accreditation report clermont middle school - lake …€¦ · accreditation report clermont middle...

Accreditation Report

Clermont Middle School

Lake County School District

Mr. Steve Benson, Principal

301 East Avenue Clermont, FL 34711

Document Generated On February 5, 2013

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6

Self Assessment

Introduction 8 Standard 1: Purpose and Direction 9 Standard 2: Governance and Leadership 11 Standard 3: Teaching and Assessing for Learning 14 Standard 4: Resources and Support Systems 18 Standard 5: Using Results for Continuous Improvement 21 Report Summary 24

Assurances Report

AdvancED Assurances 26

Student Performance Diagnostic

Introduction 29 Assessment Scores 30 Areas of Notable Achievement 31 Areas in Need of Improvement 32

Stakeholder Feedback Diagnostic

Introduction 34 Criteria for Assessing Stakeholder Feedback 35 Areas of Notable Achievement 36 Areas in Need of Improvement 37

Executive Summary

Accreditation ReportClermont Middle School

SY 2012-2013 Page 1© 2012 AdvancED www.advanc-ed.org

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Clermont Middle School is located within the city limits of Clermont, Florida, at 301 East Avenue, near what is known as old downtown

Clermont. The school serves students in the neighborhoods of Minneola, Clermont, and Groveland, with a primary population from the city of

Clermont immediately surrounding the school. The school attendance zone covers an area to include an eastern boundary at US27 south of

the Florida Turnpike and a western boundary of Highway 19. The southern boundary is a few miles south of Route 50 with a northern

boundary extending a few miles south of CR 455.

Clermont Middle has had a 4% growth in population over the past three years with a current population of 719 students. Approximately 55%

of the population is white, 15% black, 20% hispanic, 6% asian, and 4% two or more races. The asian and two or more races population has

shown some slight growth over the past three years.

Clermont Middle is one of the smallest middle schools in Lake county with 49 instructional staff members. Approximately half of the teachers

have advanced degrees, half have been teaching for six to fourteen years, and one-third has fifteen years or more of teaching experience.

The school has had a yearly turnover rate of approximately 10% over the past three years.

The school has an active Parent-Teacher Organization that supports the teachers, staff, and students at the school, with members regularly

volunteering at special school functions and activities. Clermont Middle also has a School Advisory Council that participates in the

preparation and evaluation of the results of the school improvement plan and assists the principal with the annual school budget. The school

receives support on an as-needed basis from various businesses in the community. Spiros, Chick-Fil-A, and Sonny's partner with the school

on special nights during the month as a fundraising activity. With the economic downtown over the past three years, the school has had

some challenges finding additional economic support for programs within the school.

Clermont Middle School was built in the 1950's and is currently one of the oldest school's in the district. Keeping the campus looking new

and meeting the technology needs of students in the 21st century are some of the challenges that the school currently faces. In the past

three years, the school has undergone changes in leadership. Last year, an instructional dean position was opened and filled. This year, a

new principal began at the school.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. In the pursuit of excellence in education, it is the mission of Clermont Middle School to provide all students with a safe environment that

provides the academic, social, and physical skills to be sucessful in middle school while preparing the student for their secondary education.

The school embodies its purpose through several program offerings on campus. The language arts and science departments have gifted

classes available for students with special academic needs. Also, advanced classes in the areas of english, math, and science are available.

The school targets the middle academic population through a rigorous AVID program (Advancement Via Individual Determination) which

provides the support, resources, and tools necessary to promote college and career readiness. Many of our special needs students are in

classrooms with two teachers and are learning with instruction that has been differentiated to meet their needs. The school provides

additional course offerings in band, art, chorus, agriculture, technology, business, and physical fitness, and has an athletic program that

offers extra-curricular activities in basketball, cheerleading, cross country, flag football, soccer, track and field, and volleyball.

Faculty and staff hold high expectations for students, believe that all students can learn, and model excellence. The school embraces a

positive behavioral suppport system which teaches behavior and rewards students for making good choices.Students are expected to strive

for excellence, organize themselves, accept responsibility, and respect others.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. In the last three years, Clermont Middle has received an "A" rating from the Florida Department of Education. Student scores on the state

Florida Comprehensive Assessment Test have typically been above state and district averages in reading, math, science, and writing. We

have been ranked among the top three middle schools in Lake county. While most of the students have been outperforming their peers

among the state and district, they have not made adequate yearly progress on the Florida Comprehensive Assessment Test. The school has

been focusing on trying to make adequate yearly progress within our subgroup populations.

In the next three years, the school will continue to utilize the Florida Comprehensive Improvement Process to establish a process for closing

achievement gaps and raising achievement levels. Rigorous content, application to knowledge through high-order skills, and high quality

instruction aligned with the Common Core State Standards will be the focus of our growth. The school will be preparing students for the

PARCC Assessment which will begin in 2014-2015.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. The school has placed emphasis on keeping the campus looking clean and increasing the number of desktop computers. Bathrooms across

the campus have been rennovated. Several areas on campus have been cleaned and reorganized to allow a clutter-free environment. Daily

announcements are made to keep the campus looking clean. In 2011, a new computer lab was installed and in 2012, 56 new computers

were purchased and installed in classrooms.



