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Accreditation Report

Medora Elementary School

Jefferson County Public Schools

Ms. Betsy J Pickup

11801 Deering Road Louisville, KY 40272

Document Generated On October 24, 2012

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 12 Standard 3: Teaching and Assessing for Learning 15 Standard 4: Resources and Support Systems 22 Standard 5: Using Results for Continuous Improvement 25 Report Summary 28

Assurances Report

AdvancED Assurances 30

Executive Summary

Accreditation ReportMedora Elementary 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? Medora Elementary is a place where students and staff work together to develop students academically, physically, and socially to embrace

the whole child as a learner. The staff at Medora is committed to providing the opportunity for each one of our students to excel through an

intergrated curriculum. Medora is a School Based Decision Making School, dedicated to providing varied learning opportunities for all

students. We work together to create a safe and stimulating environment, and establish a strong connection between home and school to

involve parents in the learning process. Medora has many extra- and co-curricular activities that keep students involved and motivated to do

their best. The school has approximately 430 students as well as an active PTA with nearly 300 members.



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. At Medora Elementary, our staff and communnity continues to implement research based practices and strategies to develop the whole child.

Medora is committed to promoting health and wellness, social competence, and the academic achievment of each child. The motto serves as

a pledge from our staff and students to do "whatever it takes." The Medora community has instilled the expectation that each assignment will

be completed. The staff at Medora is very flexible in providing opportunities for students to complete work and recieve further instruction

before and after the regularly scheduled school day. Medora has implemented the use of professional learning communities to provide

interventions and enrichment that is tailored to the needs of each child.

Medora's Mission Statement

At Medora Elementary, our professional learning community strives to achieve a nurturing environment which promotes health and wellness,

social competence, and academic achievement for each child. Within our community, we will monitor each child's performance on a daily

basis and implement research-based practices. It is our goal to teach the way children learn. We will ensure, through partnerships with staff,

parents, and community, that each child grows and develops to his or her highest potential.

Medora's Vision

Medora students, staff, and parents will partner together to provide a safe and nurturing environment, recognize academic and social growth,

and prepare each student for the next level of learning.

Medora's Motto

Today, I will do whatever it takes to be my very best.



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. Notable Achievements

Medora Elementary has been a Helth Promotions School of Excellence, 2nd Place District Volleyball Champions. Y5210 School, and 5th

grade PTA Reflections Competition.

Areas of Improvement

The success of each individual student is Medora's ultimate goal. We have ensured that our curriculum is aligned with local and state

standards. We have implemented a daytime ESS program that provides students with small group instruction in reading. We are conducting

Response to Interventions to ensure that all students learn. We have also implemented specifically designed instruction to meet the needs of

struggling students.



Additional Information

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

sections. Medora Elementary ensures educational equity by utilizing several sources of data to determine our school's needs. Along with the

Comprehensive School Improvement Plan, we are using a variety of strategies. These include: (1) classroom assessments and reviewing

dissaggregated data to gain knowledgeof and address any academic achievment gaps or other equity needs, (2) providing embedded

professional development that includes culturally relevant teaching, blending multicultural curriculum into the core content areas, curriculum

gap analysis, and (3) matching instructional needs to learning styles (e.g., Extended School Services, Every1Reads, and reading

interventions).



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: 2.67

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.

•Purpose statements -past and present

•Documentation ordescription of the processfor creating the school'spurpose including the roleof stakeholders

•Minutes from meetingsrelated to development ofthe school's purpose

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

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 isevident in documentation and decisionmaking. This commitment is regularlyreflected in communication amongleaders and staff. Challengingeducational programs and equitablelearning experiences are implementedso that all students achieve learning,thinking, and life skills necessary forsuccess. Evidence indicates acommitment to instructional practicesthat include active student engagement,a focus on depth of understanding, andthe application of knowledge and skills.School leadership and staff share highexpectations for professional practice.

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

•The school's statement ofpurpose

Level 3



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. Medora Elementary has taken the initiative during the 2012-2013 school year to reconstruct the school's mission statement, vision, and motto

to match the beliefs of students, staff, and community. In addition, Medora has implemented additional supports for the upcoming school year

which was not directly reflected through the school's purpose statement during the previous year. The school engages in a systematic

process to review, revise, and communicate a school purpose for student success involving stakeholders within the school community.

