Myers Middle School Report

Jefferson County Public Schools Myers Middle School School Leadership Assessment Report
11/13/2011 - 11/18/2011
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School Leadership Assessment Executive Summary Myers Middle School Jefferson County Public Schools School District 11/13/2011 - 11/18/2011
David Bennett, Principal Introduction The Kentucky Department of Education conducted a school leadership assessment of Myers Middle School during the period of 11/13/2011 - 11/18/2011. Here are the most relevant facts and next step recommendations from the school leadership assessment. We have provided space for identifying the actions steps you will take, the timelines you will establish for those steps, and the person(s) for overseeing the action steps. We encourage you to ask your best people to prioritize bold, specific actions on aggressive timelines to improve student achievement as soon as practicable. School Deficiencies and Next Steps
1. Deficiency Next Steps The principal has not fostered a culture of respect among students and staff. The principal should engage all stakeholders in building a school community of respect and ownership in the success of all students. The principal should ensure consistent respectful behavior is exhibited by all members of the school community. The principal should ensure fair and consistent implementation of a schoolwide behavior management plan with expectations clearly communicated to all staff, students and parents. All staff members should ensure orderly classrooms, hallways and commons areas in order to provide a safe and positive learning environment. The principal and school council should develop tiered consequences for misbehavior that explores alternatives to suspensions and changes behavior patterns.
School Action Steps to Overcoming Obstacles Timeline/Person Responsible 2. Deficiency The principal has not clearly communicated a consistent schoolwide focus on high academic expectations to staff, parents and students.
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Next Steps
The principal should communicate clear, concise and explicit expectations for all staff to build capacity in the school community. The principal should ensure all staff members are consistently held accountable for non-negotiable expectations in their roles and responsibilities for student learning. The principal and school council should engage students, parents and staff in developing a community of support focused on high academic achievement. All stakeholders input should be sought and valued in decision making focused on student educational needs.
School Action Steps to Overcoming Obstacles Timeline/Person Responsible 3. Deficiency The principal has not ensured that teachers use rigorous, authentic standards-based instructional strategies to meet the unique needs of all students. Next Steps The principal should assure that classroom instruction is rigorous, relevant, engaging and motivating to meet the needs of a diverse student population. The principal should promote the expectation that teachers use assessment data to drive instruction. Teacher-designed assessment tasks should require students to use inquiry, problem-solving, and critical thinking skills at a proficient level. Principals should provide teachers with meaningful feedback regarding instructional and assessment practices that will close achievement gaps and maximize student learning. School Action Steps to Overcoming Obstacles Timeline/Person Responsible 4. Deficiency The principal has not effectively established a school organizational structure to maximize student achievement. Next Steps The principal should establish clear, formal processes for budget funds requests and allocations to support achievement. Requests and approval must be linked to goals and objectives of the school improvement plan. The principal and council should review the allocation of all funds to support classroom instruction including the allocation of staff needed for optimal school operation. All staffing decisions should be based on student academic needs. School day and class schedules should be reviewed through best practices research for middle level learners to allow for required and elective class choices for all students.
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School Action Steps to Overcoming Obstacles Timeline/Person Responsible 5. Deficiency The principal has not ensured the school council is fully functioning as the governing body of the school. Next Steps The principal should lead the council to ensure that it serves as the governing body of the school within the confines of the Kentucky Revised Statutes 160.345. The principal and council should ensure all required and best practice policies and bylaws are adopted. The principal should lead the council in developing and adopting policies that have clear procedures and are implemented and monitored with progress reports in a timely fashion. The principal should ensure all council committees are fully functioning. The principal and council should lead the school in achieving recommended goals in the areas of academic performance, learning environment and efficiency in attaining student proficiency.
School Action Steps to Overcoming Obstacles Timeline/Person Responsible 6. Deficiency The principal has not established processes to monitor school programs for effective implementation and desired impact on student achievement. Next Steps The principal should develop processes to monitor all school efforts. Meetings should be documented with agendas, sign-in sheets, minutes and next steps. All data should be analyzed for improvement of student achievement and behaviors. School improvement plans should be routinely monitored through data analysis and should guide how the school will improve student achievement, school culture and classroom instruction. Implementation and Impact checks should be used to monitor plan goals and objectives for their effectiveness towards improvement. All staff should be held accountable for improvement in student learning, discipline and engagement of parents in moving students toward learning expectations. School Action Steps to Overcoming Obstacles Timeline/Person Responsible
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Myers Middle School KDE 2011 School Leadership Assessment Report At-a-Glance The charts below indicate the percentage of indicators in each standard for the following four performance levels:
4- Exemplary level of development and implementation 3- Fully functional and operational level of development and implementation 2- Limited development or partial implementation 1- Little or no development and implementation
Standard 1 - Curriculum Total Indicators Assessed: 2 Standard 4 - School Culture Total Indicators Assessed: 7 Standard 7 - Leadership Total Indicators Assessed: 11
18%
4 4 3 2 1
18%
4 3 2 1
50%
50%
3 2 1
100%
64%
Standard 2 - Classroom Evaluation/Assessment Total Indicators Assessed: 3
Standard 5 - Student, Family and Community Support Total Indicators Assessed: 5
Standard 8 - School Organization and Fiscal Resources Total Indicators Assessed: 9
4 3 2 1
40%
4 3
44% 56%
3 2 1
60%
2 1
100%
Standard 3 - Instruction Total Indicators Assessed: 3
Standard 6 - Professional Growth, Development, and Evaluation Total Indicators Assessed: 10
Standard 9 - Comprehensive and Effective Planning Total Indicators Assessed: 8
20% 33%
4 3 2 4 3 2 1
13%
4 3 2 1
67%
80%
87%
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9 STANDARDS AND 88 INDICATORS FOR SCHOOL IMPROVEMENT - Jefferson County Public Schools - Myers Middle School
Standard - 1 - Academic Performance Curriculum 1.1a Curriculum is aligned. Academic Expectations, Core Content for Assessment, Transformations 1.1b District initiates, facilitates discussions among schools regarding curriculum standards 1.1c District initiates, facilitates discussions to eliminate unnecessary overlaps 1.1d Evidence of vertical communication, intentional focus on key curriculum transition points 1.1e School curriculum provides specific links to continuing education 1.1f Systematic process for monitoring, evaluating and reviewing curriculum 1.1g Curriculum provides access to a common academic core Standard - 4 - Learning Environment School Culture 4.1a Leadership support for a safe, orderly and equitable learning environment 4.1b Leadership creates experiences that all children can learn 4.1c Teachers hold high expectations for all students 4.1d Teachers, staff involved in decision-making processes regarding teaching and learning 4.1e Teachers accept their role in student success 4.1f School assigns staff...opportunities for ALL students 4.1g Teachers communicate regularly with families 4.1h Evidence that the teachers and staff care Standard - 7 - Efficiency Leadership 7.1a Leadership has developed and sustained a shared vision 7.1b Leadership decisions focused on student academic data 7.1c All administrators have a growth plan 7.1d Evidence that the leadership team disaggregates data 7.1e Leadership ensures all instructional staff...access to curriculum related materials 7.1f Leadership ensures that time is protected...instructional issues 7.1g Leadership plans and allocates resources 7.1h School/district leadership provides policy and resource infrastructure 7.1i Process for the development and the implementation of council policy 7.1j SBDM council has an intentional focus on student academic performance 7.1k Principal demonstrates leadership skills in academic performance, learning environment, efficiency Standard - 8 - Efficiency - School Organization and Fiscal Resources Organization of the School 8.1a School is organized...use of all available resources
4.1i 4.1j
4.1k
Multiple communication strategies...to all stakeholders Evidence that student achievement is highly valued The school/district provides support...needs of all students
Standard - 2 - Academic Performance Classroom Evaluation/Assessment 2.1a Classroom assessments frequent, rigorous, aligned with Kentucky's core content 2.1b Teachers collaborate in the design of authentic assessment 2.1c Students can articulate what is required to be proficient 2.1d Test scores are used to identify curriculum gaps 2.1e 2.1f 2.1g Assessments designed to provide feedback on student learning for instructional purposes Performance standards communicated, evident in classrooms, observable in student work Assessment and Accountability Program is coordinated by school and district leadership Samples of student work are analyzed
Standard - 5 - Learning Environment Student, Family and Community Support 5.1a Families and the community are active partners 5.1b All students have access to all the curriculum 5.1c 5.1d Reduce barriers to learning Students are provided opportunities to receive additional assistance School maintains an accurate student record system
8.1b 8.1c
8.1d 8.1e
5.1e
8.1f
All students have access to all the curriculum Staff are allocated based upon the learning needs of all students Staff makes efficient use of instructional time Staff...planning vertically and horizontally across content areas Schedule aligned with the school's mission
2.1h
Resource Allocation and Integration 8.2a Clearly defined process (in accordance with the school council allocation formula) 8.2b Budget reflects decisions directed by an assessment of need 8.2c Councils, school boards analyze funding and other resource requests 8.2d Resources are allocated and integrated to address student needs Standard - 6 - Learning Environment Professional Growth, Development, and Evaluation Professional Development 6.1a Support for the long-term professional growth of the individual staff members 6.1b The school has an intentional plan for building instructional capacity 6.1c Staff development priorities..alignment..goals for student performance 6.1d Plans for school improvement directly connect goals for student learning 6.1e Professional development is on-going and job-embedded 6.1f Professional development planning connect student achievement data Professional Growth and Evaluation 6.2a Clearly defined evaluation process 6.2b Leadership provides the fiscal resources for the appropriate professional growth 6.2c Employee evaluation and the individual professional growth plan to improve staff proficiency 6.2d A process of personnel evaluation which meets or exceeds standards set in statute 6.2e The school/district improvement plan identifies specific instructional leadership needs 6.2f Evaluation process to provide teachers..change behavior and instructional practice Standard - 9 - Efficiency - Comprehensive and Effective Planning Defining the School Vision, Mission, Beliefs 9.1a Collaborative process used to develop the vision, beliefs, mission Development of the Profile 9.2a Planning process involves collecting, managing and analyzing data 9.2b Use data for school improvement planning Defining Desired Results for Student Learning 9.3a School and district plans reflect learning research, expectations for student learning 9.3b Analyze their students' unique learning needs 9.3c Results for student learning are defined Analyzing Instructional and Organizational Effectiveness 9.4a Strengths and limitations are identified 9.4b Goals for building, strengthening capacity Development of the Improvement Plan 9.5a Steps for school improvement aligned with improvement goals 9.5b Plan identifies resources, timelines 9.5c 9.5d Evaluating the effectiveness of improvement plan Improvement plan is aligned with the school's profile, beliefs, mission, desired results Implementation and Documentation 9.6a Plan is implemented as developed
Standard - 3 - Academic Performance Instruction 3.1a Evidence that effective and varied instructional strategies are used in all classrooms 3.1b Instructional strategies and learning activities are aligned 3.1c Instructional strategies/activities are consistently monitored...diverse student population 3.1d Teachers demonstrate content knowledge 3.1e Evidence teachers incorporate the use of technology 3.1f Instructional resources are sufficient to deliver the curriculum 3.1g Teachers examine and discuss student work
3.1h
Homework is frequent and monitored, tied to instructional practice
Legend
Grey - No Assessment Made Green 4- Exemplary level of development and implementation Blue 3- Fully functional and operational level of development and implementation Black 2- Limited development or partial implementation Red 1- Little or no development and implementation
9.6b 9.6c
9.6d
School evaluates the degree to which it achieves the goals and objectives for student learning The school evaluates the degree to which it achieves the expected impact Evidence of attempts to sustain the commitment to continuous improvement
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Focus on Student Academic Performance