Self Assessment



Introduction AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the

accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in

purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement

efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's

ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential

component of the preparation process for the institution's External Review.



Standard 1: Purpose and Direction

The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and

beliefs about teaching and learning.

Overall Rating: 2.33

Indicator Statement or Question Response Evidence Rating1.1 The school engages in a

systematic, inclusive, andcomprehensive process toreview, revise, and communicatea school purpose for studentsuccess.

The school has a process for review,revision, and communication of itspurpose. The process has beenimplemented. The process includesparticipation by representatives fromstakeholder groups. The purposestatement focuses primarily on studentsuccess.

•Examples ofcommunications tostakeholders about theschool's purpose (i.e.website, newsletters,annual report, studenthandbook)

•Communication plan tostakeholders regarding theschool's purpose

Level 2

Indicator Statement or Question Response Evidence Rating1.2 The school's leadership and staff

commit to a culture that is basedon shared values and beliefsabout teaching and learning andsupports challenging, equitableeducational programs andlearning experiences for allstudents that includeachievement of learning, thinking,and life skills.

Commitment to shared values andbeliefs about teaching and learning issometimes evident in documentation.This commitment is sometimes reflectedin communication among leaders andmost staff. Some challengingeducational programs and equitablelearning experiences are implementedso that all students achieve somedegree of learning, thinking, and lifeskills. Evidence indicates somecommitment to instructional practicesthat include active student engagement,a focus on depth of understanding, andthe application of knowledge and skills.School leadership maintains highexpectations for professional practice.

•Agendas and/or minutesthat reference acommitment to thecomponents of theschool's statement ofpurpose

•The school's statement ofpurpose

Level 2



Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following

questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.

Cite sources of evidence External Review team members may be interested in reviewing. Area of Strength: The school leadership implements a continuous improvment process that provides clear direction for improving conditions

that support student learning.

Areas of Weaknesses: Our school needs improvement on engaging in a systematic, inclusive, and comprehensive process to review, revise,

and communicate a school purpose for student success. We also need improvement in school leadership and staff committing to a culture

that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and

learning experiences for all students that include achievement of learning, thinking, and life skills.

We plan to conduct an annual review of the schools' vision and mission statements. Additionally, we will create a school newsletter to

communicate school's strengths, vision, and purpose to all stakeholders, and create a brochure for all stakeholders to summarize our goals,

strategies, and focus of the school improvement plan. All stakeholders will have the opportunity to participate in the process. We will

continue to include all stakeholders in implementing a documented, systematic continuous improvement process.

Indicator Statement or Question Response Evidence Rating1.3 The school's leadership

implements a continuousimprovement process thatprovides clear direction forimproving conditions that supportstudent learning.

School leaders implement adocumented, systematic continuousimprovement process for improvingstudent learning and the conditions thatsupport learning. All stakeholder groupsare engaged in the process. Schoolpersonnel maintain a profile with currentand comprehensive data on student andschool performance. The profile containsanalyses of data used to identify goalsfor the improvement of achievement andinstruction that are aligned with theschool's purpose. Improvement goalshave measurable performance targets.The process includes action planningthat identifies measurable objectives,strategies, activities, resources, andtimelines for achieving improvementgoals. School leaders hold all schoolpersonnel accountable for and evaluatethe overall quality of the implementationof all interventions and strategies. Theprocess is reviewed and evaluated.Documentation that the process yieldsimproved student achievement andinstruction is available andcommunicated to stakeholders.

•Agenda, minutes fromcontinuous improvementplanning meetings

•The school continuousimprovement plan

Level 3



Standard 2: Governance and Leadership

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

Overall Rating: 2.83

Indicator Statement or Question Response Evidence Rating2.1 The governing body establishes

policies and supports practicesthat ensure effectiveadministration of the school.

Policies and practices support theschool's purpose and direction and theeffective operation of the school. Policiesand practices promote effectiveinstruction and assessment that produceequitable and challenging learningexperiences for all students. There arepolicies and practices regardingprofessional growth of all staff. Policiesand practices provide requirements,direction for, and oversight of fiscalmanagement.

•School handbooks

•Student handbooks

Level 3

Indicator Statement or Question Response Evidence Rating2.2 The governing body operates

responsibly and functionseffectively.

The governing body has a process toensure that its decisions and actions arein accordance with defined roles andresponsibilities, a code of ethics, andfree of conflict of interest. Governingbody members participate in asystematic, formal professionaldevelopment process regarding the rolesand responsibilities of the governingbody and its individual members. Thegoverning body complies with allpolicies, procedures, laws, andregulations and functions as a cohesiveunit.

