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DRAFT
Report of theExternal Review Team
forPeoria Unified School District #11
6330 W Thunderbird RoadGlendale
AZ 85306US
Dr. Darwin StifflerSuperintendent
Date: January 22, 2017 - January 25, 2017
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Copyright (c) 2017 by Advance Education, Inc. AdvancED™ grants to the Institution, which is the subject of the External Review Team Report, and its
designees and stakeholders a non-exclusive, perpetual, irrevocable, royalty-free license and release to reproduce, reprint, and distribute this report in
accordance with and as protected by the Copyright Laws of the United States of America and all foreign countries. All other rights not expressly
conveyed are reserved by AdvancED™.
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Table of Contents Introduction 4
Results 10
Teaching and Learning Impact 10
Standard 3 - Teaching and Assessing for Learning 11
Standard 5 - Using Results for Continuous Improvement 12
Student Performance Diagnostic 12
Effective Learning Environments Observation Tool (eleot™) 14
eleot™ Data Summary 17
Leadership Capacity 21
Standard 1 - Purpose and Direction 22
Standard 2 - Governance and Leadership 22
Stakeholder Feedback Diagnostic 23
Findings 23
Resource Utilization 27
Standard 4 - Resources and Support Systems 27
Findings 28
Conclusion 30
Accreditation Recommendation 32
Addenda 33
Individual Institution Results (Self-reported) 33
Team Roster 35
Next Steps 38
About AdvancED 39
References 40
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IntroductionThe External Review is an integral component of AdvancED Performance Accreditation and provides the
institution with a comprehensive evaluation guided by the results of diagnostic instruments, in-depth review of
data and documentation, and the professional judgment of a team of qualified and highly trained evaluators. A
series of diagnostic instruments examines the impact of teaching and learning on student performance, the
capacity of leadership to effect continuous improvement, and the degree to which the institution optimizes its
use of available resources to facilitate and support student success. The results of this evaluation are
represented in the Index of Education Quality (IEQ™) and through critical observations, namely, Powerful
Practices, Opportunities for Improvement, and Improvement Priorities.
Accreditation is a voluntary method of quality assurance developed more than 100 years ago by American
universities and secondary schools and designed primarily to distinguish schools adhering to a set of
educational standards. Today the accreditation process is used at all levels of education and is recognized for
its ability to effectively drive student performance and continuous improvement in education.
Institutions seeking to gain or retain accreditation must meet AdvancED Standards specific to their institution
type, demonstrate acceptable levels of student performance and the continuous improvement of student
performance, and provide evidence of stakeholder engagement and satisfaction. The power of AdvancED
Performance Accreditation lies in the connections and linkages between and among the conditions, processes,
and practices within a system that impact student performance and organizational effectiveness.
Standards help to delineate what matters. They provide a common language through which an education
community can engage in conversations about educational improvement, system effectiveness, and
achievement. They serve as a foundation for planning and implementing improvement strategies and activities
and for measuring success. AdvancED Standards were developed by a committee comprised of talented
educators and leaders from the fields of practice, research, and policy who applied professional wisdom, deep
knowledge of effective practice, and the best available research to craft a set of robust standards that define
institutional quality and guide continuous improvement. Prior to implementation, an internationally recognized
panel of experts in testing and measurement, teacher quality, and education research reviewed the standards
and provided feedback, guidance and endorsement.
The AdvancED External Review Team uses AdvancED Standards, associated indicators and criteria related to
student performance and stakeholder engagement to guide its evaluation. The Team examines adherence to
standards as well as how the institution functions as a whole and embodies the practices and characteristics
expected of an accredited institution. The Standards, indicators and related criteria are evaluated using
indicator-specific performance levels. The Team rates each indicator and criterion on a scale of 1 to 4. The
final scores assigned to the indicators and criteria represent the average of the External Review Team
members' individual ratings.
The External Review is the hallmark of AdvancED Performance Accreditation. It energizes and equips the
institution's leadership and stakeholders to achieve higher levels of performance and address those areas that
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may be hindering efforts to reach desired performance levels. External Review is a rigorous process that
includes the in-depth examination of evidence and relevant data, interviews with all stakeholder groups, and
extensive observations of learning, instruction, and operations.