The school leadership assessment report contains many important findings the school should consider. It will be the task of school leadership to read and prioritize the results from this report to plan for improving student performance. To ensure that the implications of this report and the recommendations are understood and implemented, the following additional actions should be taken: Disseminate the findings and recommendations of this report broadly to constituents for discussion to aid in determining priorities for planning. Use the report for learning, reflection and action. Build greater understanding of new approaches to professional development and address the ways that the school community will have to work differently to improve instruction. Acknowledge and address the fact that not all current practice provides adequate opportunity for the school staff to carry out the new demands of their work, to analyze data and diagnose student needs, to determine the efficacy of their own practice, to align their instruction to new curriculum standards and to collaborate regularly with peers.
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Kentucky Department of Education School Leadership Assessment Summary Report
Myers Middle School

Jefferson County Public Schools School District 11/13/2011 - 11/18/2011
Introduction
The Kentucky Department of Education conducted a school leadership assessment of Myers Middle School during the period of 11/13/2011 - 11/18/2011. The school leadership assessment team activities included a review of the documents collected for the school portfolio and profile; classroom observations (89) and formal interviews and informal discussions with teachers (60), students (62), parents (15), Family Resource/Youth Services Center staff members (1), central office personnell (7), support staff members (21), (the) assistant principal/s (3), (the) counselor/s (2) community members (7),SBDM members (5) the principal and the principal intern. The school leadership assessment team utilized the Standards and Indicators for School Improvement, The Missing Piece of the Proficiency Puzzle, classroom observations, stakeholder interviews and a portfolio of school records during this visit. All collected data were considered in the development of the report. The specific findings and recommendations are organized under the headings of Academic Performance, Learning Environment and Efficiency. Each of the nine standards for success in Kentucky schools and districts is addressed in the following pages. The chairperson of the team was Bill R. Morgan - University Instructor.The other team members were Margaret K. Dotson - District Adminstrator, Sheree W. Thompson - Teacher, Nancy Jones Satterfield District Administrator, Margaret Cleveland - Parent, Linda M. Handley - Educational Recovery Leader, Jack B. Musgrave - Principal, Carolyn Sholar - Principal, Carol McKee - District Specialist
Academic Performance
The following Academic Performance Standards address curriculum, classroom evaluation/assessment and instruction. Standard 1: The school develops and implements a curriculum that is rigorous, intentional, and aligned to state and local standards. Standard 2: The school utilizes multiple evaluation and assessment strategies to continuously monitor and modify instruction to meet student needs and support proficient student work. Standard 3: The school's instructional program actively engages all students by using effective, varied, and research-based practices to improve student performance.
Learning Environment
The following Learning Environment Standards address school culture; student, family, and community support; and professional growth, development and evaluation. Standard 4: The school/district functions as an effective learning community and supports a climate conducive to performance excellence. Standard 5: The school/district works with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and development needs of students. Standard 6: The school/district provides research-based, results driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning.
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Efficiency
The following Efficiency Standards address leadership, school structure and resources, and comprehensive and effective planning.
Standard 7: School/district instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. Standard 8: The organization of the school/district maximizes use of time, all available space and other resources to maximize teaching and learning and support high student and staff performance.
Standard 9: The school/district develops, implements and evaluates a comprehensive school improvement plan that communicates a clear purpose, direction and action plan focused on teaching and learning.
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Myers Middle School

Summary Findings in: Academic Performance Standard 1 Curriculum
Findings For This Standard Are Based On: Review of classroom assessments, classroom assignments, comprehensive school improvement plan, course syllabi, curriculum documents, curriculum maps, Implementation and Impact Checks, Kentucky Performance Report disaggregated data, Kentucky's Core Content for Assessment, lesson plans/units of study, list of cocurricular offerings, master school schedule, samples of classroom assessments, school council meeting agenda and minutes, school council policies and bylaws and student work Interviews with classified staff, counselor, curriculum resource specialist, teachers and data resource person Observations of classrooms and computer lab
Performance Rating
1.1f
There is in place a systematic process for monitoring, evaluating and reviewing the curriculum. School council adopted the Curriculum Development and Implementation Policy # 16, April 20, 2009 that requires the curriculum committee to develop or update the school improvement plan as a venue to monitor, evaluate and revise the curriculum. The policy requires all teachers to use curriculum documents (e.g., Kentucky Core Academic Standards, Program of Studies, Core Content 4.1) to deliver content and skills to assist students in mastering the curriculum. The principal has not established a systematic monitoring process to ensure that all teachers deliver the required curriculum. New assessment data is not always used as a means to revise the curriculum. School leadership provides some monitoring of the use of district developed curriculum documents and pacing guides.
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Myers Middle School

Performance Rating
1.1d
There is evidence of vertical communication with an intentional focus on key curriculum transition points within grade configurations (e.g., from primary to middle and middle to high). The principal does not facilitate discussions among teachers at feeder schools to identify and address key curriculum transition points from elementary to middle and from middle to high school. The principal has not established a process to ensure curricular transition points are communicated. The newly revised school improvement plan states district resource teachers will help classroom teachers align their teaching with what is being taught in the fifth and eighth grade curriculum. The plan emphasizes that conversations between transition schools will be encouraged.
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Myers Middle School

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Myers Middle School

Summary of recommendations in: Standard 1 Curriculum
The principal should establish a systematic monitoring process to ensure all teachers are teaching the required curriculum (e.g., Kentucky Core Academic Standards, Kentucky Core Content 4.1, Program of Studies). School leadership should use assessment data to drive changes in the curriculum, classroom instruction, and the revision of the school improvement plan. School leadership should conduct regular implementation and impact checks to determine the effectiveness of the curriculum on student achievement. The principal should develop a plan to systematically and routinely facilitate staff discussions and reviews of key curriculum transition points from elementary to middle and from middle to high school to ensure successful curricular transition points are understood and implemented. This plan should be included in the comprehensive school improvement plan and monitored frequently by school leadership.
Resources:
Individual Learning Plans. (Available from the Kentucky Department of Education, 500 Mero Street, Frankfort, KY 40601). www.education.ky.gov (type ILP in the search box)
Jacobs, H. H. (2004). Getting Results with Curriculum Mapping. Alexandria, VA: Association for Supervision and Curriculum Development. OShea, Mark R. (2005). From Standards to Success. Alexandria: VA: Association for Supervision and Curriculum Development. Standards-Based Curriculum Development Manual. (Available from the Kentucky Department of Education, 500 Mero Street, Frankfort, KY 40601). Kentucky Core Academic Standards Quality Core @ ACT.org.
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Myers Middle School

Summary Findings in: Academic Performance Standard 2 Classroom Evaluation/Assessment
Findings For This Standard Are Based On: Review of bulletin boards, exhibits and displays, class rosters, classroom assessments, classroom assignments, classroom displays, committee meeting minutes and agenda, comprehensive school improvement plan, course syllabi, curriculum documents, curriculum maps, examples of school to home communications, faculty meeting agenda, Individual Learning Plans, individual professional growth plans, Kentucky Performance Report disaggregated data, Kentucky's Core Content for Assessment, lesson plans/units of study, master school schedule, professional development records, roster of teaching assignments, rubrics, samples of classroom assessments, samples of student work products, samples of written correspondence to staff/stakeholders, school council meeting agenda and minutes, school council policies and bylaws, school mission, belief and vision statements, school newsletter, School Report Card data, student work, trophy cases and videos of student performances Interviews with assistant principal, central office staff, counselor, district leadership, parents, principal, school leadership, students, superintendent and teachers Observations of cafeteria, classrooms, common areas, computer lab, hallways, media center and outdoor areas
Performance Rating
2.1a
Classroom assessments of student learning are frequent, rigorous and aligned with Kentucky's core content. The principal collaborates with other school leadership to ensure required district-developed common assessments (e.g., Reading Proficiency Assessment, Math Proficiency Assessment, Science Proficiency Assessment, Social Studies Proficiency Assessment) aligned with Kentuckys Core Content or Kentuckys Core Academic Standards are administered in classrooms regularly, usually every six weeks. The principal, school leadership team and teachers review the results of student progress on these common assessments frequently using the Classroom Assessment System Community Access Dashboard for Education. Results of these assessments are used to identify intervention strategies to be used with students who did not master standards. Principals monitor some teacher-made assessments through reviewing evidence binders during walkthrough observations and conducting regular lesson plan checks. Principals have not always provided consistent, in-depth feedback to teachers to ensure formative and summative assessments are rigorous and authentic and challenge students to apply higher-order thinking skills at a proficient level. The principal and school leadership team have designed and implemented a Thinking Practice class
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Myers Middle School