•List of assigned staff forcompliance

•Governing body policieson roles andresponsibilities, conflict ofinterest

•Communication plan toinform all staff on code ofethics, responsibilities,conflict of interest

•Faculty meeting agendas

Level 3

Indicator Statement or Question Response Evidence Rating2.3 The governing body ensures that

the school leadership has theautonomy to meet goals forachievement and instruction andto manage day-to-day operationseffectively.

The governing body protects, supports,and respects the autonomy of schoolleadership to accomplish goals forimprovement in student learning andinstruction and to manage day-to-dayoperations of the school. The governingbody maintains a distinction between itsroles and responsibilities and those ofschool leadership.

•Stakeholder input andfeedback

•Survey results regardingfunctions of the governingbody

•Roles and responsibilitiesof school leadership

•School improvement plandeveloped by the school

•Communicationsregarding board actions

•Maintenance ofconsistent academicoversight, planning, andresource allocation

•Agendas and minutes ofmeetings

Level 3





Cite sources of evidence External Review team members may be interested in reviewing. Areas of Strength: The school has many areas of strength within this indicator. The governing body establishes policies and practices that

support the school's purpose and direction and the effective operation of the school. The school has a process to ensure that it operates

responsibly and functions effectively. Leaders and staff align their decisions and actions toward continuous improvement to achieve the

school's purpose. Supervision and evaluation processes result in improved professional practice and student success. School leaders

support innovation, collaboration, shared leadership, and rigorous professional growth. The school plans to sustain these areas of strength

Indicator Statement or Question Response Evidence Rating2.4 Leadership and staff foster a

culture consistent with theschool's purpose and direction.

Leaders and staff align their decisionsand actions toward continuousimprovement to achieve the school'spurpose. They expect all students to beheld to high standards in all courses ofstudy. All leaders and staff arecollectively accountable for studentlearning. School leaders supportinnovation, collaboration, sharedleadership, and professional growth. Theculture is characterized by collaborationand a sense of community.

•Examples of collaborationand shared leadership

•Examples of decisions insupport of the school'scontinuous improvementplan

Level 3

Indicator Statement or Question Response Evidence Rating2.5 Leadership engages stakeholders

effectively in support of theschool's purpose and direction.

Leaders sometimes communicateeffectively with stakeholder groups,provide opportunities for stakeholders toshape decisions, solicit feedback fromstakeholders, work collaboratively onschool improvement efforts, and providesome leadership roles for stakeholders.School leaders' efforts result in somestakeholder participation andengagement in the school.

•Communication plan

•Minutes from meetingswith stakeholders

•Survey responses

•Involvement ofstakeholders in a schoolimprovement plan

Level 2

Indicator Statement or Question Response Evidence Rating2.6 Leadership and staff supervision

and evaluation processes resultin improved professional practiceand student success.

The focus of the criteria and processesof supervision and evaluation isimproving professional practice andimproving student success. Supervisionand evaluation processes are regularlyimplemented. The results of thesupervision and evaluation processesare used to monitor and effectivelyadjust professional practice and improvestudent learning.

•Examples of professionaldevelopment offerings andplans tied specifically tothe results fromsupervision and evaluation

•Governing body policy onsupervision and evaluation

•Representativesupervision and evaluationreports

•Supervision andevaluation documents withcriteria for improvingprofessional practice andstudent success noted

•Job specific criteria

•district review, prior yearteacher evaluations

Level 3



by continuing to support the school's purpose and effective operation of the school through policies and practices. Decisions and actions

toward continuous improvement and supervision and evaluation processes will continue to occur to improve professional practice and

student success.

Area of weakness: Leaders communicate effectively with appropriate and varied representatives from stakeholder groups, provide

opportunites for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvment

efforts, and provide some leadership roles for stakeholders. School leaders' efforts result in some stakeholder participation and engagement

in the school. The school plans to improve this area of need by providing and supporting more meaningful leadership roles for stakeholders.

These efforts will result in measurable, active stakeholder participation, engagement in the school, a sense of community, and ownership.



Standard 3: Teaching and Assessing for Learning

The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

Overall Rating: 2.5

Indicator Statement or Question Response Evidence Rating3.1 The school's curriculum provides

equitable and challenginglearning experiences that ensureall students have sufficientopportunities to develop learning,thinking, and life skills that lead tosuccess at the next level.

Curriculum and learning experiences ineach course/class provide all studentswith challenging and equitableopportunities to develop learning skills,thinking skills, and life skills. There issome evidence to indicate curriculumand learning experiences preparestudents for success at the next level.Like courses/classes have equivalentlearning expectations. Some learningactivities are individualized for eachstudent in a way that supportsachievement of expectations.

•Representative samplesof student work acrosscourses

•Lesson plans

•Posted learningobjectives

•Descriptions ofinstructional techniques

Level 3

Indicator Statement or Question Response Evidence Rating3.2 Curriculum, instruction, and

assessment are monitored andadjusted systematically inresponse to data from multipleassessments of student learningand an examination ofprofessional practice.