During the initial stages of the development process, the administrative leaders advised the staff of the plan and purpose for restructuring the

school purpose through a new mission statement, vision, and school motto. The new purpose statements originated during one of the

instructional leadership team meetings where general statements were developed. From there, the school moved into grade level

discussions that focused on what each grade level team felt was crucial in developing the school purpose. As a school, we wanted to dig

deep into our core values and what really made Medora the special school that it has become. After the grade levels provided input, the

school's instructional leadership team and the school administration met to finalize the mission, vision, and school motto.

In relation to indicator 1.2, our school leadership and staff have committed to a culture that is based on shared values and beliefs about

teaching and learning. As an administration, we facilitated the discussion prior to the start of the school year in regards to effective teaching

and learning. The staff provided many important aspects of effective teaching and furthered the discussion by leading into a conversation on

expectations for students at Medora and what we would expect to see in regards to culture. Medora's leadership has implemented a

continuous improvement process which provides a clear direction for improving conditions that support student learning. Medora has

implemented a buddy teachers program to provide support for individual teachers with all aspects of the teaching profession. Teachers at

Medora are provided with time during the instructional day where they collaborate and reflect upon student achievement and implement and

monitor the RTI process.

The strengths of standard 1.1 are evident through meeting minutes of grade level teams and meetings with the instructional leadership team.

Medora demonstrates strengths for developing a systematic process that involves various stakeholders in the school community and

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



followed by implementation. As a school, we feel that Medora's purpose statements clearly focus on student success and the development of

the whole child. In addressing indicator 1.2, Medora establishes high expectations for providing a challenging educational program and

equitable learning experiences which are implemented in a measureable way so that all students achieve learning, thinking, and life skills

necessary for success. This indicator is evident through parent newsletters and differentiated lesson plans focused to meet the needs of

individual students and provide a challenge level tailored to the student. In addition, the teachers utilize Response to Intervention (RTI) and

group students throughout the instructional day to provide enrichment or interventions based upon student achievement and data. Indicator

1.3 is evident in grade level teams where teachers routinely collaborate to identify gaps in student achievement and develop enrichment and

intervention activities to meet the needs of each student. The staff monitors individual students throughout the RTI process and

systematically maintains, uses, and communicates a profile with data on student performance.

The areas of improvement that we feel can be made at Medora will focus on our ability to clearly document the process and the development

of a record to ensure that the results of the process are maintained. In addition to the documentation, our school will benefit from the

development of a process that is formalized and implemented with fidelity on a regular schedule. In the future, we will work towards randomly

selecting from all stakeholder groups when participating in similar processes. Medora will continue working on indicator 1.2 to ensure that our

commitment to shared values and beliefs about teaching and learning are clearly evident in documentation and decision making. Our

commitment to shared values and beliefs are evident in our discussions and instruction but we lack the documentation. Indicator 1.3 presents

an area of improvement related to the development of a profile with current and comprehensive data on student and school performance.

Evidence demonstrates the ability of our staff to develop a current and comprehensive data in a student profile but the profile is not often

linked to school performance. As a school, we need documentation that the process is implemented with fidelity and yields improved student

achievement and instruction is made available and communicated to all stakeholders.



Standard 2: Governance and Leadership

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


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

•Governing body policies,procedures, and practices

•Communications tostakeholder about policyrevisions

•Staff handbooks

•Student handbooks

Level 3

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

responsibly and functionseffectively.

The governing body ensures that itsdecisions and actions are in accordancewith defined roles and responsibilities,are ethical, and free of conflict ofinterest. Governing body membersparticipate in professional developmentregarding the roles and responsibilitiesof the governing body and its individualmembers. The governing body complieswith all policies, procedures, laws, andregulations.

•Governing body minutesrelating to training

•Governing body policieson roles andresponsibilities, conflict ofinterest

•Governing code of ethics

Level 2

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

•School improvement plandeveloped by the school

•Agendas and minutes ofmeetings

Level 3

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

•Examples of decisionsaligned with the school'sstatement of purpose

Level 3





Cite sources of evidence External Review team members may be interested in reviewing. Medora Elementary operates under governance and leadership which promote and support student performance and school effectiveness.