Use of Diagnostic ToolsA key to examining the institution is the design and use of diagnostic tools that reveal the effectiveness with
which an institution creates conditions and implements processes and practices that impact student
performance and success. In preparation for the External Review the institution conducted a Self Assessment
that applied the standards and criteria for accreditation. The institution provided evidence to support its
conclusions vis a vis organizational effectiveness in ensuring acceptable and improving levels of student
performance.
an indicator-based tool that connects the specific elements of the criteria to evidence gathered by the
team;
a student performance analytic that examines the quality of assessment instruments used by the
institution, the integrity of the administration of the assessment to students, the quality of the learning
results including the impact of instruction on student learning at all levels of performance, and the
equity of learning that examines the results of student learning across all demographics;
a stakeholder engagement instrument that examines the fidelity of administration and results of
perception surveys seeking the perspective of students, parents, and teachers;
a state-of-the-art, learner-centric observation instrument, the Effective Learning Environments
Observation Tool (eleot™) that quantifies students' engagement, attitudes and dispositions organized
in 7 environments: Equitable Learning, High Expectations, Supportive Learning, Active Learning,
Progress Monitoring and Feedback, Well-Managed Learning, and Digital Learning. All evaluators
must be trained, reach acceptable levels of inter-rater reliability, and certified to use this research-
based and validated instrument.
The External Review Team's findings and critical observations are shared in this report through the IEQ™
results as well as through the identification of Powerful Practices, Opportunities for Improvement, and
Improvement Priorities.
Index of Education QualityIn the past, accreditation reviews resulted in an accreditation recommendation on status. Labels such as
advised, warned, probation, or all clear were used to describe the status of a school relative to the AdvancED
Standards and other evaluative criteria. Beginning in the 2013-14 school year, AdvancED introduced a new
framework to describe the results of an accreditation review. Consistent with the modern focus of accreditation
on continuous improvement with an emphasis on student success, AdvancED introduced an innovative and
state-of-the-art framework for diagnosing and revealing institutional performance called the Index of Education
Quality (IEQ™). The IEQ™ comprises three domains of performance: 1) the impact of teaching and learning
on student performance; 2) the capacity of leadership to guide the institution toward the achievement of its
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vision and strategic priorities; and 3) use of resources to support and optimize learning. Therefore, your
institution will no longer receive an accreditation status. Instead, your institution will be accredited with an
IEQ™ score. In the case where an institution is failing to meet established criteria, the accreditation will be
under review thereby requiring frequent monitoring and demonstrated improvement.
The three domains of performance are derived from the AdvancED Standards and associated indicators, the
analysis of student performance, and the engagement and feedback of stakeholders. Within each domain
institutions can connect to the individual performance levels that are applied in support of the AdvancED
Standards and evaluative criteria. Within the performance levels are detailed descriptors that serve as a
valuable source of guidance for continuous improvement. Upon review of the findings in this report and
building on their Powerful Practices, institutional leaders should work with their staff to review and understand
the evidence and rationale for each Opportunity for Improvement and Improvement Priority as well as the
corresponding pathway to improvement described in the performance levels of the selected indicator(s).
The IEQ™ provides a new framework that recognizes and supports the journey of continuous improvement. An
institution's IEQ™ is the starting point for continuous improvement. Subsequent actions for improvement and
evidence that these have had a positive impact will raise the institution's IEQ™ score.
Benchmark DataThroughout this report, AdvancED provides benchmark data for each indicator and for each component of the
evaluative criteria. These benchmark data represent the overall averages across the entire AdvancED Network
for your institution type. Thus, the AdvancED Network average provides an extraordinary opportunity for
institutions to understand their context on a global scale rather than simply compared to a state, region, or
country.
It is important to understand that the AdvancED Network averages are provided primarily to serve as a tool for
continuous improvement and not as a measure of quality in and of itself. Benchmark data, when wisely
employed, have a unique capacity to help institutions identify and leverage their strengths and areas of
improvement to significantly impact student learning.
Powerful PracticesA key to continuous improvement is the institution's ability to learn from and build upon its most effective and
impactful practices. Such practices serve as critical leverage points necessary to guide, support and ensure
continuous improvement. A hallmark of the accreditation process is its commitment to identifying with
evidence, the conditions, processes and practices that are having the most significant impact on student
performance and institutional effectiveness. Throughout this report, the External Review Team has captured
and defined Powerful Practices. These noteworthy practices are essential to the institution's effort to continue
its journey of improvement.
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Opportunities for ImprovementEvery institution can and must improve no matter what levels of performance it has achieved in its past. During
the process of the review, the External Review Team identified areas of improvement where the institution is
meeting the expectations for accreditation but in the professional judgment of the Team these are
Opportunities for Improvement that should be considered by the institution. Using the criteria described in the
corresponding rubric(s) to the Opportunity for Improvement, the institution can identify what elements of
practice must be addressed to guide the improvement.