School personnel monitor and adjustcurriculum, instruction, and assessmentto ensure for vertical and horizontalalignment and alignment with theschool's goals for achievement andinstruction and statement of purpose. Aprocess is implemented sometimes toensure alignment when curriculum,instruction, and/or assessments arereviewed or revised. There is limitedevidence that the continuousimprovement process ensures verticaland horizontal alignment and alignmentwith the school's purpose in curriculum,instruction, and assessment.

•Lesson plans aligned tothe curriculum

•Standards-based reportcards

•Curriculum guides

•A description of thesystematic review processfor curriculum, instruction,and assessment

•Curriculum writingprocess

•Products – scope andsequence, curriculummaps

Level 2

Indicator Statement or Question Response Evidence Rating3.3 Teachers engage students in

their learning throughinstructional strategies thatensure achievement of learningexpectations.

Teachers sometimes use instructionalstrategies that require studentcollaboration, self-reflection, anddevelopment of critical thinking skills.Teachers personalize instructionalstrategies and interventions to addressindividual learning needs of groups ofstudents when necessary. Teacherssometimes use instructional strategiesthat require students to apply knowledgeand skills, integrate content and skillswith other disciplines, and usetechnologies as instructional resourcesand learning tools.

•Findings from supervisorwalk-thrus andobservations

•Examples of teacher useof technology as aninstructional resource

•Interdisciplinary projects

•Surveys results

•Student workdemonstrating theapplication of knowledge

•Authentic assessments

•Examples of student useof technology as a learningtool

Level 2



Indicator Statement or Question Response Evidence Rating3.4 School leaders monitor and

support the improvement ofinstructional practices of teachersto ensure student success.

School leaders formally and consistentlymonitor instructional practices throughsupervision and evaluation proceduresbeyond classroom observation to ensurethat they 1) are aligned with the school'svalues and beliefs about teaching andlearning, 2) are teaching the approvedcurriculum, 3) are directly engaged withall students in the oversight of theirlearning, and 4) use content-specificstandards of professional practice.

•Supervision andevaluation procedures

•Peer or mentoringopportunities andinteractions

•Curriculum maps

•Examples ofimprovements toinstructional practicesresulting from theevaluation process

•Documentation ofcollection of lesson plansand grade books

•Administrative classroomobservation protocols andlogs

Level 4

Indicator Statement or Question Response Evidence Rating3.5 Teachers participate in

collaborative learningcommunities to improveinstruction and student learning.

All members of the school staffparticipate in collaborative learningcommunities that meet both informallyand formally. Collaboration often occursacross grade levels and content areas.Staff members have been trained toimplement a formal process thatpromotes discussion about studentlearning. Learning from, using, anddiscussing the results of inquirypractices such as action research, theexamination of student work, reflection,study teams, and peer coaching occurregularly among most school personnel.School personnel indicate thatcollaboration causes improvementresults in instructional practice andstudent performance.

•Calendar/schedule oflearning communitymeetings

•Agendas and minutes ofcollaborative learningcommittees

Level 3

Indicator Statement or Question Response Evidence Rating3.6 Teachers implement the school's

instructional process in support ofstudent learning.

Most teachers use an instructionalprocess that informs students of learningexpectations and standards ofperformance. Exemplars are sometimesprovided to guide and inform students.The process may include multiplemeasures, including formativeassessments, to inform the ongoingmodification of instruction. The processprovides students with feedback abouttheir learning.

•Survey results

•Examples of learningexpectations andstandards of performance

•Examples ofassessments thatprompted modification ininstruction

•Samples of exemplarsused to guide and informstudent learning

Level 2



Indicator Statement or Question Response Evidence Rating3.7 Mentoring, coaching, and

induction programs supportinstructional improvementconsistent with the school'svalues and beliefs about teachingand learning.

Some school personnel are engaged inmentoring, coaching, and inductionprograms that are consistent with theschool's values and beliefs aboutteaching, learning, and the conditionsthat support learning. These programsset expectations for school personnel.

•Personnel manuals withinformation related to newhires including mentoring,coaching, and inductionpractices

•Descriptions andschedules of mentoring,coaching, and inductionprograms with referencesto school beliefs andvalues about teaching andlearning

•Records of meetings andwalk thrus/feedbacksessions

Level 2

Indicator Statement or Question Response Evidence Rating3.8 The school engages families in

meaningful ways in theirchildren's education and keepsthem informed of their children'slearning progress.

Programs that engage families inmeaningful ways in their children'seducation are designed andimplemented. School personnel regularlyinform families of their children's learningprogress.

•List of varied activitiesand communicationsmodes with families, e.g.,info portal, online,newsletters, parentcenters, academic nights,open house, early releasedays

•Calendar outlining whenand how families areprovided information onchild's progress

Level 3

Indicator Statement or Question Response Evidence Rating3.9 The school has a formal structure

whereby each student is wellknown by at least one adultadvocate in the school whosupports that student'seducational experience.