Performance Rating
into the daily schedule that focuses on test taking and thinking skills (e.g., compare and contrast, content vocabulary, problem-solving) to better prepare students for testing and increase their awareness of expectations for proficiency.
2.1d
Test scores are used to identify curriculum gaps. School leadership discussed the results of the Kentucky Core Content Test and No Child Left Behind with school council members at the October 3, 2011 council meeting. Department chairpersons led a Red Flag, Green Flag analysis of assessment data (e.g., Interim Performance Report, No Child Left Behind) in their respective content area groups. Staff members noted areas where students had performed well and areas that were deficient. Department chairpersons compiled an Interim Performance form focused on: What did we find? What reasons (causes and contributing factors) may exist for scores? Where do we go from here in curriculum, instruction and assessment? Core content area teams developed next steps that could close curricular gaps. The principal designated department chairs to share findings with the total faculty. Principals have not always monitored the implementation of these next steps in making necessary modifications or revisions in the curriculum to meet student needs and improve student achievement. Teachers periodically analyze various assessment data (e.g., Scholastic Reading Inventory, Classroom Access System Community Access Dashboard for Education Results) during team and department meetings to determine student placement and monitor student progress. The principal has not ensured that the analysis of assessment data is used to close curricular gaps or transform assessment and instructional practices in all classrooms.
2.1f
Performance standards are clearly communicated, evident in classrooms and observable in student work. The principal articulates the expectation that teachers share rubrics and make students aware of expectations of performance level descriptions prior to assessment tasks. This practice is monitored primarily through reviewing assessments in teacher binders and teacher demonstrations during walkthrough observations. Principals have not ensured that evidence binders contain rubrics for teacher-made assessments. Many classrooms displayed models of student work with accompanying rubrics. Posted rubrics did not always explicitly define specific and descriptive criteria needed for proficiency that would enable students to understand the expectations of quality work. Student work displayed did not always correlate with proficiency of state
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Myers Middle School

Performance Rating
performance level descriptions. Models of teacher-developed examples of proficiency are seldom posted in classrooms for student reference. School leadership encourages teachers to show samples or models of proficient work during instruction to guide students in understanding the characteristics of quality performances. Most teachers design assessment tasks that enable students to demonstrate mastery of a standard or permit students to complete upgrades or redos when a standard has not been met according to performance level descriptions.
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Myers Middle School

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Myers Middle School

Summary of recommendations in: Standard 2
Classroom Evaluation/Assessment
The principal should develop a consistent schoolwide process to regularly monitor teacher-made assessments to ensure they are rigorous and authentic and challenge students to use critical thinking and problem-solving skills at high levels. All principals should provide teachers with meaningful feedback regarding assessments that will enable them to develop tasks that are rigorous, relevant and authentic. The principal should ensure that multiple sources of data are analyzed by staff and the school council to monitor student progress and identify curricular gaps. The principal should establish a process to ensure assessment data is used to transform instructional practices to meet the needs of all students.
Resources:
Marzano, R. J., Pickering, D. J. & Pollock, J. E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Tomlinson, C. A. (2001). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development.
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Myers Middle School

Summary Findings in: Academic Performance Standard 3 Instruction
Findings For This Standard Are Based On: Review of bulletin boards, exhibits and displays, classroom assessments, classroom assignments, classroom displays, committee meeting minutes and agenda, course syllabi, curriculum documents, curriculum maps, faculty meeting agenda, individual professional growth plans, Kentucky Performance Report disaggregated data, Kentucky's Core Content for Assessment, lesson plans/units of study, master school schedule, needs assessment data, professional development records, professional resource materials, rubrics, samples of classroom assessments, samples of student work products, Software Technology, Incorporated reports, staff development agenda, student homework with teacher feedback, student work, student/teacher ratio, teacher portfolios, textbook/instructional resources purchasing plans and videos of student performances Interviews with assistant principal, classified staff, community members, parents, school leadership, students, superintendent and teachers Observations of cafeteria, classrooms, common areas, computer lab, hallways and media center
Performance Rating
3.1b
Instructional strategies and learning activities are aligned with the district, school and state learning goals and assessment expectations for student learning. District leadership provides pacing guides that are aligned to school and state learning goals are available for teachers to use in designing instruction. The district provides assessments (e.g., reading and math diagnostic assessments, reading, math, science, social studies proficiency assessments) which are aligned with state standards. The principal requires all teachers to submit weekly lesson plans to their designated administrator who is responsible for providing feedback pertaining to the lessons. The feedback does not always ensure teachers differentiate instruction to accommodate students unique learning needs. Some instructional strategies and learning activities are embedded in instructional programs (e.g., Read 180, Success Maker, Do the Math, Read Write Workshop). Instructional programs are reviewed by district personnel to ensure alignment with district, school and state goals. Principals require teachers to display learning targets to identify the curriculum standards being taught in their lessons. Teachers sometimes develop learning tasks similar to those on state assessments but do not always provide opportunities for students to demonstrate learning in a rigorous, authentic learning environment. Teachers do not regularly use formative assessments or reflection as tools to inform and modify instructional
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Myers Middle School

Performance Rating
practices.
3.1e
There is evidence that teachers incorporate the use of technology in their classrooms. School council Technology Utilization, State Standards, and Program Appraisal Policy #12 was adopted April, 2009. The policy does not address the effective use of technology for teaching and learning. The principal has not implemented procedures that define and evaluate the effective use or the impact of technology on instruction and student performance. Some teachers have a variety of instructional resources (e.g., document cameras, liquid crystal display projectors, SmartBoards, Interactive Response System student responders) to support instruction. The school has two computer labs and a few computers in classrooms available for student use; however, the building is not equipped for a wireless network to allow expansion of technology utilization. Some teachers incorporate technology (e.g., PowerPoint, Inside Teaching Resources) into their lessons and provide limited student centered activities (e.g., presentations, power points, web-based research).
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Myers Middle School

Performance Rating
3.1a
There is evidence that effective and varied instructional strategies are used in all classrooms. The school council has Instructional Practices Policy #9, adopted April, 2009, to guide classroom instruction. The policy states the Curriculum and Professional Development Committee shall be responsible for recommending guidelines to the council regarding instructional practices (e.g., cooperative learning, flexible grouping, integration of technology, red flag analysis, next steps from departments indicating instructional strategies that are working). The committee will be responsible for providing oral and written reports related to classrooms use of these instructional practices and the effects on student achievements as needed. The principal has not established this committee at this time. Classroom instruction is mostly textbook-driven and teacher-directed rather than student-centered. Teachers rarely design instructional practices for motivating students to learn and challenge students to think at high levels. Disruptive behavior often interferes with classroom instruction and inhibits student learning. School leadership is training teachers to use the Characteristics of Highly Effective Teaching and Learning program from the Kentucky Department of Education. This program creates a common point of reference for discussing effective practices in teaching and learning in an exemplary instructional environment. The principal has not implemented procedures to ensure this training is leading to instructional practices that are rigorous, research-based, and promote higher order thinking. School leadership conducts walkthrough observations; however, the feedback does not always ensure that teachers plan and use effective and varied instructional practices.
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Summary of recommendations in: Standard 3 Instruction
School leadership should develop and implement a plan to improve the delivery of varied instructional strategies (e.g., inquiry, cooperative learning, learning styles, flexible groupings of students, rubrics, higher-level questions) to ensure instruction is student-centered, rigorous, and addresses the learning needs of all students. This plan should include a systematic and comprehensive process to monitor and document instructional practices to ensure the accountability of all staff. School council should review and revise the instructional policy to ensure varied instructional practices (e.g., learning styles, cooperative learning groups, differentiation, inquiry-based learning) are used by all teachers. The principal should ensure the policy is implemented and monitored for effective teaching. School council should review and revise the technology policy to address both teacher and student usage of technology for enhancing learning in classrooms. The principal should ensure the policy is implemented and monitored to support teaching and learning. The building should be updated to accommodate expanding technology (e.g., cabling, wireless, telecommunications and visual systems) to provide equitable opportunities (e.g., mobile computer labs, iPads, eReaders) for all students to extend and enhance learning.
Resources:
Gay, G, and Banks, J. A. (2000). Culturally Responsive Teaching: Theory, Research and Practice. NewYork, NY: Teachers College Press. Gurian, M. & Hensley, P. (2002). Boys and Girls Learn Differently! San Francisco, CA: Jossey-Bass. ISBN: 0787964859 Marzano, R. J. (2003). What works in Schools: Translating Research into Action. Alexandria, VA: Association of Supervision and Curriculum Development. Silver, H., Strong, R.W. & Perini, M.J. (2000). So Each May Learn. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0871203871 Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: Association for Supervision & Curriculum Development. ISBN: 0871205122
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Myers Middle School

Summary Findings in: Learning Environment Standard 4 School Culture
Findings For This Standard Are Based On: Review of brochures, pamphlets, bulletin boards, exhibits and displays, class rosters, classroom assessments, classroom assignments, classroom displays, comprehensive school improvement plan, facility inspection reports, facility work orders, master school schedule, newspaper clippings/press releases, roster of teaching assignments, samples of classroom assessments, samples of student work products, samples of written correspondence to staff/stakeholders, school council meeting agenda and minutes, school council policies and bylaws, school mission, belief and vision statements, school newsletter, school visitors register, school Web pages, school/district safety plan, student discipline reports, student handbook, student/parent/staff handbooks, videos of student performances, yearbooks and interim performance report TELL Survey Comprenhensive School Survey Interviews with assistant principal, classified staff, counselor, Family Resource/Youth Services Center personnel, parents, principal, school council members, school leadership, students, superintendent and security guard Observations of cafeteria, classrooms, common areas, computer lab, hallways, media center and outdoor areas
Performance Rating
4.1a
There is leadership support for a safe, orderly and equitable learning environment (e.g., culture audits/school opinion surveys). School and district leadership has ensured the facility is clean and well maintained. School leadership keeps doors locked for safety. Visitors must enter through the office and are required to sign the visitors log. A security camera is used to monitor the front entrance. District leadership provides a comprehensive safety plan for school leadership to implement. School leadership has not implemented a school wide discipline plan to address classroom disruptions and disorderly common areas. The principal has not ensured consistent behavior management strategies are in place to support a safe and orderly learning environment. Teachers receive frequent phone calls during class time to address student management issues (e.g., dismissal of students, location of students). Learning environment surveys (e.g., Teaching Empowering Leading Learning survey, district comprehensive school survey) are completed; however, the data is not always intentionally used to inform decisions on teaching and learning.
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Myers Middle School