Improvement PrioritiesThe expectations for accreditation are clearly defined in a series of the rubric-based AdvancED Standards,
indicators and evaluative criteria focused on the impact of teaching and learning on student performance, the
capacity of the institution to be guided by effective leadership, and the allocation and use of resources to
support student learning. As such, the External Review Team reviewed, analyzed and deliberated over
significant bodies of evidence provided by the institution and gathered by the Team during the process. In the
professional judgment of the Team as well as the results of the diagnostic process, the Team defined, with
rationale, Improvement Priorities. The priorities must be addressed in a timely manner by the institution to
retain and improve their accreditation performance as represented by the IEQ™. Improvement Priorities serve
as the basis for the follow-up and monitoring process that will begin upon conclusion of the External Review.
The institution must complete and submit an Accreditation Progress Report within two years of the External
Review. The report must include actions taken by the institution to address the Improvement Priorities along
with the corresponding evidence and results. The IEQ™ will be recalculated by AdvancED upon review of the
evidence and results associated with the Improvement Priorities.
The ReviewPeoria Unified School District's leadership demonstrated a professional, positive commitment to advance
planning for the External Review. During one of the initial phone calls, the system review coordinator, the
Academic Services' secretary, superintendent and Lead Evaluator discussed preliminary arrangements for the
Review. Numerous emails between the coordinator, secretary and Lead Evaluator assured interviews would
provide additional details about the Peoria learning community. The schedule was organized to ensure visits to
the system's primary, elementary, middle and high school sites.
District personnel were exemplary in following through with the details that ensured AdvancED Team access to
a wide variety of stakeholders. For example, they facilitated Monday's interview schedule with strategies that
enabled interviews to adhere to a tight time schedule with clearly designated interview sites. Stakeholders
were focused and understood the purpose of the interviews; consequently 342 stakeholders were interviewed
on Monday and Tuesday.
The External Review Team visited Peoria Unified School District January 22-25, 2017. The Team was
comprised of eight members: four from Arizona, one from Minnesota, one from North Dakota and two from
Wyoming. Prior to arriving at the Hampton Inn in Glendale, the Team reviewed via emails and individual phone
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calls the workspace materials, documents provided by the system and the system's Self Assessment report in
ASSIST.
At the Hampton conference area on Sunday afternoon, seven Team members assembled to share initial
thoughts about the system's Self Assessment on the Indicator ratings. The eighth Team was delayed due to
weather; however, the Team member was briefed later. The Team created questions for the Monday
interviews. The superintendent and other district representatives joined the eight Team members for dinner at
a Westgate restaurant. After dinner, the Team established norms and shared information gathered from the
artifacts during an evening work session.
On Monday morning, the superintendent presented an overview of the district which was followed by a
standards overview highlighting the strengths and challenges of the system. Both the superintendent and the
leadership team used PowerPoint presentations to expand on the internal Accreditation Report and gave
numerous pertinent examples for the External Review Team. Both presentations demonstrated their dedication
to the students in the district.
Follow-up interviews Monday morning focused on specific questions regarding the three areas of the Index of
Educational Quality: Teaching and Learning, Leadership Capacity and Resource Utilization. During both the
system presentations and the follow-up questions, leadership and staff outlined the changes and challenges
that have transpired in the system during the last three years. The school principals were divided into groups of
approximately eight and interviewed by at least Review Team member. They provided information about the
relationship and the follow through between the schools and the system.
Monday afternoon, the Governing Board members were each interviewed individually by an AdvancED Team
member. Also, Team members interviewed personnel from specific service areas such as technology,
maintenance, curriculum and instruction and system and school support staff. Three of the AdvancED Team
went to two different schools.
In the late afternoon an interview with the superintendent provided significant insights and clarification into the
challenges and opportunities for Peoria. During the parent/community interviews, parents noted the changes
that have occurred in key leadership positions. They also voiced consensus on the high level of involvement by
parents and the community facilitated by the District. The Review Team had an evening work session to
discuss the results of the interviews and two school visits. They finalized plans for school visits and eleot®
observations the next day.
Tuesday, the Team conducted Effective Learning Environment Observation Tool (eleot®) observations in the
system's schools. Each school provided a special student centered welcome to their school. Students were
actively involved during the school visit in answering questions and describing their learning environment. The
district had also arranged time for Team members to interview students during the time on campus. The Team
interviewed 342 stakeholders on Monday and Tuesday and completed 84 eleot observations. Tuesday night,
the Team reviewed eleot® information and continued the dialogue and deliberations concerning standard
ratings. Possible Powerful Practices, Opportunities for Improvement and Improvement Priorities were
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identified.