School personnel participate in astructure that gives them interaction withindividual students, allowing them tobuild relationships over time with thestudent. Most students participate in thestructure. The structure allows theschool employee to gain insight into thestudent's needs regarding learning skills,thinking skills, and life skills.

•Curriculum and activitiesof formal adult advocatestructure

•List of students matchedto adult advocate

•Description of formaladult advocate structures

Level 2

Indicator Statement or Question Response Evidence Rating3.10 Grading and reporting are based

on clearly defined criteria thatrepresent the attainment ofcontent knowledge and skills andare consistent across gradelevels and courses.

Most teachers use common grading andreporting policies, processes, andprocedures based on criteria thatrepresent each student's attainment ofcontent knowledge and skills. Thesepolicies, processes, and procedures areimplemented across grade levels andcourses. Most stakeholders are aware ofthe policies, processes, and procedures.The policies, processes, and proceduresmay or may not be evaluated.

•Sample report cards foreach grade level and forall courses

•Policies, processes, andprocedures on grading andreporting

Level 2





Cite sources of evidence External Review team members may be interested in reviewing. Areas of strength: School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures

beyond classroom observation to ensure that they 1) are aligned with the school's values and beliefs about teaching and learning, 2) are

teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning, and 4) use content-specif

standards of professional practice. The school will continue to formally and consistently monitor instructional practices through weekly lesson

plan checks, peer and mentoring opportunities and interactions, and administrative classroom observation protocols and logs. Evidence

through examples of improvments to instructional practices resulting from the evaluation process will continue to be collected and teachers

will continue to be recognized with regard to these practices.

Area of weakness: Most teachers use common grading and reporting policies, processes, and procedures based on criteria that represent

each student's attainment of content knowledge and skills. These policies, processes, and procedures are implemented across grade levels

and courses. Most stakeholds are aware of the policies, processes, and procedures. The policies, processes, and procedures may or may

not be evaluated. The school is planning to have all teachers use common grading and reporting policies, processes, and procedures. All

stakeholders will be aware of the policies, processes, and procedures. The policies, processes, and procedures will be regularly evaluated.

Indicator Statement or Question Response Evidence Rating3.11 All staff members participate in a

continuous program ofprofessional learning.

All staff members participate in acontinuous program of professionallearning that is aligned with the school'spurpose and direction. Professionaldevelopment is based on an assessmentof needs of the school. The programbuilds capacity among all professionaland support staff. The program issystematically evaluated foreffectiveness in improving instruction,student learning, and the conditions thatsupport learning.

•Brief explanation ofalignment betweenprofessional learning andidentified needs

Level 3

Indicator Statement or Question Response Evidence Rating3.12 The school provides and

coordinates learning supportservices to meet the uniquelearning needs of students.

School personnel use data to identifyunique learning needs of specialpopulations of students based onproficiency and/or other learning needs(such as second languages). Schoolpersonnel are familiar with researchrelated to unique characteristics oflearning (such as learning styles,multiple intelligences, personality typeindicators) and provide or coordinaterelated learning support services tostudents within these specialpopulations.

•Training and professionallearning related toresearch on uniquecharacteristics of learning

•List of learning supportservices and studentpopulation served by suchservices

Level 2



Standard 4: Resources and Support Systems

The school has resources and provides services that support its purpose and direction to ensure success for all students.

Overall Rating: 3.0

Indicator Statement or Question Response Evidence Rating4.1 Qualified professional and

support staff are sufficient innumber to fulfill their roles andresponsibilities necessary tosupport the school's purpose,direction, and the educationalprogram.

Policies, processes, and proceduresensure that school leaders have accessto, hire, place, and retain qualifiedprofessional and support staff. Schoolleaders systematically determine thenumber of personnel necessary to fill allthe roles and responsibilities necessaryto support the school purpose,educational programs, and continuousimprovement. Sustained fiscal resourcesare available to fund positions critical toachieve the purpose and direction of theschool.

•Assessments of staffingneeds

•Policies, processes,procedures and otherdocumentation related tothe hiring, placement andretention of professionaland support staff

•Documentation of highlyqualified staff

•School budgets for thelast three years

Level 3

Indicator Statement or Question Response Evidence Rating4.2 Instructional time, material

resources, and fiscal resourcesare sufficient to support thepurpose and direction of theschool.

Instructional time, material resources,and fiscal resources are focused onsupporting the purpose and direction ofthe school. Instructional time is protectedin policy and practice. School leaderswork to secure material and fiscalresources to meet the needs of allstudents. School leaders demonstratethat instructional time, materialresources, and fiscal resources areallocated so that all students haveequitable opportunities to attainchallenging learning expectations.Efforts toward the continuousimprovement of instruction andoperations include achieving the school'spurpose and direction.