Performance Rating
4.1b
Leadership creates experiences that foster the belief that all children can learn at high levels in order to motivate staff to produce continuous improvement in student learning. The principal shares a commitment of high expectations for all students. The principal has not put this commitment into practice (e.g., inconsistent behavior management, lack of rigor in instruction). Youth Service Center director, school leadership and teachers have provided learning experiences (e.g., Math and Science Night, parent teacher conferences in satellite enrollment areas) for family members. The principal has provided some opportunities (e.g., team meetings, grade level meetings, department meetings) for sharing teaching strategies among peers. School leadership has provided few opportunities for school staff members to observe successful teaching and learning in schools with similar demographics. The principal has not implemented consistent strategies (e.g., school wide behavior management plan, engagement of all stakeholders in decision making) to sustain a focus on continuous improvement in student learning.
4.1d
Teachers and non-teaching staff are involved in both formal and informal decision-making processes regarding teaching and learning. The principal emphasizes to all staff members the integral part each plays in the success of students. The principal uses the school motto We are Home to enforce the significance of all teaching and non-teaching staff members roles in removing barriers to learning. The principal does not have a formal process to ensure all staff members are involved in decision making that impacts teaching and learning.
4.1f
The school intentionally assigns staff to maximize opportunities for ALL students to have access to the staff's instructional strengths. The school council has adopted Assignment of Students to Classes and Programs within the School Policy #2, June 9, 2009. The principal has not ensured procedures are in place and monitored for compliance with the policy. Counselors reconfigured students schedules over Labor Day weekend following evaluation of individual test data. Some student placements were adjusted to match individual student tests scores with appropriate course levels; however, all students placements were not adjusted (e.g., available space in class, parent requests) as data deemed appropriate. The principal assigns most teachers according to subject area knowledge and background. School leadership reevaluates and changes some intervention student
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groupings following periodic collections of assessment data.
4.1i
Multiple communication strategies and contexts are used for the dissemination of information to all stakeholders. The principal has not developed a comprehensive communication plan. School leadership uses communication tools (e.g., newsletters, web page, articles) to inform and disseminate information. The principal has not integrated communication strategies (e.g., two way communication, input opportunities for stakeholders) to ensure collaboration and engagement of all stakeholders into a community focused on student achievement. Some individual staff members initiate two way communications.
4.1j
There is evidence that student achievement is highly valued and publicly celebrated (e.g., displays of student work, assemblies). School leadership recognizes and celebrates student achievements (e.g., publications, school broadcasts, web page, daily announcements, displays of student work). The principal does not always engage all stakeholders in student celebrations and recognitions.
4.1k
The school/district provides support for the physical, cultural, socio-economic, and intellectual needs of all students, which reflects a commitment to equity and an appreciation of diversity. School and district leadership has provided professional development opportunities in cultural responsiveness. School leadership collaborated with the Youth Service Center director to hold parent teacher conferences at the students satellite area. School leadership arranged a bus tour for teachers of students resides and satellite areas to increase awareness of cultural differences. The principal implements district Community Autonomy Relationship Empowerment curriculum through daily instructional schedule. The principal has not ensured all teachers incorporate cultural responsive initiatives into instructional practices. District leadership recruits to attract diverse, highly qualified personnel. School leadership receives teacher applications from the district pool of candidates.
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Summary of recommendations in: Standard 4 School Culture
The principal should develop procedures (e.g., behavior management, communication, instructional) to ensure cultural responsive strategies become fundamental tools in building a school community based on respect and support among stakeholders. The principal should ensure high academic and behavior expectations by all staff drive continuous improvement. The principal should ensure a school wide behavior management plan is implemented consistently. All staff, students and parents should be made aware of expectations and consequences defined in the plan. School leadership should monitor classrooms, common areas and instructional practices for consistent implementation of the behavior management plan with an intentional focus on high expectations. The principal should ensure staff is provided the opportunity to observe successful instructional strategies in schools with similar demographics. The principal should develop a comprehensive communication plan. Procedures should be developed to define responsibilities for communication among and between stakeholders. The principal should ensure communication is timely and designed to engage two way communications and to foster a community of stakeholders focused on continuous school improvement. The principal should ensure communication builds support among the community of stakeholders in recognizing and celebrating student success. The principal should pursue the installation of additional security cameras to continuously monitor areas (e.g., stairwells, parking lot, hallways, commons areas) throughout the school day. The principal should develop procedures to ensure successful implementation of the council policy on student assignment. Procedures should include flexibility for grouping and regrouping based on data and instructional needs of students.
Resources:
DuFour, R., DuFour, R. & Eaker, R. (2004). Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn. Bloomington, IN: National Educational Service. ISBN 1932127283
Schlechty, P. (2001). Shaking Up the School House. San Francisco, CA: Jossey-Bass.
Whitaker, T., Whitaker, B. & Lumpa, D. (2000). Motivating & Inspiring Teachers: The Educational Leaders Guide for Building Staff Morale. Larchmont, NY: Eye on Education. ISBN: 1-883001-99-4.
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Zmuda, A., Kuklis, R. & Kline, E. (2004). Transforming Schools, Creating a Culture of Continuous Improvement, Alexandria, VA: Association for Supervision and Curriculum Development.
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Summary Findings in: Learning Environment Standard 5 Student, Family and Community Support
Findings For This Standard Are Based On: Review of brochures, pamphlets, bulletin boards, exhibits and displays, classroom assessments, classroom assignments, classroom displays, committee meeting minutes and agenda, community involvement programs, comprehensive school improvement plan, curriculum maps, documentation of referrals to health and social services, Extended School Services program overview and data, Family Resource Youth Services Center advisory council/subcommittee meeting minutes, Family Resource Youth Services Center documentation, Individual Learning Plans, Infinite Campus Reports, Kentucky Performance Report disaggregated data, lesson plans/units of study, list of co-curricular offerings, master school schedule, rubrics, samples of student work products, schedule for co-curricular offerings, school budget and allocations, school council meeting agenda and minutes, school council policies and bylaws, school guidance plan, school visitors register, student academic records, student handbook, student work, teacher portfolios, Title 1 program plan and trophy cases Interviews with classified staff, counselor, Extended School Services director/staff, Family Resource/Youth Services Center personnel, school leadership, students, superintendent and teachers Observations of classrooms, computer lab and hallways
Performance Rating
5.1a
Families and the community are active partners in the educational process and work together with the school district staff to promote programs and services for all students. The school council by-laws revised 2009 identifies standing committees and the process for recruiting members from all stakeholders to serve on these committees. However, the principal and council have not implemented a fully functioning committee structure. The principal identifies the Instructional Leadership Team as the decision making body for the school. School leadership has implemented a Student Intervention Team and Myers Service Team to assist struggling students and provide services to reduce barriers to learning. Youth Services Center and Community School directors make many connections with families (e.g., Family Education Night, Toyota Family Literacy, Sixth Grade Transition Camp). The principal has not implemented formal procedures to address parent complaints, concerns and suggestions. These needs are addressed through phone calls, emails and parent conferences. Youth Services Center director partners with local agencies (e.g., Neighborhood Place, Seven Counties Mental Health Services, Saint George Community Center, area ministries, Sons of Issachar, Hispanic
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Achievers) to support the needs of children and families. School leadership informs parents and students of rules used to address student absences through documents (i.e., Jefferson County Public Schools Code of Acceptable Behavior and Discipline, Attendance Counts at Myers Middle School) included in enrollment packets. Parents are asked to sign and return these forms. The attendance clerk monitors student attendance. The truancy diversion committee meets with students with attendance issues to discuss concerns. School leadership has implemented services from AMERICorp and Positive Support Teacher to reduce truancy issues. 5.1c The school/district provides organizational structures and supports instructional practices to reduce barriers to learning. The principal has not ensured all staff members are trained to identify students with special learning needs or behavior problems. The student intervention team meets to discuss students struggling academically, emotionally and behaviorally. The data coach provides data to identify appropriate placement for academic and behavior interventions. The principal has implemented written referral forms to use when referring students for guidance and Youth Services Center services; however, phone calls or emails are the basis of most referrals. Youth Services Center director refers students for health and social services. The guidance counselors review transcripts and infinite campus reports to determine academic placement for students who transfer into the school. Youth Services Center director provides supplies and needed services for these students. Student Intervention Team and Myers Services Team have been developed to assist in meeting the academic and behavior needs of students. 5.1e The school maintains an accurate student record system that provides timely information pertinent to the student's academic and educational development. School leadership and records clerk comply with board policy and procedures for the maintenance, security and quality of student records. All student records are maintained in locked cabinets in the records clerks office. The records clerk ensures procedures are followed when records are accessed. The records clerk reviews health records for compliance. Infinite Campus is used to maintain student attendance, academic and medical records. Guidance counselors through the language arts department develops and updates individual learning plans annually according to benchmarks and timelines. Guidance counselors have brochures to send home to inform parents of what the individual learning plan is and how to access their childs
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plan.
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5.1b
Structures are in place to ensure that all students have access to all the curriculum (e.g., school guidance, Family Resource/Youth Service Centers, Extended School Services). The principal has implemented a written referral form to use when referring students for guidance and Youth Services Center services. However, most staff members use personal contact (e.g., phone calls, emails) to refer students for these services. Guidance counselors have students sign in and the counselors list the reason for the visit when providing services. Guidance counselors have developed Myers Middle School Comprehensive Counseling Program Delivery of Services Plan outlining support services available for students. School leadership uses various assessment data (e.g., Interim Performance Report, Iowa Test of Basic Skills, Scholastic Reading Inventory) for student placement in reading and math intervention programs. School leadership has not implemented Extended School Services or credit recovery intervention programs. The principal allocates Title I monies to fund additional staff. Youth Services Center director collaborates with community agencies (e.g., Supplemental Education Services, Neighborhood Place, St. George Community Center, Family Recovery) to reduce barriers to learning.
5.1d
Students are provided with a variety of opportunities to receive additional assistance to support their learning, beyond the initial classroom instruction. The principal has not established written procedures to assist students transitioning back to school from other settings (e.g., alternative program, home school, hospitalization). Assistant principals meet with students and parents when returning to the regular classroom to discuss concerns. Youth Services Center director has implemented the Rebound Program to set goals for students returning to school from suspension. Students are provided some opportunities (e.g., math and reading tiered intervention classes, Supplemental Education Services, community education) for additional assistance to support their learning beyond the regular classroom. School leadership supports some instructional organizational structures and programs (e.g., advanced placement classes, Thinking Practice class, Success Maker, Read 180, Do the Math) to enhance student learning. Students are provided co-curricular opportunities (e.g., band, orchestra, chorus, broadcasting, Spanish) to support learning.
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Student, Family and Community Support
The principal and school council should review by-laws concerning standing committees and comply by implementing these committees as stated. The principal and school council should ensure representation of all stakeholders on each committee. The principal should ensure that Extended School Services and course recovery intervention programs are implemented in a timely manner to support student learning needs.
Resources:
Barr, R. & Parrett, W. (2006). The Kids Left Behind. Bloomington, IN: Solution Tree. Marzano, R. (2003). What Works in Schools. Alexandra, VA: Association for Supervision and Curriculum Development. Pearson, S. S. (2002). Finding Common Ground: Service-Learning and Education Reform-A Survey of 28 Leading School Reform Models. Washington, D. C.:American Youth Policy Forum Publications Department.
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Summary Findings in: Learning Environment Standard 6 Professional Growth, Development, and Evaluation
Findings For This Standard Are Based On: Review of certified personnel evaluation plan and process, classroom assessments, classroom assignments, classroom displays, committee meeting minutes and agenda, committee rosters, community involvement programs, comprehensive district improvement plan, district Effective Instructional Leadership Act records (EILA), district personnel evaluation system and documentation of implementation, facility inspection reports, faculty meeting agenda, Family Resource Youth Services Center advisory council/subcommittee meeting minutes, Implementation and Impact Checks, job descriptions, Kentucky Performance Report disaggregated data, Local Educator Assignment Data Report (LEAD), master school schedule, needs assessment data, notes from parent conferences, professional development records, protocols for analyzing student work, records of teacher certification/experience, roster of teaching assignments, rubrics, samples of classroom assessments, samples of student work products, school budget and allocations, school visitors register, staff development agenda, staff extra-duty schedule, state statute and regulation and Title 1 program plan Interviews with assistant principal, assistant superintendent(s), central office staff, classified staff, counselor, district leadership, parents, students, teachers and volunteers Observations of classrooms, common areas, hallways, media center and outdoor areas
Performance Rating
6.1a
There is evidence of support for the long-term professional growth needs of the individual staff members. This includes both instructional and leadership growth. All teachers were required to participate in twenty-four hours of non-flexible professional development during four planned professional development days established by the district. A variety of middle school specific improvement trainings (e.g., Magic in the Middle School, Community Autonomy Relationship Empowerment, Culturally Responsive Teaching, building community in teams, thinking practices in class, instructional focus) were provided on two of the four professional development days this year. Teachers at the school are provided time in the day and in the school calendar to accommodate professional growth plan needs beyond these days. District leadership provides flexible days in the school calendar for teachers who may have missed previous non-flexible professional development. School leadership provides opportunities for teachers to develop leadership skills (e.g., Instructional Leadership Team, content area department chair, discipline planning committee, Culture and Competence
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Team, school council). Classified staff receives district trainings (e.g., blood borne pathogens, safety in the workplace, special education compliance). District leadership provides the training and monitors attendance. 6.1c Staff development priorities are set in alignment with goals for student performance and the individual professional growth plans of staff. The current school improvement plan has sixteen professional development activities identified in the five components of the plan. Each of these professional development activities provides connections to the school goals for student learning and staff professional growth plans. The principal ensures an intentional instructional focus occurs between professional development priorities and the professional growth plans identified through the evaluation process. 6.1e Professional development is on-going and job-embedded. Professional development trainings (e.g., highly effective teaching and learning strategies, technology usage to enhance instruction and student learning, live scoring on open response questions, Kentucky Core Academic Standards) are based on continuity from previous years. School leadership provides embedded professional development sessions to assist teachers with strategies to enhance their classroom practices. School leadership has initiated embedded professional development for all teams in using data effectively.
6.1f
Professional development planning shows a direct connection to an analysis of student achievement data. School leadership reviews several sources of student achievement data (e.g., No Child Left Behind, Interim Performance Report, Scholastic Reading Inventory) for the purpose of determining professional development (e.g. math and literacy strategies, use of math software). School leadership has monitoring systems (e.g., walkthrough observations, data from district math and reading results using Classroom Assessment System and Community Access Dashboard for Education, suspension referral, attendance) to analyze the impact of current and past professional development on classroom instruction and student achievement. The school leadership will use the data for ongoing resource allocations.
6.2a
The school/district provides a clearly defined evaluation process.