Wednesday morning, the Team completed the review of information and consolidated the evidence gathered.
Each individual Team member entered individual Indicator ratings into ASSIST and the Indicator averages and
Index of Educational Quality scores were calculated. Powerful Practices, Opportunities and Improvement
Priorities were determined by Team consensus and actionable statements were written. The Lead Evaluator
and Associate Lead Evaluator met with the Superintendent and other leadership personnel after lunch to detail
the Team's findings and answer questions. The Peoria exit report was presented at 3:00 p.m. Wednesday,
January 25, 2016, to the Peoria Board and learning community during a scheduled Board meeting.
The External Review Team extends their thanks for the learning community's support, professionalism and
hospitality. The advance preparations, welcome and interactions during the review supported the Team.
Stakeholders provided information related to the system's current improvement process and insight into the
challenges the system was experiencing. During the review, leadership and school/system personnel
demonstrated strong support for increasing organizational effectiveness and increasing student achievement.
Special thanks go to the superintendent and coordinator for planning the review. School leaders organized the
school visits to maximize effective use of the Team members' time. The attention to collaborative preparation
ensured a successful review.
Stakeholders were interviewed by members of the External Review Team to gain their perspectives on topics
relevant to the institution's effectiveness and student performance. The feedback gained through the
stakeholder interviews was considered with other evidences and data to support the findings of the External
Review. The following chart depicts the numbers of persons interviewed representative of various stakeholder
groups.
Stakeholder Interviewed Number
Superintendents 1
Board Members 5
Administrators 63
Instructional Staff 107
Support Staff 26
Students 122
Parents/Community/Business Leaders 18
Total 342
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ResultsTeaching and Learning ImpactThe impact of teaching and learning on student achievement is the primary expectation of every institution.
The relationship between teacher and learner must be productive and effective for student success. The
impact of teaching and learning includes an analysis of student performance results, instructional quality,
learner and family engagement, support services for student learning, curriculum quality and efficacy, and
college and career readiness data. These are all key indicators of an institution's impact on teaching and
learning.
A high-quality and effective educational system has services, practices, and curriculum that ensure teacher
effectiveness. Research has shown that an effective teacher is a key factor for learners to achieve their highest
potential and be prepared for a successful future. The positive influence an effective educator has on learning
is a combination of "student motivation, parental involvement" and the "quality of leadership" (Ding & Sherman,
2006). Research also suggests that quality educators must have a variety of quantifiable and intangible
characteristics that include strong communication skills, knowledge of content, and knowledge of how to teach
the content. The institution's curriculum and instructional program should develop learners' skills that lead them
to think about the world in complex ways (Conley, 2007) and prepare them to have knowledge that extends
beyond the academic areas. In order to achieve these goals, teachers must have pedagogical skills as well as
content knowledge (Baumert, J., Kunter, M., Blum, W., Brunner, M., Voxx, T., Jordan, A., Klusmann, U.,
Krauss, S., Nuebrand, M., & Tsai, Y., 2010). The acquisition and refinement of teachers' pedagogical skills
occur most effectively through collaboration and professional development. These are a "necessary approach
to improving teacher quality" (Colbert, J., Brown, R., Choi, S., & Thomas, S., 2008). According to Marks, Louis,
and Printy (2002), staff members who engage in "active organizational learning also have higher achieving
students in contrast to those that do not." Likewise, a study conducted by Horng, Klasik, and Loeb (2010),
concluded that leadership in effective institutions "supports teachers by creating collaborative work
environments." Institutional leaders have a responsibility to provide experiences, resources, and time for
educators to engage in meaningful professional learning that promotes student learning and educator quality.
AdvancED has found that a successful institution implements a curriculum based on clear and measurable
expectations for student learning. The curriculum provides opportunities for all students to acquire requisite
knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in
the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real
world situations. Teachers give students feedback to improve their performance.
