staff met on January 4, 2011 to address Continuous Improvement Planning, including review of the Self-Assessment results and the previous Agency Improvement Survey (administered May 2010), as well as the current goals, and to draft an agency Vision Statement (a Mission Statement had been adopted in May 2007). Through the process of analyzing the Self-Assessment, the agency staff became aware of the direction that ESU #17 would be heading, specifically, a closer proximity to student learning. > > The staff was led through a process that allowed them to determine the distinction between a 'Mission' statement and a 'Vision' statement: Mission (who you are and what you do); Vision (where you want to be). After reviewing several different examples of Mission and Vision statements and considering what the Self-Assessment revealed to the staff, the following Vision Statement was drafted: > > //<span style="font-family: Arial,Helvetica,sans-serif;">ESU #17 will become a collaborative community addressing the academic, social, ////<span style="font-family: Arial,Helvetica,sans-serif;">emotional, physical, and professional development needs of our constituents. ////<span style="font-family: Arial,Helvetica,sans-serif;">We aspire to support overall student learning with continuous ////<span style="font-family: Arial,Helvetica,sans-serif;"> improvement and innovative practices in education. // > The Vision statement was shared with the ESU Board, the ESU Advisory Council (school superintendents) at their January 2011 meetings, and with the ESU #17 community through the February 2011 agency newsletter. > > The Vision statement was also considered when it was determined that the current improvement goals had been met and new improvement goals were ready to be adopted, in order for correct alignment to ensue. > > > > > > > > >
 * 1) ** What is the process for establishing and building understanding of and commitment to the vision statement among constituents? **
 * 1) ** What is the agency’s process for developing a profile and systematically maintaining and using information that describes the agency, its students, and their performance? **
 * 1) ** How does the leadership ensure that the agency’s vision, purpose, and goals guide the teaching and learning process? **
 * 1) ** What process is used to ensure that the vision and purpose of the agency remain current and aligned with the agency’s expectations for student learning and agency effectiveness? **

** Standard 2: Governance and Leadership ** The agency provides governance and leadership that promote the continuous improvement of the performance of learners and agency effectiveness.

**Impact Statement:** An agency is successful in meeting this standard when its leaders advocate for the agency’s vision and improvement efforts. The leaders provide direction and allocate resources to implement services and programs that enable staff and students to achieve expectations for their learning. Leaders function with clearly defined authority and responsibility and encourage collaboration and shared responsibility for improvement among constituents. The agency's policies, procedures, and organizational conditions ensure advocacy for quality of learning and support for innovation.

**Indicators Rubric** Please indicate the degree to which the noted practices/processes are in place in the agency. The responses to the rubric should help the agency identify areas of strength and opportunities for improvement as well as guide and inform the agency’s responses to the focus questions and examples of evidence. In fulfillment of this standard, the agency operates under the jurisdiction of a governing authority that: ||= Not Evident ||= Emerging ||= Operational ||= Highly Functional || **Definitions of Indicator Rubric** **Not Evident** Little or no evidence exists **Emerging** Evidence indicates early or preliminary stages of implementation of practice **Operational** Evidence indicates practices and procedures are actively implemented **Highly Functional** Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
 * **INDICATORS**
 * 2.1 || Establishes policies and procedures that provide for the effective operation of the agency, including fiscal oversight ||=  ||=   ||=   ||=   ||
 * 2.2 || Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the agency ||=  ||=   ||=   ||=   ||
 * 2.3 || Ensures compliance with applicable local, state, and federal laws, standards, and regulations ||=  ||=   ||=   ||=   ||
 * In fulfillment of this standard, the agency has leaders who: ||=  ||=   ||=   ||=   ||
 * 2.4 || Implement policies and procedures that provide for the orientation and training of the governing authority ||=  ||=   ||=   ||=   ||
 * 2.5 || Build public support, secure sufficient resources, and act as a steward of the agency resources ||=  ||=   ||=   ||=   ||
 * 2.6 || Maintain access to legal counsel to advise or obtain information about legal requirements and obligations ||=  ||=   ||=   ||=   ||
 * 2.7 || Maintain adequate insurance or equivalent resources to protect its financial security and administrative operations ||=  ||=   ||=   ||=   ||
 * 2.8 || Provide for systematic analysis and review of constituent performance, including student performance data, and agency effectiveness ||=  ||=   ||=   ||=   ||
 * 2.9 || Create and support collaborative networks of constituents to support agency programs ||=  ||=   ||=   ||=   ||
 * 2.10 || Provide directions, assistance, and resources to align, support, and enhance all parts of the agency in meeting organizational, constituent, and/or learner performance goals ||=  ||=   ||=   ||=   ||
 * 2.11 || Provide agency staff and constituents meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership ||=  ||=   ||=   ||=   ||
 * 2.12 || Assess and address constituent expectations ||=  ||=   ||=   ||=   ||
 * 2.13 || Implement an evaluation system that provides for the professional growth of all agency personnel ||=  ||=   ||=   ||=   ||

