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GLBA Exit Report
- 1. External Review ExitReport Gospel Light Baptist Academy Nov. 18-19, 2015 1
- 2. © 2015 AdvancED AdvancEDis the global leader in providing continuous improvement and accreditation services to over 32,000 institutions serving 20 million students worldwide. 2
- 3. © 2015 AdvancED Accreditation Aninternational protocol for institutions committed to systemic, systematic and sustainable improvement • Builds capacity of the system and its schools to increase and sustain student learning • Stimulates and improves effectiveness and efficiency throughout the system © 2015 AdvancED 3
- 4. © 2015 AdvancED ExternalReview A diagnostic process to stimulate and guide continuous improvement with a focus on: –Impact of teaching and learning –Capacity of leadership –Use of resources © 2015 AdvancED 4
- 5. © 2015 AdvancED ExternalReview Professional judgment by the External Review Team results in: –Powerful Practices –Opportunities for Improvement –Improvement Priority –Index of Education Quality –Accreditation Recommendation © 2015 AdvancED 5
- 6. © 2015 AdvancED Stakeholders StakeholderInterviewed Number Pastor 1 Administrators 2 Instructional Staff 20 Students 83 Support Staff 5 Parents 30 Total 141 6
- 7. © 2015 AdvancED Teachingand Learning Impact The External Review Team examined: • Student performance results • instructional quality • Learner and family engagement • Support services for student learning • Curriculum quality and efficacy • College and career readiness data Domain 7
- 8. © 2015 AdvancED Findings •3.1 Promoting school pride, learning opportunities, and community interaction through participation and success in the Fine Arts Convention is a powerful motivator for student engagement. An additional motivator is Friday School, when students can earn Fridays off if their work is caught up. 8
- 9. © 2015 AdvancED Findings •3.3 Recognize areas in need of technology as an instructional resource. Collaborate with teachers and students to assess web sites and tools to reinforce individual learning needs. 9
- 10. © 2015 AdvancED eleot™ DomainsExternal Review AEN 1 Equitable Learning Environment 2.90 2.69 2 High Expectations Environment 2.71 2.81 3 Supportive Learning Environment 3.46 3.07 4 Active Learning Environment 2.67 2.94 5 Progress Monitoring and Feedback Environment 3.18 3.08 6 Well-Managed Learning Environment 3.19 3.14 7 Digital Learning Environment 1.39 1.83 10
- 11. © 2015 AdvancED LeadershipCapacity The External Review Team examined: • Institutional purpose and direction • Governance and leadership effectiveness • Stakeholder engagement • Improvement capacity • Results Domain 11
- 12. © 2015 AdvancED Findings •2.4 Great respect to staff members was evidenced in surveys and interviews, delineating how school leaders and staff encourage, support, and expect all students to be held to high standards in all courses of study. 12
- 13. © 2015 AdvancED Findings •2.4 Great respect to staff members was evidenced in surveys and interviews, delineating how school leaders and staff encourage, support, and expect all students to be held to high standards in all courses of study. 13
- 14. © 2015 AdvancED Findings •2.5 Create a series of structured opportunities to address the lack of effective communication to stakeholder groups. • At the beginning of each school year, create a communication calendar whereupon each communication event is scheduled. The communication events can be but not limited to bi- quarterly/quarterly parent nights, dates of mandated social media and email blasts, required phone calls home, mandatory website and virtual calendar updates. This type of consistent communication to all parents, guardians, and stakeholders provides opportunities for stakeholders to shape decisions, solicit feedback, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders. 14
- 15. © 2015 AdvancED ResourceUtilization The External Review Team examined: • Allocation and use of resources • Equity of resource distribution to need • Level and sustainability of resources • Long range capital and resource planning effectiveness Domain
- 16. © 2015 AdvancED Findings 4.4Evaluate the need for all students and staff to have access to media and informational resources necessary to achieve the educational programs of the school. Students need 21st century skills to compete in our world. Technology and media access at all grades will improve student success. 16