Institutions with strong improvement processes move beyond anxiety about the current reality and focus on
priorities and initiatives for the future. Using results, i.e., data and other information, to guide continuous
improvement is key to an institution's success. A study conducted by Datnow, Park, and Wohlstetter (2007)
from the Center on Educational Governance at the University of Southern California indicated that data can
shed light on existing areas of strength and weakness and also guide improvement strategies in a systematic
and strategic manner (Dembosky, J., Pane, J., Barney, H., & Christina, R., 2005). The study also identified six
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key strategies that performance-driven systems use: (1) building a foundation for data-driven decision making,
(2) establishing a culture of data use and continuous improvement, (3) investing in an information management
system, (4) selecting the right data, (5) building institutional capacity for data-driven decision making, and (6)
analyzing and acting on data to improve performance. Other research studies, though largely without
comparison groups, suggested that data-driven decision-making has the potential to increase student
performance (Alwin, 2002; Doyle, 2003; Lafee, 2002; McIntire, 2002).
Through ongoing evaluation of educational institutions, AdvancED has found that a successful institution uses
a comprehensive assessment system based on clearly defined performance measures. The system is used to
assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and
instruction, and determine strategies to improve student performance. The institution implements a
collaborative and ongoing process for improvement that aligns the functions of the school with the expectations
for student learning. Improvement efforts are sustained, and the institution demonstrates progress in improving
student performance and institution effectiveness.
Standard 3 - Teaching and Assessing for LearningThe system's curriculum, instructional design, and assessment practices guide and ensure teacher
effectiveness and student learning across all grades and courses.
Indicator Description Review TeamScore
AdvancEDNetworkAverage
3.1 The system's curriculum provides equitable and challenginglearning experiences that ensure all students have sufficientopportunities to develop learning, thinking, and life skills thatlead to success at the next level.
2.50 2.69
3.2 Curriculum, instruction, and assessment throughout the systemare monitored and adjusted systematically in response to datafrom multiple assessments of student learning and anexamination of professional practice.
2.75 2.49
3.3 Teachers throughout the district engage students in theirlearning through instructional strategies that ensureachievement of learning expectations.
2.38 2.59
3.4 System and school leaders monitor and support theimprovement of instructional practices of teachers to ensurestudent success.
2.75 2.71
3.5 The system operates as a collaborative learning organizationthrough structures that support improved instruction and studentlearning at all levels.
2.75 2.58
3.6 Teachers implement the system's instructional process insupport of student learning.
2.38 2.48
3.7 Mentoring, coaching, and induction programs supportinstructional improvement consistent with the system's valuesand beliefs about teaching and learning.
2.62 2.60
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Standard 5 - Using Results for Continuous ImprovementThe system implements a comprehensive assessment system that generates a range of data about student
learning and system effectiveness and uses the results to guide continuous improvement.
Student Performance DiagnosticThe quality of assessments used to measure student learning, assurance that assessments are administered
with procedural fidelity and appropriate accommodations, assessment results that reflect the quality of
Indicator Description Review TeamScore
AdvancEDNetworkAverage
3.8 The system and all of its schools engage families in meaningfulways in their children's education and keep them informed oftheir children's learning progress.
3.50 2.97
3.9 The system designs and evaluates structures in all schoolswhereby each student is well known by at least one adultadvocate in the student's school who supports that student'seducational experience.
2.50 2.50
3.10 Grading and reporting are based on clearly defined criteria thatrepresent the attainment of content knowledge and skills andare consistent across grade levels and courses.
3.00 2.47
3.11 All staff members participate in a continuous program ofprofessional learning.
3.00 2.65
3.12 The system and its schools provide and coordinate learningsupport services to meet the unique learning needs of students.
2.88 2.64
Indicator Description Review TeamScore
AdvancEDNetworkAverage
5.1 The system establishes and maintains a clearly defined andcomprehensive student assessment system.
2.88 2.66
5.2 Professional and support staff continuously collect, analyze andapply learning from a range of data sources, includingcomparison and trend data about student learning, instruction,program evaluation, and organizational conditions that supportlearning.
2.62 2.49
5.3 Throughout the system professional and support staff aretrained in the interpretation and use of data.
2.50 2.15
5.4 The school system engages in a continuous process todetermine verifiable improvement in student learning, includingreadiness for and success at the next level.
2.38 2.50
5.5 System and school leaders monitor and communicatecomprehensive information about student learning, schoolperformance, and the achievement of system and schoolimprovement goals to stakeholders.
2.75 2.75
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learning, and closing gaps in achievement among subpopulations of students are all important indicators for
evaluating overall student performance.