**Focus Questions** Please respond to the following questions that focus on the processes that are in place to support the agency’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the agency’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity. > > >
 * 1) What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the agency?
 * 1) What process does the agency’s leadership use to evaluate agency effectiveness and student performance?
 * 1) In what ways are stakeholders, including staff, given opportunities to provide leadership and to contribute to the decision-making process?
 * 1) What policies and processes are in place to ensure equity of learning opportunities and support for innovation?

** Standard 3: Teaching and Learning ** The agency provides and supports research-based curriculum and instructional methods that enable constituents to facilitate achievement for all learners.

**Impact Statement:** An agency is successful in meeting this standard when it promotes and supports curricula based on clearly defined, rigorous, and appropriately challenging expectations for student learning that provide opportunities for all learners to acquire essential knowledge, skills, and attitudes. The agency advocates for the use of proven instructional practices that actively engage students in the learning process; provide opportunities for students to apply their knowledge and skills to real world situations; and give learners feedback to improve their performance.

**Indicators Rubric** Please indicate the degree to which the noted practices/processes are in place in the agency. The responses to the rubric should help the agency identify areas of strength and opportunities for improvement as well as guide and inform the agency’s responses to the focus questions and examples of evidence. In fulfillment of this standard, the agency: ||= Not Evident ||= Emerging || Operational ||= Highly Functional || **Definitions of Indicator Rubric** **Not Evident** Little or no evidence exists **Emerging** Evidence indicates early or preliminary stages of implementation of practice **Operational** Evidence indicates practices and procedures are actively implemented **Highly Functional** Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
 * **INDICATORS**
 * 3.1 || Promotes and supports curricula based on clearly defined expectations for student learning, including essential knowledge and skills ||=  ||=   ||   ||=   ||
 * 3.2 || Supports student engagement in the learning process, including opportunities for students to demonstrate higher order thinking skills and investigate new approaches to apply their learning ||=  ||=   ||   ||=   ||
 * 3.3 || Advocates that curricular and instructional decisions be based on data and research at all levels ||=  ||=   ||   ||=   ||
 * 3.4 || Supports instruction that is research-based and reflective of best practice and aligned with instructional goals ||=  ||=   ||   ||=   ||
 * 3.5 || Supports curricula that challenges and meets the needs of each student, reflects a commitment of equity, and demonstrates an appreciation of diversity ||=  ||=   ||   ||=   ||
 * 3.6 || Promotes the maximum use of instructional time to support learning ||=  ||=   ||   ||=   ||
 * 3.7 || Facilitates articulation among and between all levels of schooling to monitor student performance and readiness for future schooling or employment ||=  ||=   ||   ||=   ||
 * 3.8 || Supports the articulation and alignment of teaching practices, instructional support and resources, and assessments of students learning with the curriculum ||=  ||=   ||   ||=   ||
 * 3.9 || Supports the implementation of interventions to help students meet expectations for learning ||=  ||=   ||   ||=   ||
 * 3.10 || Models a climate that supports teaching and learning ||=  ||=   ||   ||=   ||
 * 3.11 || Advocates that curricula be reviewed, evaluated, and revised based on data and/or at regular intervals ||=  ||=   ||   ||=   ||

**Focus Questions** Please respond to the following questions that focus on the processes that are in place to support the agency’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the agency’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity. > > >
 * 1) How does the agency ensure that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of the expectations for student learning?
 * 1) In what ways does the agency ensure the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students?
 * 1) What processes are implemented to ensure that teachers are well-prepared and effectively implementing the curriculum?
 * 1) How does the agency provide every student access to comprehensive information, instructional technology, and media services?

** Standard 4: Documenting and Using Results **The agency enacts a comprehensive assessment system of organizational evaluation that monitors and documents performance and uses these results to improve the agency's effectiveness.