- 17. © 2015 AdvancED Conclusions Indexof Education Quality™ (IEQ™) – Impact of teaching and learning on student performance – Capacity of leadership to guide and ensure effectiveness in carrying out strategic direction of institution – Utilization of resources to meet diverse needs of students and institution – Use as a tool for formative analysis and continuous improvement – Connection for the conditions, processes, and practices to evidence including student performance © 2015 AdvancED 17
- 18. © 2015 AdvancED IEQResults External Review IEQ Score AE Network Average Overall Score 303.85 278.34 Teaching and Learning Impact 309.52 268.94 Leadership Capacity 304.55 292.64 Resource Utilization 285.71 283.23 18
- 19. © 2015 AdvancED IEQResults The IEQ results indicate that the school system is performing within acceptable ranges as compared to expected criteria as well as other institutions in the AdvancED network. © 2015 AdvancED 19
- 20. © 2015 AdvancED Recommendation TheExternal Review Team recommends to the AdvancED Accreditation Commission that the Gospel Light Baptist Academy earn the distinction of accreditation by AdvancED. © 2015 AdvancED 20
- 21. © 2015 AdvancED ContinuousImprovement • Improvement Priorities must be addressed within two years • Beginning of a journey of improvement • Deliberate and strategic actions to ensure that every child, every day is being prepared and achieving success for their future © 2015 AdvancED 21
- 22. © 2015 AdvancED FinalThoughts The External Review Team: – Appreciates your hospitality, support and professionalism. – Respects and acknowledges the efforts to improve the quality of your institution. – Congratulates your system and community on completing the requirements for AdvancED School System Accreditation. © 2015 AdvancED 22
- 23. © 2015 AdvancED Createa world of opportunities for every learner 23
- 24. © 2015 AdvancED FindUs www.advanc-ed.org 24
Editor's Notes
- #3 Notes Combining the knowledge and expertise of a research institute, the skills of a management consulting firm and the passion of a grassroots movement for educational change, we serve as a trusted partner to 32,000 schools and school systems—employing more than four million educators and enrolling more than 20 million students—across the United States and 70 other nations. AdvancED was created through a 2006 merger of the PreK-12 divisions of the North Central Association (NCA) and the Southern Association of Colleges and Schools (SACS)—and expanded through the 2011 acquisition of the Northwest Accreditation Commission (NWAC).
- #4 Notes AdvancED is the largest community of education professionals in the world. We are a non-profit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems to ensure that all learners realize their full potential. While our expertise is grounded in more than a hundred years of work in school accreditation, AdvancED is far from a typical accrediting agency. Our goal isn’t to certify that schools are good enough. Rather, our commitment is to help schools improve.
- #5 Notes The External Review process stimulates and guides continuous improvement through the focus on: Teaching and Learning Impact Leadership Capacity Resource Utilization
- #7 Notes Insert the categories and numbers of stakeholder groups interviewed.
- #8 Notes The Teaching and Learning Domain is comprised of all of the Indicators for Standard 3 – Teaching and Assessing for Learning, Standard 5 – Continuous Improvement, and four Evaluative Criteria for the Student Performance Diagnostic.
- #9 Notes List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
- #11 Notes: Effective Learning Environments Observation Tool ™ (eleot™) The purpose of eleot is to identify observable evidence of classroom environments that are conducive to learning. The focus of the tool is to ensure that learners are engaging, acting, reacting and benefiting from various contexts or environments that should be evident in all effective learning settings. eleot™ focuses on student engagement not on what the teacher is doing. Focuses on observed student engagement in their learning environment Looks at patterns and trends, not individual classrooms Used as one piece of evidence (to corroborate other evidence regarding learning) Summary results are reported in Exit Report and External Review Report The eleot averages by the External Review Team are listed next to the AdvancED Network (AEN) score. The AEN score is the averages of eleot scores (classroom observations) from all of the schools across the AdvancED network across the country.