Evaluative Criteria Review TeamScore
AdvancED NetworkAverage
Assessment Quality 3.50 3.33
Test Administration 3.62 3.52
Equity of Learning 2.25 2.54
Quality of Learning 2.88 2.96
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Effective Learning Environments Observation Tool (eleot™)Every learner should have access to an effective learning environment in which she/he has multiple
opportunities to be successful. The Effective Learning Environments Observation Tool (eleot™) measures the
extent to which learners are in an environment that is equitable, supportive, and well-managed. An
environment where high expectations are the norm and active learning takes place. It measures whether
learners' progress is monitored and feedback is provided and the extent to which technology is leveraged for
learning.
Observations of classrooms or other learning venues are conducted for a minimum of 20 minutes per
observation. Every member of the External Review Team is required to be trained and pass a certification
exam that establishes inter-rater reliability. Team members conduct multiple observations during the review
process and provide ratings on 30 items based on a four-point scale (4=very evident; 3=evident; 2=somewhat
evident; and 1=not observed). The following provides the aggregate average score across multiple
observations for each of the seven learning environments included in eleot™ as well as benchmark results
across the AdvancED Network.
The External Review Team utilized the Effective Learning Environment Observation Tool (eleot) to observe 84
classrooms in ten system schools and an alternative site. After participating in interviews, studying artifacts and
analyzing student data, Team members used this student-focused tool to corroborate information reviewed in
artifacts and gathered during interviews. The seven areas of the learning environment were scored by eight
trained observers.
eleot™ Results
Review Network
A. E
quita
ble
Lear
ning
B. H
igh
Expe
ctat
ions
C. S
uppo
rtive
Lea
rnin
g
D. A
ctiv
e Le
arni
ng
E. P
rogr
ess
Mon
itorin
g an
d
Feed
back
F. W
ell-M
anag
ed L
earn
ing
G. D
igita
l Lea
rnin
g
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
Per
form
ance
Lev
els
2.59 2.69 2.83 2.802.97 3.05
2.88 2.932.71 2.76
3.15 3.12
1.671.86
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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Six of the domains ranged from a 2.59 to a 3.15 average on a four point scale that lists 1= Not Observed, 2=
Somewhat Evident, 3= Evident and 4= Very Evident. The Digital Learning Environment was 1.67. The two
highest domains were Supportive Learning Environment (2.97) and Well-Managed learning Environment
(3.15). Two of the domains, High Expectations Learning Environment and Well-Managed Learning
Environment were slightly above the AdvancED network average (AEN). The two lowest scoring domains were
Equitable Learning Environment (2.59) and Digital Learning Environment (1.67).
The three highest sub-scores overall were F.1 "Speaks and interacts respectfully with teacher(s) and peers"
(3.35), F.5 "Knows classroom routines, behavioral expectations and consequences" (3.30) and F.2 "Follows
classroom rules and works well with others" (3.26). These scores support the overall findings of the External
Review Team during the Review.
"Is provided exemplars of high quality work" is one of the sub-categories of the High Expectations
Environment. Students reported exemplars were rarely provided to them. However, the Team consistently
observed learning objectives posted for students to read and refer to during a specific period of instruction.
These targets were posted even in the younger grades.
Students throughout the system demonstrated their skills in using "Think, pair, share" and other interactive
collaborative learning strategies; however the activities were often not differentiated and student centered.
Students were often observed in shoulder-partner conversations about a lesson as a way to check for
understanding rather than always connecting with the teacher.
The learning environments in all schools visited were positive and students were interacting respectfully with
adults and their peers. Social contracts were often posted in classrooms and students indicated they created
the contracts. The contract was usually signed by all the students.
Eleven of the 30 sub-scores in the seven domains were above a 3.00. Other than the digital learning scores,
the three lowest sub-scores were A.4 "Has ongoing opportunities to learn about their own and other's
background/cultures/differences" (1.74), B.3 "Is provided exemplars of high quality work" (2.39) and A.1 "Has
differentiated learning opportunities and activities that meet her/his needs" (2.48). The other lower sub-scores
often related to understanding assessments. Scores on the eleot observations in the ten schools verified the
evidence gathered in interviews.
Student use of technology was not systemic throughout the district. The Digital Learning Environment domain
is not about the use of computer programs or teacher instruction using technology; instead the three sub-
scores in this domain required students to use digital tools while engaged in meaningful, challenging learning
tasks. Observers found a range in the student use of digital tools. In some classrooms digital tools were
integral to the student learning process. However, there was little evidence of students systematically using
digital tools throughout the district.
Administrative leadership and staff at the schools were supportive and facilitated eleot observations by
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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providing, maps, schedules and easy access to classrooms. Discussion by the External Review Team as they
shared the eleot observations supported the External Review findings of artifacts and stakeholder interviews.