•School schedule

•Examples of efforts ofschool leaders to securenecessary material andfiscal resources

•School calendar

•Alignment of budget withschool purpose anddirection

Level 3

Indicator Statement or Question Response Evidence Rating4.3 The school maintains facilities,

services, and equipment toprovide a safe, clean, and healthyenvironment for all students andstaff.

School leaders have adopted or createdclear expectations for maintaining safety,cleanliness, and a healthy environmentand have shared these definitions andexpectations with stakeholders. Schoolpersonnel and students are accountablefor maintaining these expectations.Measures are in place that allow forcontinuous tracking of these conditions.Improvement plans are developed andimplemented by appropriate personnelas necessary to improve theseconditions. Results of improvementefforts are evaluated.

•Documentation ofcompliance with local andstate inspectionsrequirements

•Documentation ofemergency proceduressuch as fire drills,evacuation and otheremergency procedures.

•Maintenance schedules

•Safety committeeresponsibilities, meetingschedules, and minutes

•System for maintenancerequests

Level 3





Cite sources of evidence External Review team members may be interested in reviewing.

Indicator Statement or Question Response Evidence Rating4.4 Students and school personnel

use a range of media andinformation resources to supportthe school's educationalprograms.

Students and school personnel haveaccess to media and informationresources necessary to achieve theeducational programs of the school.Qualified personnel are available toassist students and school personnel inlearning about the tools and locations forfinding and retrieving information.

•Schedule of staffavailability to assiststudents and schoolpersonnel related tofinding and retrievinginformation

•Data on media andinformation resourcesavailable to students andstaff

Level 3

Indicator Statement or Question Response Evidence Rating4.5 The technology infrastructure

supports the school's teaching,learning, and operational needs.

The technology infrastructure meets theteaching, learning, and operationalneeds of most stakeholders. Schoolpersonnel have a technology plan toimprove technology services andinfrastructure.

•Policies relative totechnology use

Level 2

Indicator Statement or Question Response Evidence Rating4.6 The school provides support

services to meet the physical,social, and emotional needs ofthe student population beingserved.

School personnel implement a clearlydefined process to determine thephysical, social, and emotional needs ofeach student in the school. Schoolpersonnel provide or coordinateprograms to meet the needs of allstudents. Valid and reliable measures ofprogram effectiveness are in place, andschool personnel use the data fromthese measures to regularly evaluate allprograms. Improvement plans related tothese programs are designed andimplemented to more effectively meetthe needs of all students.

•Social classes andservices, e.g., bullying,character education

•Student assessmentsystem for identifyingstudent needs

Level 4

Indicator Statement or Question Response Evidence Rating4.7 The school provides services that

support the counseling,assessment, referral, educational,and career planning needs of allstudents.

School personnel implement a processto determine the counseling,assessment, referral, educational, andcareer planning needs of all students.School personnel provide or coordinateprograms necessary to meet the needsof students whenever possible.Measures of program effectiveness arein place, and school personnel use thedata from these measures to evaluate allprograms. Improvement plans related tothese programs are designed andimplemented when needed to moreeffectively meet the needs of students.

•Description of referralprocess

•Description of IEPprocess

Level 3



Areas of strength: School personnel implement a clearly defined process to determine the physical, social, and emotional needs of each

student in the school. School personnel provide or coordinate programs to meet the needs of all students. Valid and and reliable measures

of program effectiveness are in place, and school personnel use the data from these measures to regularly evaluate all programs.

Improvement plans related to these programs are designed and implemented to more effectively meet the needs of all students. We plan to

sustain this area of strenth by continuing to evaluate and improve the Response to Intervention program, the Exceptional Student Education

Department, and the Guidance Department.

Areas in need of improvement: The technology infrastructure meets the teaching, learning, and operational needs of most stakeholders,

however, we need to develop and administer needs assessments and use the resulting data to develop and implement a technology plan to

improve technology services and infrastructure. We plan to do this.



Standard 5: Using Results for Continuous Improvement

The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness

and uses the results to guide continuous improvement.

Overall Rating: 2.6

Indicator Statement or Question Response Evidence Rating5.1 The school establishes and

maintains a clearly defined andcomprehensive studentassessment system.

School personnel maintain and use anassessment system that produces datafrom multiple assessment measures,including locally developed andstandardized assessments aboutstudent learning and schoolperformance. The system ensuresconsistent measurement acrossclassrooms and courses. Mostassessments, especially those related tostudent learning, are proven reliable andbias free. The system is regularlyevaluated for reliability and effectivenessin improving instruction, studentlearning, and the conditions that supportlearning.

•Evidence thatassessments are reliableand bias free

•Brief description ofstudent assessmentsystem including range ofdata produced fromstandardized and localassessments on studentlearning and schoolperformance

•Documentation ordescription of evaluationtools/protocols

Level 3

Indicator Statement or Question Response Evidence Rating5.2 Professional and support staff

continuously collect, analyze, andapply learning from a range ofdata sources, includingcomparison and trend data aboutstudent learning, instruction,program evaluation, andorganizational conditions.

