North Oconee High - Oconee County Schools

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Accreditation Report North Oconee High School Standard 1: Purpose and Direction The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Overall Rating: 2.33 Indicator Statement or Question Response Evidence Rating 1.1 The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. No process to review, revise, or communicate a school purpose exists. Stakeholders are rarely asked for input regarding the purpose of the school. •Survey results •Examples of communications to stakeholders about the school's purpose (i.e. website, newsletters, annual report, student handbook) Level 1 •Minutes from meetings related to development of the school's purpose •Documentation or description of the process for creating the school's purpose including the role of stakeholders •Purpose statements - past and present •See e-board Indicator Statement or Question Response Evidence Rating 1.2 The school's leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills. Commitment to shared values and beliefs about teaching and learning is evident in documentation and decision making. This commitment is regularly reflected in communication among leaders and staff. Challenging educational programs and equitable learning experiences are implemented so that all students achieve learning, thinking, and life skills necessary for success. Evidence indicates a commitment to instructional practices that include active student engagement, a focus on depth of understanding, and the application of knowledge and skills. School leadership and staff share high expectations for professional practice. •Agendas and/or minutes that reference a commitment to the components of the school's statement of purpose •Survey results •See e-board Level 3 SY 2012-2013 Page 11 © 2013 AdvancED www.advanc-ed.org
Accreditation Report North Oconee High School Indicator Statement or Question Response Evidence Rating 1.3 The school's leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning. •Survey results •The school data profile Level 3 School leaders implement a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups are engaged in the process. School personnel maintain a profile with current and comprehensive data on student and school performance. The profile contains analyses of data used to identify goals for the improvement of achievement and instruction that are aligned with the school's purpose. Improvement goals have measurable performance targets. The process includes action planning that identifies measurable objectives, strategies, activities, resources, and timelines for achieving improvement goals. School leaders hold all school personnel accountable for and evaluate the overall quality of the implementation of all interventions and strategies. The process is reviewed and evaluated. Documentation that the process yields improved student achievement and instruction is available and communicated to stakeholders. •Agenda, minutes from continuous improvement planning meetings •The school continuous improvement plan •See e-board Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence External Review team members may be interested in reviewing. Standard 1 Narrative AREAS OF STRENGTH: RANK of 3 for Indicators 1.2 and 1.3 The committee found areas of strengths in each of the indicators. Regarding 1.1, the NOHS mission and vision statement was initially created with many stakeholders' input. Communication of the school's purpose is clearly distributed to the faculty, students and community in a variety of mediums (A). Concerning 1.2, the school leadership and staff are committed to a culture of shared values and beliefs that is evident in documentation and decision making. This commitment is regularly reflected in communication among leaders and staff. School administration publishes a weekly newsletter to the staff and the school's purpose is displayed throughout the building (B). A survey of the faculty indicates a shared body of values (C). As a result, challenging educational programs and equitable learning experiences are implemented so that all students achieve learning, thinking, and life skills necessary for success as evidenced through remediation sessions available to all students, open access to AP programs by the administration of the PSAT to all 9th and 10th grade students annually, and using the AP Potential data along with parental notification of those results (D, E, F). A commitment to instructional practices that include active student engagement, a focus on depth of understanding, and the application of knowledge and skills is evident in the increasing number of students enrolled in AP programs, the number of inclusion classes taught throughout the school, and the variety of CTAE and Fine Arts programs available to all students (E). School leadership and staff share high expectations for professional practice. Professional opportunities are available on a regular basis during school hours and throughout the school year for specific purposes related to professional practice (B). Finally, regarding 1.3, leaders have required the use of a documented, systematic continuous improvement process since beginning the process in 2006 (G). In spring of 2009 the process became more formalized arranging time for data analysis, discussion and planning to establish a three year plan (H). This plan was implemented in fall of 2009 and the progress and process have been reviewed, evaluated and updated. All stakeholder groups were engaged in the process to improve conditions for student learning (I, J). Groups such as students (Superintendent's Student Advisory Committee), parents and community members (PTO, School Council), and the SY 2012-2013 Page 12 © 2013 AdvancED www.advanc-ed.org
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North Oconee High - Oconee County Schools

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