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School leadership follows district policies that clearly define the evaluation process which meets all state requirements for the evaluation of certified personnel. The principal conducted an orientation to discuss the district certified evaluation plan with the entire faculty on August 12, 2011.
6.2b
Leadership provides the fiscal resources for the appropriate professional growth and development of certified staff based on identified needs. School leadership ensures there are intentional connections between the professional development needs of teachers and the activities and strategies of the school improvement plan. Title 1 resource allocations provide funding for professional development. The principal allocates other fiscal resources for professional development through School Improvement Grant funds. The principal has expended thirty- five percent of the 2011-12 allocated professional development funds.
6.2c
The school/district effectively uses the employee evaluation and the individual professional growth plan to improve staff proficiency. Principals intentionally use the evaluation process and professional growth plans to meet identified goals and objectives to improve proficiency of the whole staff. Pincipals follow procedures outlined in the board of education evaluation plan. Individual growth plans are collaboratively developed with the evaluator and include individual growth needs and are connected to activities in the school improvement plan. Principals have a summative conference at the end of each school year with teachers to discuss growth targets met and to set professional growth targets for the next year.
6.2d
Leadership provides and implements a process of personnel evaluation which meets or exceeds standards set in statute and regulation. District leadership developed the current certified evaluation plan. The plan was approved by the board of education and meets all requirements of the state statutes and regulations. Principals utilize the procedures outlined in the plan for the evaluation of all certified staff.
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6.1b
The school has an intentional plan for building instructional capacity through on-going professional development. School council does not have a professional development policy.The principal has not established a professional development committee to facilitate a collaborative process to develop and implement a multi-year plan that includes job-embedded activities. The principal facilitates school improvement planning discussions during faculty meetings. School improvement plan component managers are responsible for identifying professional development needs and new activities and collecting activity status results as part of the school improvement plan. School administrative leadership team collaborates in developing and implementing professional development within the school. School leadership monitors some job-embedded professional development to build on the previous school improvement plan to foster continuous growth and to build instructional capacity.
6.2f
Leadership uses the evaluation process to provide teachers with the follow-up and support to change behavior and instructional practice. The principal does not always ensure the evaluation plan is used to provide teachers with follow-up to support and change behavior and instructional practices. Principals follow procedures outlined in the evaluation plan and evaluate all staff according to designated timelines. Principals use formative evaluation meetings to provide feedback to teachers on progress toward professional growth targets. Principals use walkthrough observations to monitor the impact of professional growth plan goals on instructional practices.
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Professional Growth, Development, and Evaluation
The principal and school council should establish a professional development committee representing certified and classified staff to include each grade level and content area. The principal should lead the committee to ensure a professional development plan is developed collaboratively as a professional learning community. The principal should provide struggling teachers with guidance, professional development and support to make the desired changes in behavior and instructional practices. The principal should ensure the evaluation process is used effectively to foster improved classroom instruction and increase student achievement.
Resources:
DuFour, R. (2004). Whatever It Takes: How Professional Learning Communities Respond when Kids Don't Learn. Bloomington, IN: National Educational Service.
Maxwell, J. C. (1998). The 21 Irrefutable Laws of Leadership. Maxwell Motivation, Inc. Nashville, TN: Thomas Nelson Publishing. Reeves, D.V. (2006). The Learning Leader: How to Focus School Improvement for Better Results. Alexandria, VA: Association for Supervision & Curriculum Development.
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Summary Findings in: Efficiency Standard 7 Leadership
Findings For This Standard Are Based On: Review of brochures, pamphlets, categorical program financial reports, classroom assessments, classroom assignments, classroom displays, community involvement programs, course syllabi, curriculum documents, curriculum maps, documentation of parent contacts, examples of school to home communications, faculty meeting agenda, individual professional growth plans, Kentucky Performance Report disaggregated data, Kentucky's Core Content for Assessment, master school schedule, organizational charts, professional development records, professional resource materials, samples of classroom assessments, samples of student work products, samples of written correspondence to staff/stakeholders, school budget and allocations, school council meeting agenda and minutes, school council policies and bylaws, school newsletter, school procedures manual, School Report Card data, school Web pages, school/district safety plan, student handbook, trophy cases and videos of student performances Interviews with assistant principal, district leadership, parents, principal, school council members, school leadership, students, superintendent and teachers Observations of classrooms, common areas, hallways and media center
Performance Rating
7.1c
There is evidence that all administrators have a growth plan focused on the development of effective leadership skills. School administrators have current professional growth plans based on skills that will enhance their roles as leaders as well as promote student achievement and improve student behavior. Administrators collaboratively developed growth plans with their evaluators and the plans are reviewed and revised to maintain a focus on continuous growth.
7.1e
Leadership ensures all instructional staff have access to curriculum related materials and the training necessary to use curriculum and data resources relating to the learning goals for Kentucky public schools. The principal ensures all faculty members have online access and hard copies of state and district curriculum documents (e.g., Program of Studies, Core Content 4.1, Kentucky Core Academic Standards, district pacing guides). District leadership provided Kentucky Core Academic Standards documents to math and language arts teachers in summer, 2011. School leadership provides all new teachers with Kentucky Core Academic Standards binders and copies of other curriculum-related materials. Assistant principals meet with all new staff at the beginning of each year to ensure they
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have curriculum related resources and are trained to use them. The principal ensures resources (e.g., department chairpersons, team leaders, data coach, assessment coordinator, district resource staff, interventionists, embedded professional development) are available to provide assistance and training for staff on the use of curriculum materials and assessment data. School leadership ensures all teachers maintain instructional evidence binders and standards binders to assist in implementing the curriculum.
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Performance Rating
7.1a
Leadership has developed and sustained a shared vision. School leadership, in collaboration with the Cultural Competence Committee, Instructional Leadership Team and most school staff, reviewed and revised the schools mission statement in 2010 to include a component that reflects the cultural diversity of the school. Limited involvement was solicited from parents and community stakeholders. The mission statement is displayed on posters throughout the building and it appears on school documents, correspondence and publications. Leadership has not adopted formal vision or belief statements, but the principal articulates his vision for the school as one in which all students have the opportunity to learn at high levels in a safe and caring learning environment. He communicates his vision in the school motto We are Home to students, staff, parents and community stakeholders and uses the motto to guide decision making.
7.1b
Leadership decisions are focused on student academic performance and are data-driven and collaborative. School leadership facilitated the disaggregation of state assessment data (e.g., No Child Left Behind, Interim Performance Report) with the staff and shared the data with the school council following the release of assessment results. Department chairpersons led a red flag, green flag disaggregation of the assessment data to discuss achievement gaps. Content area department chairs completed an Interim Performance Report analysis and shared the results with the faculty. Leadership has recently provided a data coach to regularly collect, manage and analyze student performance data (e.g., Scholastic Reading Inventory, Iowa Test of Basic Skills, Reading Diagnostic Assessments, Math Diagnostic Assessments) to target students for Tier II and Tier III interventions in reading and math. The data coach regularly provides student performance reports to teachers for the purpose of determining the impact of targeted interventions on student achievement. Continuous analysis of student performance data has not always been used to inform academic decisions. The school council has limited involvement in the analysis of student performance data.
7.1d
There is evidence that the school/district leadership team disaggregates data for use in meeting the needs of a diverse population, communicates the information to school staff and incorporates the data systematically into school's plan. School leadership facilitated a departmental red flag, green flag analysis of
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state assessment data (e.g. No Child Left Behind, Interim Performance Report) to determine learning gaps in student achievement. Leadership collaborated with staff to develop a school improvement plan that included cognitive student performance data (e.g., No Child Left Behind, Interim Performance Report, Reading Proficiency Assessment, Math Proficiency Assessment) and non-cognitive data (e.g., attendance, discipline, walkthroughs) to determine improvement plan goals and activities. School leadership is in the initial implementation phase of regularly sharing and analyzing disaggregated data with the teaching staff and instructional leadership team to identify emerging needs and to adjust instruction. The school data coach collects, manages and analyzes student performance data (e.g., Reading Diagnostic Assessment, Math Diagnostic Assessment, Scholastic Reading Inventory) to determine intervention placements (e.g., Success Maker, READ 180) for targeted students. School leadership embeds opportunities for the data coach to review student performance data with the staff. School council has limited involvement in the disaggregation of student data to identify learning gaps or to develop a plan for improvement. 7.1f Leadership ensures that time is protected and allocated to focus on curricular and instructional issues. School leadership regularly schedules meetings (e.g., team, department, Instructional Leadership, faculty) to enable staff to focus on curricular and instructional issues, but the principal does not always require agenda and minutes for these meetings to ensure efficient use of staff time. The principal ensures common planning time is allocated in the schedule for all teams and grades except eighth grade content teachers to collaboratively plan and analyze student performance data. The principal intentionally staggers the scheduling of department, team and Instructional Leadership Team meetings and embeds professional development in the school schedule to protect staff time. School leadership has recently begun utilizing student aides to deliver messages in an attempt to limit phone calls to classrooms that disrupt instruction. School council has not adopted a protection of instructional time policy.
7.1g
Leadership plans and allocates resources, monitors progress, provides the organizational infrastructure, and removes barriers in order to sustain continuous school improvement. The principal and school council have not developed a formal needs assessment process to consistently enable the intentional and equitable
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allocation of resources based on the needs of students, staff and the instructional program. The principal collaborated with school staff to develop school improvement plan goals based on multiple sources of data (e.g., Interim Performance Report, No Child Left Behind, discipline data). School council has not developed and adopted a budget policy. The principal hired a budget specialist to assist in monitoring the budget and to provide input and guidance to the budget committee. The budget committee submits a draft budget to the council and council approves the budget and staffing allocation each spring. School council does not always monitor the budget during monthly council meetings. School leadership initiated a Myers Service Team and Student Intervention Team to focus on programs and resources to remove barriers to student learning. School leadership arranged the school day schedule to accommodate the district Community Autonomy Relationships Empowerment program and tiered literacy classes (e.g., Thinking Practices, Success Maker, READ 180) based on students achievement levels. The principal has not established a systematic process to monitor or evaluate the effectiveness of programs and resources on student achievement. 7.1h The school/district leadership provides the organizational policy and resource infrastructure necessary for the implementation and maintenance of a safe and effective learning environment. School council has adopted Jefferson County Public Schools Code of Acceptable Behavior and Discipline and School Safety Plan. Council adopted Selection and Implementation of Discipline and Classroom Management Techniques Policy #13 on April 20, 2009. The principal has designated one assistant principal to serve as safety coordinator to monitor the implementation of the safety plan and ensure all safety and intruder drills are conducted on a regular basis. The principal has designated one assistant principal to monitor the facilities and equipment to assist in the maintenance of a safe learning environment. Staff members are currently in the process of developing a schoolwide discipline plan to supplement the current code of acceptable behavior and council discipline policy. The principal articulates the expectation that staff will utilize CHAMPs and Foundations behavior management programs to provide structure for student behavior in the classrooms, hallways and commons areas; however, he does not consistently monitor to ensure schoolwide implementation of the programs. Leadership does not always ensure consequences for student disciplinary referrals are equitably and consistently enforced. Additional personnel (e.g., school security officer, interventionist) have been provided to assist with behaviors
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that could disrupt the learning environment and threaten the well-being of students. The principal ensures all exterior doors remain locked throughout the school day. The main entrance is equipped with a camera and buzzer system, but there are no security cameras to monitor the hallways, commons areas and grounds. 7.1k There is evidence that the principal demonstrates leadership skills in the areas of academic performance, learning environment and efficiency. The principal provides some opportunities (e.g., Math and Science night, Literacy Night, parent teacher conferences) for parents and stakeholders to gain knowledge about student proficiency expectations. He articulates his vision for the school as one in which all students have the opportunity to learn at high levels in a safe and caring learning environment. He communicates his vision in the motto We are Home to all students, staff, parents and community stakeholders and strives to lead the school in creating and sustaining a positive school culture; however, he does not always hold staff accountable for maintaining high academic and behavioral expectations. The principal and school leadership have ensured resources (e.g., success coach, positive support teacher, interventionist, Community Autonomy Relationships Empowerment program) are available to support the needs of a diverse student population. The principal attempts to recruit parents to become partners in education, but these attempts are not always successful. The principal ensures school partnerships with various community agencies (e.g., Sons of Issachar, Neighborhood Place, Seven Counties Mental Health Services) that provide services to reduce barriers to student learning. The principal builds capacity with his staff and delegates responsibilities to his administrative leadership team. The principal does not always ensure the school council is the governing body of the school as required by state statue. He has established an Instructional Leadership Team that meets regularly to serve as the primary instructional decision making body of the school. The principal has a positive approach in his leadership role, and he attempts to place staff members in a position where they will be the most productive in terms of student achievement. He is currently serving as a mentor to an intern principal. The principal holds teachers accountable for planning and delivering instruction by conducting lesson plan checks and walkthrough observations and provides teachers with some feedback on instructional practice. The principal attempts to optimize the use of all physical, human and fiscal resources to support student and school operational needs, but he does not have procedures in place to systematically allocate, monitor and evaluate the effectiveness of resources and programs as they relate to improving student
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achievement and reducing barriers to learning.
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7.1i
Leadership provides a process for the development and the implementation of council policy based on anticipated needs. The district council liaison recommended a review of council policies in February, 2011. Council reviewed and revised by laws and policies (e.g., Selection of a Principal When a Vacancy Occurs, Determination of School Space) in June, 2011. Council has not included all policies as required by Kentucky Revised Statutes160.345 and 158.6453 (e.g., consultation, writing program) in the school council policy handbook. The principal has not ensured full implementation of all council policies. Council has not established a process to regularly review and revise policies to address needs and guide school improvement.
7.1j
There is evidence that the SBDM council has an intentional focus on student academic performance. School council has not included standing items (e.g., school improvement plan, student achievement, progress report, good news) on the monthly council agenda to ensure an intentional focus on student academic performance. Council minutes do not consistently reflect a focus on academic achievement. Council approved by-laws that establish standing council committees, but these committees have not met so far this school year and are not fully functioning. Council has not included all required policies (e.g., consultation, writing program) in the school council policy handbook. Council has not adopted a process to regularly review and revise policies to guide school improvement and student achievement. Council has limited involvement in data disaggregation and analysis and does not ensure student performance data is driving council decisions. Council approves the budget each spring with recommendations from the budget committee, but council does not review monthly budget reports to monitor council expenditures. The district council mentor frequently attends council meetings to provide guidance and support. School leadership led staff in the development of the school improvement plan submitted to the district office for input and revision on October 20, 2011. Council had limited involvement in school improvement planning.
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Summary of recommendations in: Standard 7 Leadership
Efficiency
The principal should ensure that school council serves as the governing body of the school and is working within the confines of the legal roles and responsibilities defined in Kentucky Revised Statutes160.345. The principal should ensure council policies and by-laws are fully implemented and council committees are fully functioning. The principal should lead the school council in adopting all required policies and maintaining them in an updated council policy handbook. Council should develop a process to regularly review and revise policies to ensure they are based on current or anticipated student needs. Council should include standing items (e.g., school improvement plan, student achievement, progress report) on the monthly agenda to ensure an intentional focus on student academic performance especially for those students identified in the learning gaps from No Child Left Behind report. School leadership should develop a formal needs assessment process to ensure the intentional and equitable allocation of all resources (e.g., human, physical, fiscal) and implement a systematic process to monitor and evaluate the effectiveness of these resources to ensure they are having the intended impact on student achievement. The principal should consistently hold staff accountable for maintaining high academic and behavioral expectations for students. All staff members should effectively implement the schools positive behavior management plan to ensure orderly classrooms, hallways and commons areas.
Resources:
Blankstein, A. M. (2004). Failure is Not an Option. Thousand Oaks, CA: Corwin Press. DuFour, R., DuFour, R. & Eaker, R. (2004). Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn. Bloomington, IN: National Educational Service. ISBN 1932127283 Lewis, C. P. (1996). Building a Shared Vision: A Leaders Guide to Aligning the Organization (Corporate Leadership). University Park, IL: Productivity Press. Schmoker, M. (2006). Results Now. Alexandria, VA: Association for Supervision & Curriculum Development. Whitaker, T. (2006). What Great Principals Do Differently. Larchmont, NY: Eye on Education.
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Myers Middle School