**Impact Statement:** An agency is successful in meeting this standard when it uses a comprehensive system of organizational evaluation based on clearly defined performance measures. The evaluation system is used to assess the agency's performance based on its goals and expectations; to identify gaps in performance; to evaluation the effectiveness of its services; and to determine strategies for improvement. The evaluation system yields timely and accurate information that is meaningful and useful to agency leaders, staff, and constituents in understanding the agency's effectiveness in support of the continuous improvement of student learning.

**Indicators Rubric** Please indicate the degree to which the noted practices/processes are in place in the agency. The responses to the rubric should help the agency identify areas of strength and opportunities for improvement as well as guide and inform the agency’s responses to the focus questions and examples of evidence. In fulfillment of this standard, the agency: ||= Not Evident ||= Emerging ||= Operational ||= Highly Functional || **Definitions of Indicator Rubric** **Not Evident** Little or no evidence exists **Emerging** Evidence indicates early or preliminary stages of implementation of practice **Operational** Evidence indicates practices and procedures are actively implemented **Highly Functional** Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
 * **INDICATORS**
 * 4.1 || Establishes and implements a comprehensive system of organizational evaluation, aligned with the agency's goals and expectations for service, that yields information which reliable, valid, and bias free ||=  ||=   ||=   ||=   ||
 * 4.2 || Uses student assessment data to make decisions for the delivery of services to improve teaching and learning ||=  ||=   ||=   ||=   ||
 * 4.3 || Conducts a systematic analysis of effectiveness, including support systems, and uses the results to improve agency performance ||=  ||=   ||=   ||=   ||
 * 4.4 || Provides a system of communication which uses a variety of methods to report agency effectiveness to all constituents ||=  ||=   ||=   ||=   ||
 * 4.5 || Uses comparison and trend data of comparable systems to evaluate the agency's effectiveness ||=  ||=   ||=   ||=   ||
 * 4.6 || Demonstrates verifiable growth in effectiveness that is supported by multiple sources of evidence ||=  ||=   ||=   ||=   ||

**Focus Questions** Please respond to the following questions that focus on the processes that are in place to support the agency’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the agency’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity. > > >
 * 1) How is the assessment system currently used in your agency to analyze changes in student performance?
 * 1) What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by teachers, students, parents, and external stakeholders to aid the performance of individual students?
 * 1) How are data used to understand and improve overall agency effectiveness?
 * 1) How are teachers trained to understand and use data in the classroom?

** Standard 5: Resources and Support Systems ** The agency has the resources necessary to support its vision and purpose and to ensure the delivery of services and programs that support all learners.

**Impact Statement:** An agency is successful in meeting this standard when it deploys sufficient human, material, and fiscal resources to implement programs and services that support teaching and learning and constituent services. The agency employs and allocates staff that are well qualified for their assignments. The agency provides ongoing learning opportunities for all staff to improve their effectiveness. The agency ensures compliance with applicable local, state, and federal regulations.

**Indicators Rubric** Please indicate the degree to which the noted practices/processes are in place in the agency. The responses to the rubric should help the agency identify areas of strength and opportunities for improvement as well as guide and inform the agency’s responses to the focus questions and examples of evidence. In fulfillment of this standard, the agency: ||= Not Evident ||= Emerging ||= Operational ||= Highly Functional || **Definitions of Indicator Rubric** **Not Evident** Little or no evidence exists **Emerging** Evidence indicates early or preliminary stages of implementation of practice **Operational** Evidence indicates practices and procedures are actively implemented **Highly Functional** Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
 * **INDICATORS**
 * 5.1 || Establishes and implements processes to recruit, employ, retain, and mentor qualified professional and support staff to fulfill assigned roles and responsibilities ||=  ||=   ||=   ||=   ||
 * 5.2 || Establishes and implements a process to assign professional and support staff based on agency needs and staff qualifications as may be required by federal and state law and regulations (i.e., professional preparation, ability, knowledge, and experience), if applicable ||=  ||=   ||=   ||=   ||
 * 5.3 || Establishes and implements a process to design, evaluate, and improve professional learning and ensures participation by all staff ||=  ||=   ||=   ||=   ||
 * 5.4 || Ensures that staff are sufficient in number to meet the vision and purpose of the agency and to meet federal and state law and regulations, if applicable ||=  ||=   ||=   ||=   ||
 * 5.5 || Engages in long-range budgetary planning and annually budgets sufficient resources to support its programs and services and to implement its plans for continuous improvement ||=  ||=   ||=   ||=   ||
 * 5.6 || Ensures that all financial transactions are safeguarded through proper budgetary procedures and audited accounting measures ||=  ||=   ||=   ||=   ||
 * 5.7 || Maintains sites, facilities, services, and equipment to provide a safe, orderly, and healthy environment ||=  ||=   ||=   ||=   ||
 * 5.8 || Establishes and implements written security and crisis management plans with appropriate training for all agency staff ||=  ||=   ||=   ||=   ||
 * 5.9 || Implements processes and plans for maintaining and improving sites, facilities, and equipment ||=  ||=   ||=   ||=   ||
 * 5.10 || Provides technology infrastructure and equipment that is up-to-date, accessible, and sufficient to accomplish the agency's goals and meet constituents' needs ||=  ||=   ||=   ||=   ||
 * 5.11 || Promotes support services that meet the health, counseling, nutrition, safety, co-curricular, transportation, and special learning needs of all learners ||=  ||=   ||=   ||=   ||