The governing body has established policies and support practices that ensure effective administration of the school. In the beginning of this

year, the council took an active role in the creation of the school's purpose statements including the vision, mission, and school motto.

Additionally, the council has helped to develop expectations and procedures for teachers to include the creation of newsletters that describe

what concepts or standards students are or will be covering in their class for each content area. Teachers are expected to describe upcoming

events, successful stories or celebrations, and upcoming assessments. Policies similar to these promote the effective instruction and

assessment that produces equitable and challenging learning experiences for all students. Medora utilizes an assessment calendar that has

been developed to aid the staff in planning for common assessments and align instruction with school, district, and state assessments. As a

governing body, the council governs through the district and state guidelines set forth for SBDM councils. Our council at Medora ensures that

its decisions and actions are in accordance with defined roles and responsibilities, ethically appropriate, and free of conflict of interest.

Throughout this year, the council will implement a process to evaluate its decisions and actions and monitor effectiveness. As a new member

of the council, each member participates in a systematic, formal professional development process regarding the roles and responsibilities of

the governing body and its individual members. Once the initial training has been completed, the council members will typically attend

professional development at their discretion. The council consistently protects, supports, and respects the autonomy of school leadership to

accomplish goals for achievement and instruction and to manage day-to-day operations of the school. During SBDM meetings, the council

supports the leadership perspectives with discussions on the school culture and student achievement. Medora's culture is consistent with the

school's purpose and direction and aligns the decisions or actions toward continuous improvement. The school works as a collaborative unit

involving various stakeholders who work towards the school's vision and raising achievement for each student. The school utilizes resource

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

effectively in support of theschool's purpose and direction.

Leaders communicate effectively withappropriate and varied representativesfrom stakeholder groups, provideopportunities for stakeholders to shapedecisions, solicit feedback and respondto stakeholders, work collaboratively onschool improvement efforts, and provideand support meaningful leadership rolesfor stakeholders. School leaders' effortsresult in measurable, active stakeholderparticipation; engagement in the school;a sense of community; and ownership.

•Minutes from meetingswith stakeholders

•Copies of surveys orscreen shots from onlinesurveys

•Involvement ofstakeholders in a schoolimprovement plan

Level 3

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

•Supervision andevaluation documents withcriteria for improvingprofessional practice andstudent success noted

•Job specific criteria

Level 3



teachers, ESS teachers, instructional assistants, and each teacher works vertically and horizontally across grade levels to achieve the goals

described in the School Improvement Plan. Medora provides staff with opportunities during the school day to collaborate across grade level

teams and with support staff. As a whole, the governing body and administration are key players who promote and support student

performance and school effectiveness. The governing body works in a collaborative effort with the administration and staff to meet the needs

of the school and support the school's purpose. The policies and procedures that govern Medora were created with feedback from all

stakeholders including the council as a governing body. The next step for the governing body and Medora is to implement a process to

evaluate its decisions and actions.



Standard 3: Teaching and Assessing for Learning

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


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.

•Learning expectations fordifferent courses

•Representative samplesof student work acrosscourses

•Course schedules

•Lesson plans

•Posted learningobjectives

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.

Using data from student assessmentsand an examination of professionalpractice, school personnel monitor andadjust curriculum, instruction, andassessment to ensure vertical andhorizontal alignment and alignment withthe school's goals for achievement andinstruction and statement of purpose.There is a process in place to ensurealignment each time curriculum,instruction, and/or assessments arereviewed or revised. The continuousimprovement process ensures thatvertical and horizontal alignment as wellas alignment with the school's purposeare maintained and enhanced incurriculum, instruction, and assessment.

•Lesson plans aligned tothe curriculum

•Common assessments

•Curriculum guides

•Products – scope andsequence, curriculummaps

Level 3

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

their learning throughinstructional strategies thatensure achievement of learningexpectations.