Summary Findings in: Efficiency Standard 8 School Organization and Fiscal Resources
Findings For This Standard Are Based On: Review of bulletin boards, exhibits and displays, categorical program financial reports, certified personnel evaluation plan and process, classroom assessments, classroom assignments, classroom displays, committee meeting minutes and agenda, committee rosters, comprehensive district improvement plan, comprehensive school improvement plan, curriculum documents, curriculum maps, district personnel evaluation system and documentation of implementation, enrollment data, Family Resource Youth Services Center documentation, Implementation and Impact Checks, Kentucky Performance Report disaggregated data, Kentucky's Core Content for Assessment, lesson plans/units of study, list of co-curricular offerings, Local Educator Assignment Data Report (LEAD), master school schedule, needs assessment data, organizational charts, roster of teaching assignments, samples of classroom assessments, samples of student work products, samples of written correspondence to staff/stakeholders, school budget and allocations, school council meeting agenda and minutes, school council policies and bylaws, school financial reports, school improvement planning team meeting minutes and agenda, school mission, belief and vision statements, school newsletter, school profile, School Report Card data, school/district safety plan, student discipline reports, student handbook, student work, student/parent/staff handbooks, student/teacher ratio, teacher portfolios, trophy cases and videos of student performances Interviews with assistant principal, central office staff, classified staff, community members, counselor, curriculum resource specialist, district leadership, principal, school council members, school leadership, students, superintendent and teachers Observations of cafeteria, classrooms, common areas, computer lab, hallways, media center and outdoor areas
Performance Rating
8.1a
There is evidence that the school is organized to maximize use of all available resources to support high student and staff performance. The school council has not adopted a budget policy. Council has adopted Selection of Instructional Materials and Textbooks Policy # 11 that generally allocates funds in an equitable manner. Decisions regarding resource allocations are not made through a formal process involving multiple stakeholders. The budget is developed by the principal or his designee and is then approved by the school council without utilizing a formal needs assessment. School leadership has established some committees but few are active and many staff members are not aware of their function. The school occasionally utilizes external resources (e.g., Seven Counties Mental Health Services, Sons of Issachar) to extend their capacity to meet student learning
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Performance Rating
needs.
8.1c
The instructional and non-instructional staff are allocated and organized based upon the learning needs of all students. School council has adopted Assignment of Students and Programs within the School Policy # 2 which addresses student assignment to classes and programs to allow opportunities for addressing the diverse learning needs of students. School council has adopted Assignment of Instructional and Noninstructional Staff Time Policy # 10 that considers student mobility. The council policy does not address matching students unique learning needs based on performance data to teacher strengths and competencies. Instructional assistants are assigned to help meet the learning needs of some students. All teachers within the school are properly certified to teach in their assigned areas and grade levels.
8.1e
Staff promotes team planning vertically and horizontally across content areas and grade configurations that is focused on the goals, objectives and strategies in the improvement plan (e.g., common planning time for content area teachers; emphasis on learning time and not seat time; and integrated units). The school schedule is designed to provide team common planning time for teacher collaboration, usually by grade level. Some discussion of curriculum occurs within content areas and grade level team meetings. Most sessions focus on student behavior, job embedded professional development and data disaggregation. School leadership has not ensured teachers expand team and content meeting discussions to drive adjustments to instruction (e.g., assessment of student academic needs, modification of curriculum, regrouping students to enhance learning and achievement) in order to achieve the goals and objectives in the school improvement plan. The principal has not provided opportunities for vertical planning between the middle school and feeder schools to align curriculum and address curricular transition points.
8.1f
The schedule is intentionally aligned with the school's mission and designed to ensure that all staff provide quality instructional time (e.g., flex time, organization based on developmental needs of students, interdisciplinary units, etc.). School council adopted Determination of the School Schedule Policy # 14
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Performance Rating
intended to maximize instructional time, but some attributes of the design actually limits equal access to some related arts courses (e.g., all year schedule for band and chorus, intervention classes). The policy does not consider the unique developmental needs of middle level students. Some staff members implement a variety of instructional strategies to effectively utilize instructional time, but the effective use of classroom time is not universal within the school.
8.2d
State and Federal Program Resources are allocated and integrated (Safe Schools, Title 1, Individuals with Disabilities Education Act, Family Resource/Youth Service Centers, Extended School Services) to address student needs identified by the school/district. The principal identifies some state and federal funds within the school improvement plan to support plan activities, but all funds available to the school are not included or identified as to their projected use. Budget expenditures are tracked through monthly financial reports but are not always reported to the council on a monthly basis. School leadership is beginning to monitor some improvement plan activities through the work of the data coach to determine the effectiveness of school interventions in reading and math.
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Performance Rating
8.1d
There is evidence that the staff makes efficient use of instructional time to maximize student learning. School council has not adopted a policy designed to intentionally protect instructional time. Classroom management and organizational practices of some teachers ensure that instructional classroom time is maximized. Team planning provides opportunities for teachers to adjust their daily schedule to address instructional needs of students and to make interdisciplinary adjustments, but this rarely happens. The principal has established an inschool suspension classroom for responses to some disciplinary behaviors. The principal and school council have not adopted appropriate schoolwide behavior interventions to ensure instructional time is protected and classroom interruptions (e.g., loud outbursts, profanities, students leaving seats without permission, throwing objects, disrespect to peers and teachers, not following instructions) are kept to a minimum. Disruptive transition time between classes decreases instructional time. School staff is currently developing a schoolwide discipline plan using some collected behavioral data. Some teachers and leadership monitor student activities in hallways and other commons areas to reduce class transition time but it is inconsistent and often ineffective. Some students remain in the hallways after the tardy bell. Most programs occurring during instructional time, such as assemblies and field trips, are related to general learning goals.
8.2a
The school/district provides a clearly defined process (in accordance with the school council allocation formula) to provide equitable and consistent use of fiscal resources. The school council has not developed and adopted a budget policy. The principal has not implemented procedures to monitor the use of all fiscal resources and the impact of those resources on teaching and learning. The principal does not ensure active involvement of multiple stakeholders in budgetary decisions. Most decisions regarding resource allocations are made without significant input or involvement of all stakeholder groups. The district provides clear budget guidelines and formal processes regarding school allocations of district, state and federal funds. School financial records, such as the annual budget, are clear and easily understood, are available to staff if requested, but are not routinely distributed to council and teachers throughout the year.
8.2b
The school/district budget reflects decisions made about discretionary funds