**Focus Questions** Please respond to the following questions that focus on the processes that are in place to support the agency’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the agency’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity. > > >
 * 1) What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff?
 * 1) How does the leadership ensure that the allocation of financial resources is supportive of the agency’s vision, educational programs, and its plans for agency improvement?
 * 1) How does the leadership ensure a safe and orderly environment for students and staff?
 * 1) What process is used to ensure and monitor that each student has access to guidance and resource services that meet the needs of the student?

** Standard 6: Stakeholder Communication and Relationships **The agency fosters effective communications and relationships with and among its constituents and other stakeholders.

**Impact Statement:** An agency is successful in meeting this standard when it has the understanding, commitment, and support of its constituents and other stakeholders. Agency personnel seek opportunities for collaboration and shared leadership among its constituents and other stakeholders to help students learn and advance improvement efforts.

**Indicators Rubric** Please indicate the degree to which the noted practices/processes are in place in the agency. The responses to the rubric should help the agencyidentify areas of strength and opportunities for improvement as well as guide and inform the agency’s responses to the focus questions and examples of evidence. In fulfillment of this standard, the agency: ||= Not Evident ||= Emerging ||= Operational ||= Highly Functional || **Definitions of Indicator Rubric** **Not Evident** Little or no evidence exists **Emerging** Evidence indicates early or preliminary stages of implementation of practice **Operational** Evidence indicates practices and procedures are actively implemented **Highly Functional** Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
 * **INDICATORS**
 * 6.1 || Fosters collaboration with its constituents and other stakeholders to support learning ||=  ||=   ||=   ||=   ||
 * 6.2 || Uses agency-wide strategies to listen to and communicate with its constituents and other stakeholders ||=  ||=   ||=   ||=   ||
 * 6.3 || Solicits the knowledge and skills of its constituents and other stakeholders to enhance the work of the agency ||=  ||=   ||=   ||=   ||
 * 6.4 || Communicates the goals and expectations for service in support of learning to all constituents and other stakeholders ||=  ||=   ||=   ||=   ||
 * 6.5 || Provides information that is meaningful and useful to it constituents and other stakeholders ||=  ||=   ||=   ||=   ||

**Focus Questions** Please respond to the following questions that focus on the processes that are in place to support the agency’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the agency’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity. > > >
 * 1) How does the agency’s leadership ensure that the agency is responsive to community expectations and stakeholder satisfaction?
 * 1) How does the agency’s leadership foster a learning community?
 * 1) What avenues are used to communicate information to stakeholders about students, their performance, and agency effectiveness?

** Standard 7: Commitment to Continuous Improvement **The agency establishes, implements, and monitors a continuous process of improvement that positively impacts services and programs in support of learning.

**Impact Statement:** An agency is successful in meeting this standard when it implements a collaborative and ongoing process for improvement. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.