Teachers are consistent and deliberatein planning and using instructionalstrategies that require studentcollaboration, self-reflection, anddevelopment of critical thinking skills.Teachers personalize instructionalstrategies and interventions to addressindividual learning needs of eachstudent. Teachers consistently useinstructional strategies that requirestudents to apply knowledge and skills,integrate content and skills with otherdisciplines, and use technologies asinstructional resources and learningtools.

•Findings from supervisorwalk-thrus andobservations

•Examples of teacher useof technology as aninstructional resource

•Student workdemonstrating theapplication of knowledge

•Authentic assessments

•Examples of student useof technology as a learningtool

Level 4



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.

•Peer or mentoringopportunities andinteractions

•Curriculum maps

•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 on a regular schedule.Frequent collaboration occurs acrossgrade levels and content areas. Staffmembers implement a formal processthat promotes productive discussionabout student learning. Learning from,using, and discussing the results ofinquiry practices such as actionresearch, the examination of studentwork, reflection, study teams, and peercoaching are a part of the daily routine ofschool staff members. School personnelcan clearly link collaboration toimprovement results in instructionalpractice and student performance.

•Calendar/schedule oflearning communitymeetings

•Examples ofimprovements to contentand instructional practiceresulting fromcollaboration

•Agendas and minutes ofcollaborative learningcommittees

•Examples of crosscurricular projects,interdisciplinaryinstruction, and classroomaction research project

Level 4

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

instructional process in support ofstudent learning.

All teachers use an instructional processthat informs students of learningexpectations and standards ofperformance. Exemplars are oftenprovided to guide and inform students.The process includes multiple measures,including formative assessments, toinform the ongoing modification ofinstruction and provide data for possiblecurriculum revision. The processprovides students with specific andtimely feedback about their learning.

•Examples of learningexpectations andstandards of performance

•Samples of exemplarsused to guide and informstudent learning

Level 3

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

•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

•Survey results

•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 long-terminteraction with individual students,allowing them to build strongrelationships over time with the student.All students may participate in thestructure. The structure allows theschool employee to gain insight into andserve as an advocate for the student'sneeds regarding learning skills, thinkingskills, and life skills.

•Master schedule with timefor formal adult advocatestructure

•Curriculum and activitiesof formal adult advocatestructure

Level 3

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.

All teachers consistently use commongrading and reporting policies,processes, and procedures based onclearly defined criteria that representeach student's attainment of contentknowledge and skills. These policies,processes, and procedures areimplemented without fail across all gradelevels and all courses. All stakeholdersare aware of the policies, processes,and procedures. The policies,processes, and procedures are formallyand regularly evaluated.

•Sample report cards foreach grade level and forall courses

•Policies, processes, andprocedures on grading andreporting

•Samples communicationsto stakeholders aboutgrading and reporting

Level 4

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.

•Evaluation tools forprofessional learning

•Crosswalk betweenprofessional learning andschool purpose anddirection

Level 3





Cite sources of evidence External Review team members may be interested in reviewing. 3.1

Medora's curriculum and learning experiences in each course provides our students with challenging and equitable opportunities to develop

learning skills, thinking skills, and life skills. In planning instruction, our teachers plan vertically and horizontally to ensure that each student is

prepared for success at the next level. The teachers will access the next grade level core content standards and design their instruction to

allow students to make connections. Instructional needs are tailored to the ability of each student through common planning and our

professional learning communities. Within the learning communities, teachers develop a common formative assessment which is provided to

all students in a particular grade. Once the assessment is given, the teachers reconvene and group students based upon needs that

surfaced as a result of the formative assessment. This process allows the teachers to provide more individualized instruction for students and

utilize ESS teachers, instructional assistants, and resource teachers. Teachers consistently provide learning opportunities that require

students to be hands-on and inquiry based. In our classrooms, the teachers facilitate the learning process but the students are at the center

of learning.