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Performance Rating
and resources are directed by an assessment of need or a required plan, all of which consider appropriate data. School council and the principal have not adopted a budget policy. The budget does not address allocation of discretionary funds. The principal and school council have not established clear procedures to ensure that budget decisions are made utilizing a formal procedure for distributing discretionary funds. Principal and council do not involve all stakeholders in conducting a formal needs assessment using appropriate data for budgetary planning purposes. 8.2c School councils and school boards analyze funding and other resource requests to ensure the requests are tied to the school's plan and identified priority needs. The principal and school council do not have a formal process to evaluate requests for funds by staff. Resource allocations are not always tied to the priority needs and identified activities within the school improvement plan. The school council is not always included in the decision making process regarding budget allocations of state and federal funds.
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Efficiency
School Organization and Fiscal Resources
School council has not developed and adopted a budget policy to address expenditures of all allocated funds. School leadership should revise, update and complete council policies to satisfy state statutes and to meet the unique needs of the school. School leadership should ensure that decisions regarding the allocation of resources are made with the involvement of multiple stakeholders as appropriate. School leadership should maintain a strong focus on the goals of the school improvement plan and the changing needs of all students. Decisions regarding resource allocation should be included in a formal monthly school council report. The principal and council should identify and integrate all district, state and federal funds allocated to the school to meet the needs and goals identified in the school improvement plan.
Resources:
Bernhardt, V. L. (2006). Using Data to Improve Student Learning in School Districts. Larchmont, NY:Eye on Education. Marzano, R. J., Waters, T. & McNulty, B.A. (2005). School Leadership That Works: From Research To Results. Alexandria, VA: Association for Supervision and Curricumum Development. Plecki, M.L. & Monk, D.H. (2003). School Finance & Teacher Quality: Exploring the Connections. Larchmont, NY: Eye on Education.
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Myers Middle School

Summary Findings in: Efficiency Standard 9 Comprehensive and Effective Planning
Findings For This Standard Are Based On: Review of brochures, pamphlets, bulletin boards, exhibits and displays, classroom displays, committee meeting minutes and agenda, comprehensive school improvement plan, curriculum documents, curriculum maps, examples of school to home communications, faculty meeting agenda, Implementation and Impact Checks, individual professional growth plans, Kentucky Performance Report disaggregated data, Kentucky's Core Content for Assessment, master school schedule, needs assessment data, newspaper clippings/press releases, professional resource materials, roster of teaching assignments, samples of classroom assessments, samples of student work products, samples of written correspondence to staff/stakeholders, school council meeting agenda and minutes, school improvement planning team meeting minutes and agenda, school mission, belief and vision statements, school profile, School Report Card data, student work, teacher portfolios, trophy cases and videos of student performances Interviews with assistant principal, central office staff, classified staff, curriculum resource specialist, parents, principal, students and teachers Observations of cafeteria, classrooms, common areas, computer lab, hallways and media center
Performance Rating
9.2a
There is evidence the school/district planning process involves collecting, managing and analyzing data. School leadership has collaborated with school staff to develop improvement plan goals and activities based on multiple data sources. Data (e.g., Interim Performance Report, No Child Left Behind, Iowa Test of Basic Skills, Scholastic Reading Inventory, discipline data, classroom walk throughs) was used to develop target goals for improvement for the 2011-12 school year. The school data coach is responsible for collecting, managing and analyzing all student assessment data and targeting students for Tier II and Tier III interventions. Assessment reports are provided to teachers regarding student progress toward individual learning goals and to monitor the impact of the intervention strategies being implemented.
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Performance Rating
9.1a
There is evidence that a collaborative process was used to develop the vision, beliefs, mission and goals that engage the school community as a community of learners. School leadership involved staff in the revision of the current mission statement during the spring of 2010 to focus on celebrating cultural diversity while recognizing the changing school population. The current mission statement is Myers Middle Schools purpose is to promote a positive learning atmosphere for each student. We expect every student to perform at high levels in academics and basic skills so that he or she may become a productive member of society. Realizing the diversity of students and their needs within our school, we believe it is our responsibility to teach students according to their capabilities, promote self-esteem and build confidence in our students. Most staff was involved in the development of the improvement plan goals but parents and community leaders were not involved in the committees work. Vision and belief statements have not been developed.
9.4a
Perceived strengths and limitations of the school/district instructional and organizational effectiveness are identified using the collected data. School leadership began using formative (e.g., classroom walk through data, Scholastic Reading Inventory) and summative data (e.g., No Child Left Behind, Interim Performance Report, Iowa Test of Basic Skills) during the 2011-12 school year to identify student gaps in learning. The school data coach is responsible for collecting, managing and analyzing the student data and providing teachers with the information regarding student learning levels in reading and math. Student discipline (e.g., suspension, attendance, tardies) data is being collected by school staff to address staff concerns regarding student behaviors.
9.5c
The means for evaluating the effectiveness of the improvement plan are established. School leadership has an informal process to evaluate the effectiveness of the plans activities. Improvement plan committees do not make regular reports to the council regarding student improvements. The school leadership team discusses the improvement plan activities in their meetings and shares information with staff. Implementation and Impact checks are not always utilized to document implementation of the activities or if the proposed activities are having the expected impact on student success.
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Performance Rating
9.6a
The plan is implemented as developed. School leadership began updating the current school improvement plan in October 2011. The previous plan was discussed in a faculty meeting to solicit input from all teachers. An assistant principal updated the plan from the staff suggestions and all staff received a rough draft of proposed changes. The plan was revisited October 10, 2011. Teachers were able to make suggested changes at that time. The draft was submitted October 20, 2011 to the district office for review. The current document was updated November 11, 2011. The school leadership team is attempting to provide support for implementation of the plan as currently written. Staff members have received copies of the plan and most have been engaged in the development of the activities. The plan is in the early implementation phase.
9.6b
The school evaluates the degree to which it achieves the goals and objectives for student learning set by the plan. School leadership has begun a comprehensive evaluation of student performance based on data disaggregation by the data coach. Staff has begun to examine formative and summative achievement data to determine the individual student academic needs for placement in intervention classes. The data is being used to monitor the effectiveness of the improvement plan strategies on student academic success in reading and math. School writing targets will be determined through a checklist for compliance in terms of district required writing pieces. School culture will be measured by collection of non-cognitive data (e.g. suspensions, attendance, tardies) to determine the effectiveness of the improvement plan activities.
9.6c
The school evaluates the degree to which it achieves the expected impact on classroom practice and student performance specified in the plan. School leadership is beginning the process of analyzing student assessment data to determine the effectiveness of the school improvement plan activities for increasing student achievement. School leadership is conducting some classroom walkthrough observations to monitor instructional practices for the purpose of ensuring classroom instructional strategies outlined in the improvement plan are being implemented.
9.6d
There is evidence of attempts to sustain the commitment to continuous improvement.