Document Generated On February 13, 2017
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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eleot™ Data Summary
A. Equitable Learning %
Item Average Description
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1. 2.48 Has differentiated learning opportunitiesand activities that meet her/his needs
22.62% 27.38% 25.00% 25.00%
2. 3.07 Has equal access to classroomdiscussions, activities, resources,technology, and support
28.57% 53.57% 14.29% 3.57%
3. 3.08 Knows that rules and consequences arefair, clear, and consistently applied
26.19% 57.14% 15.48% 1.19%
4. 1.74 Has ongoing opportunities to learnabout their own and other'sbackgrounds/cultures/differences
9.52% 14.29% 16.67% 59.52%
Overall rating on a 4 point scale: 2.59
B. High Expectations %
Item Average Description
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1. 2.94 Knows and strives to meet the highexpectations established by the teacher
21.43% 53.57% 22.62% 2.38%
2. 2.99 Is tasked with activities and learning thatare challenging but attainable
26.19% 50.00% 20.24% 3.57%
3. 2.39 Is provided exemplars of high qualitywork
20.24% 30.95% 16.67% 32.14%
4. 2.89 Is engaged in rigorous coursework,discussions, and/or tasks
22.62% 46.43% 28.57% 2.38%
5. 2.94 Is asked and responds to questions thatrequire higher order thinking (e.g.,applying, evaluating, synthesizing)
28.57% 42.86% 22.62% 5.95%
Overall rating on a 4 point scale: 2.83
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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C. Supportive Learning %
Item Average Description
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1. 3.17 Demonstrates or expresses thatlearning experiences are positive
32.14% 54.76% 10.71% 2.38%
2. 3.18 Demonstrates positive attitude about theclassroom and learning
32.14% 54.76% 11.90% 1.19%
3. 2.90 Takes risks in learning (without fear ofnegative feedback)
29.76% 40.48% 20.24% 9.52%
4. 3.06 Is provided support and assistance tounderstand content and accomplishtasks
28.57% 52.38% 15.48% 3.57%
5. 2.54 Is provided additional/alternativeinstruction and feedback at theappropriate level of challenge for her/hisneeds
17.86% 35.71% 28.57% 17.86%
Overall rating on a 4 point scale: 2.97
D. Active Learning %
Item Average Description
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1. 3.00 Has several opportunities to engage indiscussions with teacher and otherstudents
28.57% 45.24% 23.81% 2.38%
2. 2.62 Makes connections from content to real-life experiences
28.57% 29.76% 16.67% 25.00%
3. 3.02 Is actively engaged in the learningactivities
29.76% 44.05% 25.00% 1.19%
Overall rating on a 4 point scale: 2.88
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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E. Progress Monitoring and Feedback %
Item Average Description
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1. 2.56 Is asked and/or quizzed about individualprogress/learning
16.67% 32.14% 41.67% 9.52%
2. 2.75 Responds to teacher feedback toimprove understanding
16.67% 50.00% 25.00% 8.33%
3. 2.99 Demonstrates or verbalizesunderstanding of the lesson/content
23.81% 53.57% 20.24% 2.38%
4. 2.51 Understands how her/his work isassessed
17.86% 35.71% 26.19% 20.24%
5. 2.74 Has opportunities to revise/improvework based on feedback
20.24% 41.67% 29.76% 8.33%
Overall rating on a 4 point scale: 2.71
F. Well-Managed Learning %
Item Average DescriptionV
ery
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1. 3.35 Speaks and interacts respectfully withteacher(s) and peers
42.86% 50.00% 5.95% 1.19%
2. 3.26 Follows classroom rules and works wellwith others
44.05% 40.48% 13.10% 2.38%
3. 3.08 Transitions smoothly and efficiently toactivities
36.90% 41.67% 14.29% 7.14%
4. 2.75 Collaborates with other students duringstudent-centered activities
27.38% 40.48% 11.90% 20.24%
5. 3.30 Knows classroom routines, behavioralexpectations and consequences
41.67% 47.62% 9.52% 1.19%
Overall rating on a 4 point scale: 3.15
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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G. Digital Learning %
Item Average Description
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1. 1.76 Uses digital tools/technology to gather,evaluate, and/or use information forlearning
14.29% 8.33% 16.67% 60.71%
2. 1.73 Uses digital tools/technology to conductresearch, solve problems, and/or createoriginal works for learning
14.29% 7.14% 15.48% 63.10%
3. 1.51 Uses digital tools/technology tocommunicate and work collaborativelyfor learning
11.90% 2.38% 10.71% 75.00%
Overall rating on a 4 point scale: 1.67
Document Generated On February 13, 2017
AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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Leadership CapacityThe capacity of leadership to ensure an institution's progress towards its stated objectives is an essential
element of organizational effectiveness. An institution's leadership capacity includes the fidelity and
commitment to its institutional purpose and direction, the effectiveness of governance and leadership to enable
the institution to realize its stated objectives, the ability to engage and involve stakeholders in meaningful and
productive ways, and the capacity to enact strategies to improve results of student learning.