3.2

The staff at Medora routinely uses data from student assessments and monitor/adjust curriculum to ensure vertical and horizontal alignment

with the school's goals for achievement and instruction and statement of purpose. We utilize the CASCADE system to monitor student

performance on diagnostic and proficiency assessments. Within CASCADE, the staff is able to look at an assessment summary and retrieve

an item analysis to distinguish how students scored in relation to a specific standard. This analysis can be used to compare grade levels,

specific classes, or individual students. In addition, the school utilizes the Response To Intervention process as an assessment of student

learning to monitor instruction and/or modify curriculum for individual students. Teachers routinely assess students through common

formative assessments that are created in grade level teams bi-weekly. These assessments serve as a foundation for instruction as well as a

systematic and continuous improvement process.

3.3

Teachers at Medora plan and use instructional strategies that require student collaboration, self-reflection, and development of critical

thinking skills. As demonstrated in indicator 3.2, the teachers utilize hands-on and inquiry-based instructional strategies which develop critical

thinking and problem solving skills. Teachers frequently use learning centers and create learning groups based upon individual needs and

learning objectives. During planning, teachers work horizontally and vertically within grade levels to develop instructional strategies. The

planning in grade level teams allows teachers to develop personalized instruction to address the individual learning needs of students. The

teachers create formative assessments and assess on an on-going basis to modify instruction. As a school, an emphasis is placed on the

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 all students atall levels of proficiency as well as otherlearning needs (such as secondlanguages). School personnel staycurrent on research related to uniquecharacteristics of learning (such aslearning styles, multiple intelligences,personality type indicators) and provideor coordinate related learning supportservices to all students.

•Data used to identifyunique learning needs ofstudents

•List of learning supportservices and studentpopulation served by suchservices

Level 3



application of knowledge and skills across content and other disciplines. Within our interventions and enrichment, our teachers will make an

effort to incorporate the use of content and strategies from various disciplines when appropriate.

3.4

Medora's leadership team formally and consistently monitors instructional practices through supervision and evaluation procedures to ensure

that they are aligned with the school's beliefs and values about teaching and learning. At the end of each grading period, teachers provide a

copy of their grade book and lesson planner to the administration so the material can be reviewed. This procedure allows the administration

to ensure that the lessons align with the standards and whether or not teaching is being delivered from an approved curriculum. The

administrative team plays an active role in grade level planning and monitors practices and instruction through CASADE and the RTI process

to ensure student success.

3.5

At Medora, the majority of staff participates in collaborative learning communities that meet both formally and informally. Each week, the

teachers are required to meet in their grade level teams to develop and monitor formative assessments and plan for

interventions/enrichment. The collaboration occurs among administration, teachers, instructional assistants, ESS teachers, and school

resource teachers. Outside of the weekly scheduled collaboration, teachers frequently collaborate vertically and horizontally to discuss core

content standards and instructional strategies. Teachers are placed in the building between primary and intermediate hallways as well as by

grade level. This provides the structure and ability for grade level teams to collaborate informally during common planning and transitions.

3.6

All of the teachers at Medora use an instructional process that informs students of learning expectations and standards. Teachers utilize the

classroom instructional framework to provide a template for organizing and delivering a lesson. The framework consists of independent work,

essential question, interactive instruction, authentic engagement, and closure activity. The teachers look at common core standards and

deconstruct the standards into "I can" statements which are student-friendly. The essential question is frequently referred to throughout

instruction and assessed by students at the end of the lesson. During instruction, the teachers frequently provide exemplars to guide and

inform students. These exemplars create success-criteria and allow students to understand what is considered exemplar. Additionally,

teachers will utilize live-scoring during writing situations to help students develop a piece of work that is exemplar. Medora demonstrates

strength within this indicator as our teachers provide students with specific and timely feedback about their learning. The staff emphasizes

the use of descriptive feedback on student work and provides reference points in the descriptions to serve as a guidance to locate material.

3.7

Some school personnel are engaged in systematic mentoring, coaching, and induction programs that are consistent with the school's values

and beliefs about teaching, learning, and the conditions that support learning. Medora utilizes a "Buddy Teacher" program that pairs

teachers together to serve as a resource for support and guidance. The teachers are paired to create a team of one intermediate teacher

with one primary teacher. As an additional resource, the school has reached out and created opportunities for retired teachers to work with

individual teachers. During this school year, Medora has allocated resources to hire a part-time literacy coach to provide support for both staff

and students. These programs and resources set expectations for all school personnel and include measures of performance.