Some processes and procedures forcollecting, analyzing, and applyinglearning from data sources are used byprofessional and support staff. Datasources include limited comparison andtrend data about student learning,instruction, the effectiveness ofprograms, and organizational conditions.School personnel use data to design,implement, and evaluate continuousimprovement plans.

•Examples of use of datato design, implement, andevaluate continuousimprovement plans andapply learning

•List of data sourcesrelated to student learning,instruction, programeffectiveness, andconditions that supportlearning

•Written protocols andprocedures for datacollection and analysis

Level 2

Indicator Statement or Question Response Evidence Rating5.3 Professional and support staff are

trained in the evaluation,interpretation, and use of data.

Most professional and support staffmembers are assessed and trained in aprofessional development programrelated to the evaluation, interpretation,and use of data.

•Professional learningschedule specific to theuse of data

•Training materials specificto the evaluation,interpretation, and use ofdata

•Policies specific to datatraining

•Documentation ofattendance and trainingrelated to data use

Level 2





Cite sources of evidence External Review team members may be interested in reviewing. Areas of Strength: Leaders monitor comprehensive information about student learning, conditions that support student learning, and the

achievement of school improvment goals. Leaders regularly communicate results using multiple delivery methods. To sustain this area of

strength, leaders will continue to monitor, paying particular attention to the new Common Core Standards that students will be tested on

beginning in the 2014-2015 school year.

Areas of Weakness: Some processes and procedures for collecting, analyzing, and applying learning from data sources are used

consistently by professional and support staff. Data sources include limited comparison and trend data about student learning, instruction,

the effectiveness of programs, and organizational conditions. School personnel use data to design, implement, and evaluate continuous

improvement plans. The school is planning to hold monthly monthly Planning Focus Sessions to create systematic processes. Multiple data

Indicator Statement or Question Response Evidence Rating5.4 The school engages in a

continuous process to determineverifiable improvement in studentlearning, including readiness forand success at the next level.

A process exists for analyzing data thatdetermine improvement in studentlearning, including readiness for andsuccess at the next level. Resultsindicate mixed levels of improvement,and school personnel sometimes usethese results to design, implement, andevaluate the results of continuousimprovement action plans related tostudent learning, including readiness forand success at the next level.

•Examples of use ofresults to evaluatecontinuous improvementaction plans

•Agendas, minutes ofmeetings related toanalysis of data

•Evidence of studentreadiness for the next level

•Evidence of studentsuccess at the next level

•Evidence of studentgrowth

Level 2

Indicator Statement or Question Response Evidence Rating5.5 Leadership monitors and

communicates comprehensiveinformation about studentlearning, conditions that supportstudent learning, and theachievement of schoolimprovement goals tostakeholders.

Leaders monitor comprehensiveinformation about student learning,conditions that support student learning,and the achievement of schoolimprovement goals. Leaders regularlycommunicate results using multipledelivery methods and in appropriatedegrees of sophistication for allstakeholder groups.

•School quality controlprocedures for monitoringinformation about studentlearning, conditions thatsupport learning, and theachievement of schoolimprovement goals

•Executive summaries ofstudent learning reports tostakeholder groups

•Sample communicationsto stakeholders regardingstudent learning,conditions that supportlearning, and achievementof school improvementgoals

•Communication planregarding student learning,conditions that supportlearning, and achievementof school improvementgoals to stakeholders

Level 4



sources will be utilized consistently to provide a complete picture of student learning, instruction, the effectiveness of programs, and the

conditions that support learning.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Standard 1: Purpose and Direction

Standard 2: Governance and Leadership

Standard 3: Teaching and Assessing for Learning

Standard 4: Resources and Support Systems

Standard 5: Using Results for Continuous Improvement

2.33

2.83

2.5

3

2.6



Assurances Report



AdvancED Assurances

Assurance Certified Comment/Attachment

The institution has read, understands, and complies with the AdvancED

Policies and Procedures.Yes

Clermont Middle School has read,

understands and complies with

the AdvancED Policies and

Procedures.

The institution monitors all financial transactions through a recognized,

regularly audited accounting system.

Yes

A summary of the assurance for

financial transactions is attached.

All financial activity in the district

adheres to the Transparency Act,

signed into Florida law on May 27,

2009. All information and

documentation regarding financial

activity is posted in the district

website at the following link:

http://lake.k12.fl.us/site/Default.as

px?PageID=187.

Assurances - Financial

Transactions.docx

The institution engages in a continuous improvement process and

implements an improvement plan. Attach the improvement plan if the plan

is not located in AdvancED's Adaptive System of School Improvement

Support Tools (ASSIST).

Yes

The School Improvement Plan for

Clermont Middle School is

attached. The School

Improvement Plan was approved

by the School Advisory Council,

submitted to the State Department

of Education on November 9,

2012, and approved by the Lake

County School Board on

December 10, 2012.