**Indicators Rubric** Please indicate the degree to which the noted practices/processes are in place in the agency. The responses to the rubric should help the agency identify areas of strength and opportunities for improvement as well as guide and inform the agency’s responses to the focus questions and examples of evidence. In fulfillment of this standard, the agency: ||= Not Evident ||= Emerging ||= Operational ||= Highly Functional || **Definitions of Indicator Rubric** **Not Evident** Little or no evidence exists **Emerging** Evidence indicates early or preliminary stages of implementation of practice **Operational** Evidence indicates practices and procedures are actively implemented **Highly Functional** Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
 * < **INDICATORS**
 * < 7.1 ||< Engages in an agency-wide continuous process of improvement that articulates the vision and purpose the agency is pursuing (Vision); maintains a rich and current description of the agency, its community, and constituent and agency effectiveness (Profile); employs goals, strategies, and interventions to positively impact the services that support learning (Plan); and documents and uses the results to inform what happens next (Results) ||=  ||=   ||=   ||=   ||
 * < 7.2 ||< Engages its constituents and other stakeholders in its agency-wide continuous processes of improvement ||=  ||=   ||=   ||=   ||
 * < 7.3 ||< Ensures that each program area (including agency-operated schools, if applicable) has a plan for continuous improvement that is aligned with the agency's vision and purpose ||=  ||=   ||=   ||=   ||
 * < 7.4 ||< Provides professional development and technical assistance for agency and constituent staff to help them implement improvement strategies/interventions that positively impact learning ||=  ||=   ||=   ||=   ||
 * < 7.5 ||< Monitors and communicates the results of improvement efforts to its constituents and other stakeholders ||=  ||=   ||=   ||=   ||
 * < 7.6 ||< Evaluates and documents the effectiveness and impact of its agency-wide continuous process of improvement ||=  ||=   ||=   ||=   ||
 * < 7.7 ||< Allocates and protects time for planning and engaging in continuous improvement efforts agency-wide ||=  ||=   ||=   ||=   ||
 * < 7.8 ||< Provides direction and assistance to program areas (including agency-operated schools, if applicable) and its constituents and other stakeholders to support continuous improvement efforts and meet constituents' identified needs ||=  ||=   ||=   ||=   ||

**Focus Questions** Please respond to the following questions that focus on the processes that are in place to support the agency’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the agency’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity. > > > >
 * 1) What is the process for continuous improvement used by the agency and what are the results that this process is delivering for student performance and agency effectiveness?
 * 1) What steps are taken to ensure that the improvement goals reflect student learning needs that are aligned with the vision and purpose of the agency?
 * 1) What process is used to ensure that the agency personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals?
 * 1) How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders?

Prior to completing this report, you will be asked to submit a peer-to-peer practice. You may submit a practice at any time prior to submitting your report by going to [|www.advanc-ed.org/resourcenetwork] and clicking “Submit a practice.” You can also follow the instructions contained in the online Standards Assessment Report.

**Background** A peer-to-peer practice is a description of interventions, strategies, programs, or activities that have been identified by an agency to be effective. It includes practices that support classroom teachers and/or agencies in their efforts to improve student learning.

**Examples of practices that have been submitted include:**
 * Classroom improvements
 * Sample practices submitted: Atlas Mapping Skills, Buddy Reading Groups, Student Folders/Portfolios
 * Agency improvements
 * Sample practices submitted: Collaborative planning, after-school tutoring, academy programs for freshmen and sophomores, etc.
 * District/system improvements
 * Sample practices submitted: 6+1 Writing Traits, Implementing Agency Improvement; Career Development


 * The submission form asks for the following information: **
 * Name of the practice
 * Contact information for the practice
 * Description of the practice – Describe what you were trying to accomplish, how it was implemented, and what evidence you have that it worked
 * Reason for the practice – Describe the problems you addressed with this practice or the reason you chose to implement the practice.
 * Subject areas, grade levels, student groups, and adult groups – Select from a list of choices the various areas, levels, and groups to which the practice applies
 * Length of implementation of the practice
 * Resources – Describe the human, material, and financial resources needed to implement the practice
 * Research – Identify any research that supports the practice
 * Conclusion – Describe your next steps in implementing the practice

As you identify a practice for submission, you may want to ask some basic questions. Does the potential practice have:
 * 1) a defined problem or specific reason why you implemented the practice
 * 2) a research base or a research-based premise
 * 3) documented results?

If the answers to these questions are yes, you have a good practice to submit.

Submitting a practice allows the agency to highlight a practice that it feels is indicative of the quality work occurring in the agency. The practice is included in the online AdvancED Resource Network where it can be accessed by other practitioners using the network.

**Conclusion** The following focus questions reflect the agency’s overall analysis of its internal evaluation of the accreditation standards.

**Focus Questions** > > > >
 * 1) As you review your responses to the standards, what major trends, themes, or areas of focus emerge that cut across the seven standards?
 * 1) Based on your review of these cross-cutting themes/trends and each of the seven standards, what would you consider to be your agency’s greatest strengths?
 * 1) What would you consider to be your agency’s greatest challenges?
 * 1) How will you use the insights gained from this self-assessment to inform and enhance your quality assurance and continuous improvement efforts?