3.8

Medora is community driven and the school engages families in their children's education and keeps them informed of their children's

learning progress. Every six weeks, the teachers send home progress reports for each child to the parents to inform them of their child's

current progress. The school will hold literacy and math nights to provide a meaningful way to engage parents/guardians in their child's

education. Medora frequently allows parent volunteers to participate during the school day in their child's classroom to support both the

teacher and students. A series of online resources adopted by the district create opportunities to engage in their child's learning. The use of



Successmaker and Study Island are two programs that are available to all students and provide support for interventions and enrichment.

Teachers communicate on a daily basis through the student's agenda which engage the parent/guardian in the educational process of their

child as they are required to sign the agenda each day.

3.9

Medora does an excellent job trying to develop and provide a formal structure where each student is well known by at least one adult

advocate in the school who supports the student's educational experience. On a daily basis, our school has morning meetings and staff

members develop relationships with each student. The students are expected to participate in these structures which allow the teacher to

gain insight into and serve as an advocate for the child. The school creates opportunities for students to engage in learning opportunities with

various students and staff during our Team Time. Team Time is a designated time throughout the day where students are grouped based

upon individual needs and assigned to a teacher for intervention and/or enrichment. This allows students to build a rapport with several

teachers throughout the building and create an environment to establish more relationships among peers.

3.10

Medora follows the guidelines outlined in the district's Student Progression, Promotion, and Grading handbook for elementary school. This

handbook provides common grading and reporting policies, processes, and procedures which represent the student's attainment of content

knowledge and skills. As a school, and more specifically in grade level teams, the teachers work together to develop a consistent procedure

for grading students work and ensure that the procedures are in alignment with district grading procedures. During the first few days of

school, the teachers create a newsletter that explain the policies and procedures in which the students will be assessed and graded upon for

each grade level. At the conclusion of every six-week period, the teachers develop a progress reports or a report card for each student to be

sent home. All stakeholders involved in the education of the child and within the school environment are aware of the policies, processes,

and procedures.

3.11

The staff members at Medora are committed to excellence and seek opportunities for professional growth on a continuous basis.

Professional development is organized by the administration based upon the needs expressed by teachers and goals aligned with the school

mission and vision. The administration opens discussion during the planning process to ensure that the needs of the staff are being met. As a

district, the employees are required to obtain a specific amount of professional development hours per year. This requirement allows for most

staff members to participate in a program of professional learning. Medora provides professional development opportunities prior to the start

of school for teachers to receive professional development specific to the schools vision and individual needs. Teachers are required to

develop a professional growth plan where they indicate specific activities to support their professional growth. In the professional growth plan,

the teacher includes professional development as a support for growth. The growth plan is then monitored and used throughout the

evaluation process which creates an opportunity to evaluate the professional development for effectiveness in improving instruction, student

learning, and the conditions to support learning.

3.12

Medora demonstrates strength in coordinating learning support services to meet the unique learning needs of students. The school

personnel utilize data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs. The

implementation of professional learning communities provide the framework for developing common assessments, analysis of student data,

and development of a plan to support individual learning needs of each student. Teachers meet formally during their planning to create

common assessments based on curriculum maps and content area standards. Once the assessments have been administered, the teachers

reconvene and look for trends in grade levels, classes, and individually. Once the data is analyzed, the teacher's group the students into

learning groups based upon the need for intervention or enrichment. After the students have been provided the interventions or remediation,

they are reassessed to plan further instruction in order to address the needs of individual students. The professional and support staff have



familiarized themselves of the special education process and are able to identify students who may need additional support beyond a TIER 3.

Response To Intervention enables teachers to provide a series of interventions prior to beginning the referral process for additional services

such as gifted/talented, English as a Second Language, or learning disability.



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.