- #12 Notes This domain includes all of the Indicators from Standard 2 – Governance and Leadership, Standard 1 – Purpose and Direction and the Evaluative Criteria from Stakeholder Feedback Diagnostic. .
- #13 Notes List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
- #14 Notes List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
- #16 Notes This domain contains all of the Indicators for Standard 4 – Resources and Support Systems.
- #17 Notes List bullet points for Powerful Practices, Opportunities for Improvement, and Improvement Priorities on the chart. Remember that these are only the actions that fall under the Teaching and Assessing for Learning Domain. Stress that these actions will be further detailed in the written report that the institution will receive.
- #18 Notes The Balanced Accreditation process is reported as an Index of Education Quality. This slide illustrates the institution’s progress in each of the three categories and as an overall Index of Education Quality. The Evaluative Criteria are divided into three categories, Teaching and Learning Impact, Leadership Capacity, and Resource Utilization. The Index of Education Quality and it’s three categories provide the institution with a clear picture of their current reality and a roadmap toward excellence. There are 39 total criteria included in the IEQ, 21 of which are related to Teaching and Learning Impact, 11 related to Leadership Capacity, and 7 related to Resource Utilization. Our hope is that you will “drill down” into the individual indicators behind each of these scores to help you identify strengths you want to maintain, and to help you identify areas of improvement.
- #19 Notes This slide contains important information for the meeting with the head of the institution and whomever he/she designates to be included. It is important to share the AEN scores are obtained by averaging the scores received by institutions conducting and External Review during the previous school year. During the conversation it is customary to ask if there is anything in the Exit Report that might cause concern. This might be the case if the institution’s scores were lower than the AEN scores. Will announcing these results in a public meeting generate a negative impact upon the institution? This will also the first time the governing body (Board) will have seen the information. Often members of the media are also present. While the results generated by the External Review Team will not be changed, it is possible to omit sharing the scores in the public exit report. This allows the institution head to share the information with the governing body and stakeholders in a different setting. This is a decision that should be made jointly by the Lead Evaluator and the institution head. If that is the case, the next slide may be used to only share those scores generated by the External Review. The intent of the Exit report is to provide positive feedback, validation of the school’s efforts toward continuous improvement, and guidance in the next steps that will move the institution forward. Enter the IEQ scores for the institution generated by the Master Spreadsheet. Where do you compare? Using your IEQ score, we can calculate where your institution falls on the curve as compared to all systems in the AdvancED network. You need to understand the purpose is NOT to rank your institution, but rather to show where you are when we consider over 32,000 institutions in the AdvancED network.
- #20 Notes For too many years, institutions have been judged based upon disparate and unrelated summative data points that fail to paint an accurate, holistic review of the quality of an institution. The scores have been used to target schools for punitive interventions as opposed to providing a formative assessment that guides sustainable progress and improvement. In 2013, AdvancED introduced an innovative and state-of-the-art framework to measure institutional performance that offers a deeper understanding of organizational effectiveness. The Index of Education Quality™ (IEQ™) provides a holistic measure of an institution’s overall performance based on a comprehensive set of indicators and evaluative criteria. As a formative tool for improvement, it pinpoints areas of strength as well as those in need of support or focus.
- #21 Notes Reminder: All institutions that fall under the category of “continuing” accreditation will receive this recommendation. Only institutions new to AdvancED, and undergoing their initial External Review could receive a statement not recommending accreditation. The External Review Team can only report their findings and forward the recommendation to the Managing Office. The AdvancED Commission grants the actual accreditation.
- #22 Notes This slide details what the next steps for the institution will be. You might want to remind them that the steps the institution will take during the next two years will be detailed through a written plan developed in the ASSIST Goal Builder for their APR (Accreditation Progress Report).
- #23 Notes Express your thanks and appreciation to the institution for their hospitality and their efforts toward continuous improvement.