350401_1213_SIP.doc

The institution implements a written security and crisis management plan

which includes emergency evacuation procedures and appropriate

training for stakeholders. Attach the security and crisis management plan.

(optional)

Yes

A hard copy of Clermont Middle

School's written security and crisis

managment plan which includes

emergency evacuation

procedures will be available for

review should it be requested.

Please see the attached

document for a summary of this

assurance.

Assurances - Security and Crisis

Management Plan.docx



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

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

The institution has reported all substantive changes in the institution that

affect the scope and/or have an impact on the institution's ability to meet

the AdvancED standards and policies. Such changes include, but are not

limited to:

Restructuring (merging, opening, or closing) of the institution or

institution(s) within its jurisdiction

•

Mission and purpose of the institution•Governance structure of the institution, including changing to a charter

school/school system, being the subject of a state takeover, or a change

in ownership

•

Grade levels served by the institution•Staffing, including administrative and other non-teaching professionals

personnel

•

Available facilities, including upkeep and maintenance•Level of funding•School day or school year•Establishment of an additional location geographically apart from the

main campus

•

Student population that causes program or staffing modification(s)•Available programs, including fine arts, practical arts and student

activities

•

Yes

In the past five years, Clermont

Middle School has undergone

many changes. Please see the

attached summary document to

highlight some of these

substantive changes.

CLMS Assurances.doc



Student Performance Diagnostic



Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.



Assessment Scores

Label Question Value1. Quality Score Enter the average assessment quality score from the Student

Performance Worksheet (this average is based on the score for eachassessment based on the rubric below).

4.0

Label Question Value2. Alignment Score Enter the average assessment alignment score from the Student

Performance Worksheet (this average is based on the score for eachassessment based on the rubric below).

4.0

Label Question Value3. Disaggregation/AnalysisScore

Enter the average disaggregation/analysis score from the StudentPerformance Worksheet (this average is based on the score for eachassessment based on the rubric below ).

4.0

Label Question Value4. Student Results StatusScore

Enter the average student results status score from the StudentPerformance Worksheet.

12.0

Label Question Value5. Improvement Score Enter the average improvement score from the Student Performance

Worksheet.-0.28

Label Question Value6. Overall Student PerformanceScore

Enter the average overall student performance score from theStudent Performance Worksheet.

24.0



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? Reading assessment results across all grade levels are 6% above district and 5% above state performance levels. Schoolwide, we have

met our Annual Measurable Objectives in this area. Writing is also well above the expected levels of performance. 80% scored satisfactory

while our target AMO was 66%. Describe the area(s) that show a positive trend in performance. We have shown a positive trend in reading. Which area(s) indicate the overall highest performance? Specifically, 6th and 7th grade Reading and the area of Writing indicates the highest overall performance. Which subgroup(s) show a trend toward increasing performance? The trends are not relevant because of the change of FCAT cut scores and rigor of testing. However, if we compare percent of students

scoring satisfactory in reading over the past two years, the subgroups of black, hispanic, white, and economically disadvantaged shows a

trend toward increasing performance. Between which subgroups is the achievement gap closing? In reading, the achievement gap is closing in our Black, Hispanic, and Economically Disadvantaged subgroups. Which of the above reported findings are consistent with findings from other data sources? All of these findings are consistent with findings from other data sources.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? We did not meet our target AMO in math. We fell short by 5% scoring 3 or above. Describe the area(s) that show a negative trend in performance. The area of math shows a negative trend in performance. Overall, we fell by 2% scoring 3 or above. Which area(s) indicate the overall lowest performance? Overall, the area of math indicates the lowest performance. Which subgroup(s) show a trend toward decreasing performance? In reading, our Students With Disabilities subgroup show a trend toward decreasing performance. In math, all subgroups but Black and

Students With Disabilities show a trend toward decreasing performance. Between which subgroups is the achievement gap becoming greater? The achievement gap in reading is becoming greater in the subgroup Students With Disabilities. In math, the largest gap has occured with

Asian students. Which of the above reported findings are consistent with findings from other data sources? All of these findings are consistent with findings from other data sources.



Stakeholder Feedback Diagnostic



Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.



Criteria for Assessing Stakeholder Feedback

Statement or Question Response Evidence RatingSelect the rubric level obtained from theStakeholder Feedback Worksheet.

Level 1: Minimum response ratewas not met (parent survey: lessthan 20%, student survey(s): lessthan 40%, staff survey: less than60%). Failure to follow theadministration protocol.

•Evidence of survey responses

•Evidence of survey responserates

Level 1



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? The data from this survey is inconclusive. The minimum response rate was not met. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? The results of this survey are inconclusive. The minimum response rate was not met. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? N/A



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? The data from the survey is inconclusive. The minimum response rate was not met. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? The data from the survey is inconclusive. The minimum response rate was not met. What are the implications for these stakeholder perceptions? The implications are not identifiable. The data from the survey is inconclusive since the minimum response rate was not met. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? N/A



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