Clearly defined policies, processes, andprocedures ensure that school leadershave access to, hire, place, and retainqualified professional and support staff.School leaders use a formal, systematicprocess to determine the number ofpersonnel necessary to fill all the rolesand responsibilities necessary to supportthe school purpose, educationalprograms, and continuous improvement.Sustained fiscal resources are availableto fund all positions necessary 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 4

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

•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

•System for maintenancerequests

Level 3





Cite sources of evidence External Review team members may be interested in reviewing. Medora Elementary utilizes resources and provides services that support its purpose and direction to ensure success for all students. The

school follows defined policies, processes, and procedures for hiring, placing, and retaining qualified professional and support staff. When a

vacant job becomes available, or support staff is needed, the job is posted on the district website for qualified applicants to apply. Once the

job posting has closed, the applications are screened by human resources and a list is generated for qualified applicants. The list is provided

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.

•Data on media andinformation resourcesavailable to students andstaff

•Budget related to mediaand information resoutceacquisition

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

•Survey results

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 processto determine the physical, social, andemotional needs of each student in theschool. School personnel provide orcoordinate programs to meet the needsof students as necessary. Measures ofprogram effectiveness are in place, andschool personnel use the data fromthese measures to evaluate allprograms. Improvement plans related tothese programs are designed andimplemented when needed to moreeffectively meet the needs of students.

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

•Agreements with schoolcommunity agencies forstudent-family support

•List of support servicesavailable to students

Level 3

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

•List of services availablerelated to counseling,assessment, referral,educational, and careerplanning

•Description of IEPprocess

Level 3



to the building administrator where interviews are scheduled and the applicants are interviewed by a committee consisting of staff and

parents. This procedure provides Medora with the access to hire qualified professional and support staff. The need for staffing is based upon

student enrollment but the school uses the school improvement plan and its purpose to drive the decisions of adding support staff to address

the needs of the students and school. During the 2012-2013 school years, a resource teacher has been added in the area of literacy to

support school needs as indicated in our school improvement plan. Instructional time, material resources, and fiscal resources are sufficient

in support of the purpose and direction of the school. The curriculum and instructional resources are adopted as a district and implemented

into each school. This year the school has allocated fiscal resources to purchase a program called "Literacy by Design" which is being used

to support the individual learning needs of students. Teachers participate in grade level team meetings to refine teachings strategies and

implement researched-based practices. The collaboration amongst teachers, resource teachers, and professional development displays our

efforts toward continuous improvement of instruction.

The school follows the guidelines set forth in the districts safety, environmental, and housekeeping manual. School leaders have adopted the

expectations for maintaining safety, cleanliness, and a healthy environment. Safety of our staff and students at Medora is our number one

priority. We participate in disaster drills and emergency drills as outlined in the safety manual. A Plant Operator has been added to the

Medora staff to oversee the maintenance and cleanliness of the school and its grounds. Building administrators routinely monitor the

cleanliness of each classroom and facilities within the school on a daily basis as walk-throughs are being conducted. Medora communicates

these expectations to staff members but only selected school personnel are accountable for maintaining these expectations.

Social media and the use of technology is a primary resource that is used to provide information and resources to support the school's

educational programs. The school has allocated resources to establish a computer lab where students receive instruction and computer

education each week. In addition to the computer instruction, the lab is available to teachers to use for lessons or to research material. Each

classroom is equipped with at least two student computers to serve as a resource center or for word processing. The school staff is able to

access district approved curriculum and resources necessary to achieve the educational programs provided at Medora through school and

district licenses. Medora is committed to creating a technology infrastructure that meets the teaching, learning, and operational needs of all

stakeholders. Resources are allocated to update and manage technological resources, however, our school is looking to develop and

administer a needs assessment to develop and implement a technology plan.

Medora is committed to providing support services to meet physical, social, and emotional needs of the student population being served. In

addressing the physical needs, Medora participates in the Wellness program which requires students to engage in different programs

throughout the school year including the Physical Best Test. The social and emotional needs of our students are addressed during class

guidance programs delivered by our school counselor. Teachers and school staff refer students to the guidance counselor to work on

individual needs demonstrated by individual students. The school has utilized programs such as the BEST Team and the Positive Outreach

Program (POP). The BEST Team provides individual support for students who are struggling socially and emotional. The POP's program

worker meets with individual students to work on social and emotional support both in and outside of the classroom. Medora utilizes a district

approved program called "Second Steps" as a resource to support social skills. These programs are evaluated by school and district

personnel to ensure that the design and implementation of the programs effectively meet the needs of our student population. Medora strives

to coordinate these programs so the school implementation is clearly defined for all stakeholders. Teachers are provided with an overview of

the Advance Placement, IEP, and Gifted/Talented referral process annually. A school administrator and the school counselor have been

assigned to assist teachers in the completion of the referral process for students who demonstrate additional needs beyond Tier 3

interventions in reference to the RTI process.