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Performance Rating
School leadership is attempting to implement the school improvement plan activities to foster increased student academic achievements and improved behavior goals. School leadership has included school staff in this effort but little or no input is solicited from parents or community leaders. School leadership recognizes and celebrates some student achievements (e.g., honor rolls, sports recognitions, alumni articles and pictures, trophies).
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Efficiency
Comprehensive and Effective Planning
The principal and school council should establish a monthly council agenda item to review components of the school improvement plan to determine the effectiveness of the identified activities toward improving student achievement. Improvement plan revisions should be made if the strategy is not effective or if new initiatives are added.
Resources:
Comprehensive School Improvement Plan Data Analysis. Standards and Indicators for School Improvement Toolkit. (Available from the Kentucky Department of Education, 500 Mero Street, Frankfort, KY 40604). http://www.education.ky.gov/SISI_Toolkit/Standard%209/PowerPoints/CP%20DATA%20ANA LYSIS.ppt DuFour, R. & Eaker, R.E. (1998). Professional Learning Communities At Work, Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service.
Holcomb, E. (2004). Getting Excited About Data: How to Combine People, Passion and Proof to Maximize Student Achievement. Thousand Oaks, CA: Corwin Press.
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Summary of Next Steps:

The principal should engage all stakeholders in building a school community of respect and ownership in the success of all students. The principal should ensure consistent respectful behavior is exhibited by all members of the school community. The principal should ensure fair and consistent implementation of a schoolwide behavior management plan with expectations clearly communicated to all staff, students and parents. All staff members should ensure orderly classrooms, hallways and commons areas in order to provide a safe and positive learning environment. The principal and school council should develop tiered consequences for misbehavior that explores alternatives to suspensions and changes behavior patterns. The principal should communicate clear, concise and explicit expectations for all staff to build capacity in the school community. The principal should ensure all staff members are consistently held accountable for non-negotiable expectations in their roles and responsibilities for student learning. The principal and school council should engage students, parents and staff in developing a community of support focused on high academic achievement. All stakeholders input should be sought and valued in decision making focused on student educational needs. The principal should assure that classroom instruction is rigorous, relevant, engaging and motivating to meet the needs of a diverse student population. The principal should promote the expectation that teachers use assessment data to drive instruction. Teacher-designed assessment tasks should require students to use inquiry, problem-solving, and critical thinking skills at a proficient level. Principals should provide teachers with meaningful feedback regarding instructional and assessment practices that will close achievement gaps and maximize student learning. The principal should establish clear, formal processes for budget funds requests and allocations to support achievement. Requests and approval must be linked to goals and objectives of the school improvement plan. The principal and council should review the allocation of all funds to support classroom instruction including the allocation of staff needed for optimal school operation. All staffing decisions should be based on student academic needs. School day and class schedules should be reviewed through best practices research for middle level learners to allow for required and elective class choices for all students. The principal should lead the council to ensure that it serves as the governing body of the school within the confines of the Kentucky Revised Statutes 160.345. The principal and council should ensure all required and best practice policies and by-laws are adopted. The principal should lead the council in developing and adopting policies that have clear procedures and are implemented and monitored with progress reports in a timely fashion. The principal should ensure all council committees are fully functioning. The principal and council should lead the school in achieving recommended goals in the areas of academic performance, learning environment and efficiency in attaining student proficiency. The principal should develop processes to monitor all school efforts. Meetings should be documented with agendas, sign-in sheets, minutes and next steps. All data should be analyzed for improvement of student achievement and behaviors. School improvement plans should be routinely monitored through data analysis and should guide how the school will improve student achievement, school culture and classroom instruction. Implementation and Impact checks should be used to monitor plan goals and objectives for their effectiveness towards improvement. All staff should be held accountable for improvement in student learning, discipline and engagement of parents in moving students toward learning expectations.
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In Conclusion:
The members of the Myers Middle School Leadership Assessment Team are grateful to the district and school leadership, staff, students, families and community for the cooperation and hospitality extended to us during the assessment process. Pursuant to KRS 160.346, the Leadership Assessment Team has examined extensive evidence and arrived at the following recommendations: Principal Authority: The principal does have the ability to lead the intervention and should remain as principal of the school to continue his roles and responsibilities established in KRS 160.345. Council Authority: School council does not have the ability to lead the intervention and does not have the capability and capacity to continue its roles and responsibilities established in KRS 160.345. The school council shall be retained in an advisory capacity. I have reviewed the recommendations of the Leadership Assessment Team and adopt them as my determination pursuant to KRS 160.346. Commissioner, Kentucky Department of Education: ________________________________________________Date:________________ I have received the leadership assessment report for Myers Middle School. Principal, Myers Middle School ________________________________________________Date:________________ Superintendent, Jefferson County Schools ________________________________________________Date:________________
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 1.1 Curriculum Academic Performance
1.1d Evidence of vertical communication, intentional focus on key curriculum transition points 1.1f Systematic process for monitoring, evaluating and reviewing curriculum 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 2.1 Classroom Evaluation/Assessment Academic Performance
2.1a Classroom assessments frequent, rigorous, aligned with Kentucky's core content 2.1d Test scores are used to identify curriculum gaps 2.1f Performance standards communicated, evident in classrooms, observable in student work 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 3.1 Instruction Academic Performance
3.1a Evidence that effective and varied instructional strategies are used in all classrooms 3.1b Instructional strategies and learning activities are aligned 3.1e Evidence teachers incorporate the use of technology 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 4.1 School Culture Learning Environment
4.1a Leadership support for a safe, orderly and equitable learning environment 4.1b Leadership creates experiences that all children can learn 4.1d Teachers, staff involved in decision-making processes regarding teaching and learning 4.1f School assigns staff...opportunities for ALL students 4.1i 4.1j Multiple communication strategies...to all stakeholders Evidence that student achievement is highly valued
4.1k The school/district provides support...needs of all students

0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 5.1 Student, Family and Community Support Learning Environment
5.1a Families and the community are active partners 5.1b All students have access to all the curriculum 5.1c Reduce barriers to learning 5.1d Students are provided opportunities to receive additional assistance 5.1e School maintains an accurate student record system 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 6.1 Professional Development Learning Environment
6.1a Support for the long-term professional growth of the individual staff members 6.1b The school has an intentional plan for building instructional capacity 6.1c Staff development priorities..alignment..goals for student performance 6.1e Professional development is on-going and job-embedded 6.1f Professional development planning connect student achievement data 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 6.2 Professional Growth and Evaluation Learning Environment
6.2a Clearly defined evaluation process 6.2b Leadership provides the fiscal resources for the appropriate professional growth 6.2c Employee evaluation and the individual professional growth plan to improve staff proficiency 6.2d A process of personnel evaluation which meets or exceeds standards set in statute 6.2f Evaluation process to provide teachers..change behavior and instructional practice 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 7.1 Leadership Efficiency
7.1a Leadership has developed and sustained a shared vision 7.1b Leadership decisions focused on student academic data 7.1c All administrators have a growth plan 7.1d Evidence that the leadership team disaggregates data 7.1e Leadership ensures all instructional staff...access to curriculum related materials 7.1f Leadership ensures that time is protected...instructional issues
7.1g Leadership plans and allocates resources

7.1h School/district leadership provides policy and resource infrastructure
7.1i
7.1j
Process for the development and the implementation of council policy

SBDM council has an intentional focus on student academic performance
7.1k Principal demonstrates leadership skills in academic performance, learning environment, efficiency 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 8.1 Organization of the School Efficiency
8.1a School is organized...use of all available resources 8.1c Staff are allocated based upon the learning needs of all students 8.1d Staff makes efficient use of instructional time 8.1e Staff...planning vertically and horizontally across content areas 8.1f Schedule aligned with the school's mission 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 8.2 Resource Allocation and Integration Efficiency
8.2a Clearly defined process (in accordance with the school council allocation formula) 8.2b Budget reflects decisions directed by an assessment of need 8.2c Councils, school boards analyze funding and other resource requests 8.2d Resources are allocated and integrated to address student needs 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 9.1 Defining the School Vision, Mission, Beliefs Efficiency
9.1a Collaborative process used to develop the vision, beliefs, mission 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 9.2 Development of the Profile Efficiency
9.2a Planning process involves collecting, managing and analyzing data 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 9.4 Analyzing Instructional and Organizational Effectiveness Efficiency
9.4a Strengths and limitations are identified 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 9.5 Development of the Improvement Plan Efficiency
9.5c Evaluating the effectiveness of improvement plan 0 1 2 3 4
Performance Rating
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Jefferson County Public Schools School District 11/13/2011 - 11/18/2011 9.6 Implementation and Documentation Efficiency
9.6a Plan is implemented as developed 9.6b School evaluates the degree to which it achieves the goals and objectives for student learning 9.6c The school evaluates the degree to which it achieves the expected impact 9.6d Evidence of attempts to sustain the commitment to continuous improvement 0 1 2 3 4
Performance Rating
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Myers Middle School Report

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Jefferson County Public Schools Myers Middle School School Leadership Assessment Report

Standard 2 - Classroom Evaluation/Assessment Total Indicators Assessed: 3

Standard 5 - Student, Family and Community Support Total Indicators Assessed: 5

Standard 8 - School Organization and Fiscal Resources Total Indicators Assessed: 9

Standard 3 - Instruction Total Indicators Assessed: 3

Standard 6 - Professional Growth, Development, and Evaluation Total Indicators Assessed: 10

Standard 9 - Comprehensive and Effective Planning Total Indicators Assessed: 8

Homework is frequent and monitored, tied to instructional practice

Focus on Student Academic Performance

Kentucky Department of Education School Leadership Assessment Summary Report