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: 2.8

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

maintains a clearly defined andcomprehensive studentassessment system.

School personnel maintain andconsistently use a comprehensiveassessment system that produces datafrom multiple assessment measures,including locally developed andstandardized assessments aboutstudent learning and schoolperformance. The system ensuresconsistent measurement across allclassrooms and courses. Allassessments are proven reliable andbias free. The system is regularly andsystematically evaluated for reliabilityand effectiveness in improvinginstruction, student learning, and theconditions that support learning.

•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 4

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.

Systematic processes and proceduresfor collecting, analyzing, and applyinglearning from multiple data sources areused consistently by professional andsupport staff. Data sources includecomparison and trend data that providea complete picture of student learning,instruction, the effectiveness ofprograms, and the conditions thatsupport learning. School personnel usedata to design, implement, and evaluatecontinuous improvement plans toimprove student learning, instruction, theeffectiveness of programs, andorganizational conditions.

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

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

Level 3

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.

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

•Survey results

Level 2





Cite sources of evidence External Review team members may be interested in reviewing. Medora implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness

where we use the results to guide continuous improvement. The assessment system utilized by Medora is implemented and monitored

district-wide. CASCADE is the assessment system in which student data is assessable by various stakeholders at the school and district

level. The data within CASCADE can be disaggregated as a school, grade-level, specific class, or individual student. The assessments

system has the ability to produce data using multiple assessment measures to include teacher-developed assessments and standardized

assessments about student learning and school performance. The CASCADE system ensures a consistent measurement across all

classrooms and courses. The assessments provided on CASCADE are developed by district resource personnel and are common

throughout classes, schools, and the district. The common assessments allow the school to analyze data according to class, school, and the

district. The system creates a summary that provides common distractors and item analysis for each standard. Medora continuously collects,

analyzes, and applies learning from a range of data sources which include comparison and trend data about student learning, instruction,

and program evaluation. Teachers create common formative assessments as grade-level teams which drive the plan for further instruction

including interventions and/or enrichment. The Response To Interventions process is an additional resource used for data collection which

provides a comprehensive and complete picture of student learning. The results from these data sources allow the school to evaluate specific

programs and instruction that is being implemented. Most of the professional and support staff are assessed and trained in a professional

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 studentgrowth

•Description of process foranalyzing data todetermine verifiableimprovement in studentlearning

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 to all stakeholdergroups.

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

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

Level 3



development program related to the evaluation, interpretation, and use of data. Medora has designated particular staff members within the

school to monitor and disaggregate data made available from these resources and help professional staff interpret the results. Our school

consistently engages in the continuous process of analyzing data to determine verifiable improvement in student learning. Instruction is

driven by student data to aid the teacher and support staff in tailoring instruction to meet the learning needs of each student. Students

receive continuous support through interventions and enrichment to ensure readiness and success at the next level. Each member of the

leadership team at Medora continuously monitors the information about student learning, conditions that support student learning, and the

achievement of school improvement goals. The information made available through monitoring is regularly communicated using a variety of

delivery methods. The school improvement plan and school report card are two important tools that serve as a resource which is made

available online. The assessment data made available through CASCADE is assessable online to stakeholders at the school, district, and

state level. Teachers utilize progress reports, report cards, and agendas to communicate individual student data to parents which are

typically sent by mail or home with each student.



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

2.67

2.83

3.25

3

2.8



Assurances Report



AdvancED Assurances

Assurance Certified Comment/Attachment

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

Policies and Procedures.Yes

The institution monitors all financial transactions through a recognized,

regularly audited accounting system.Yes

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

Medora CSIP.pdf

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

SafetyProcManual.pdf

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



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

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

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