Purpose and direction are critical to successful institutions. A study conducted in 2010 by the London-based
Chartered Institute of Personnel and Development (CIPD) reported that "in addition to improving performance,
the research indicates that having a sense of shared purpose also improves employee engagement" and that
"lack of understanding around purpose can lead to demotivation and emotional detachment, which in turn lead
to a disengaged and dissatisfied workforce."
AdvancED has found through its evaluation of best practices in more than 32,000 institutions around the world
that a successful institution commits to a shared purpose and direction and establishes expectations for
student learning that are aligned with the institutions' vision and supported by internal and external
stakeholders. These expectations serve as the focus for assessing student performance and overall institution
effectiveness.
Governance and leadership are key factors in raising institutional quality. Leaders, both local administrators
and governing boards/authorities, are responsible for ensuring all learners achieve while also managing many
other facets of an institution. Institutions that function effectively do so without tension between the governing
board/authority, administrators, and educators and have established relationships of mutual respect and a
shared vision (Feuerstein & Opfer, 1998). In a meta-analysis of educational institution leadership research,
Leithwood and Sun (2012) found that leaders (school and governing boards/authority) can significantly
"influence school conditions through their achievement of a shared vision and agreed-on goals for the
organization, their high expectations and support of organizational members, and their practices that
strengthen school culture and foster collaboration within the organization." With the increasing demands of
accountability placed on institutional leaders, leaders who empower others need considerable autonomy and
involve their communities to attain continuous improvement goals. Leaders who engage in such practices
experience a greater level of success (Fink & Brayman, 2006). Similarly, governing boards/authorities that
focus on policy-making are more likely to allow institutional leaders the autonomy to make decisions that
impact teachers and students and are less responsive to politicization than boards/authorities that respond to
vocal citizens (Greene, 1992).
AdvancED's experience, gained through evaluation of best practices, has indicated that a successful institution
has leaders who are advocates for the institution's vision and improvement efforts. The leaders provide
direction and allocate resources to implement curricular and co-curricular programs that enable students to
achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school
improvement among stakeholders. The institution's policies, procedures, and organizational conditions ensure
equity of learning opportunities and support for innovation.
Document Generated On February 13, 2017
AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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Standard 1 - Purpose and DirectionThe system maintains and communicates at all levels of the organization a purpose and direction for
continuous improvement that commit to high expectations for learning as well as shared values and beliefs
about teaching and learning.
Standard 2 - Governance and LeadershipThe system operates under governance and leadership that promote and support student performance and
system effectiveness.
Indicator Description Review TeamScore
AdvancEDNetworkAverage
1.1 The system engages in a systematic, inclusive, andcomprehensive process to review, revise, and communicate asystem-wide purpose for student success.
3.12 2.68
1.2 The system ensures that each school engages in a systematic,inclusive, and comprehensive process to review, revise, andcommunicate a school purpose for student success.
3.00 2.68
1.3 The school leadership and staff at all levels of the systemcommit to a culture that is based on shared values and beliefsabout teaching and learning and supports challenging, equitableeducational programs and learning experiences for all studentsthat include achievement of learning, thinking, and life skills.
3.12 2.90
1.4 Leadership at all levels of the system implement a continuousimprovement process that provides clear direction for improvingconditions that support student learning.
2.50 2.65
Indicator Description Review TeamScore
AdvancEDNetworkAverage
2.1 The governing body establishes policies and supports practicesthat ensure effective administration of the system and itsschools.
3.00 2.97
2.2 The governing body operates responsibly and functionseffectively.
3.00 2.96
2.3 The governing body ensures that the leadership at all levels hasthe autonomy to meet goals for achievement and instruction andto manage day-to-day operations effectively.
2.25 3.17
2.4 Leadership and staff at all levels of the system foster a cultureconsistent with the system's purpose and direction.
3.25 3.03
2.5 Leadership engages stakeholders effectively in support of thesystem's purpose and direction.
3.25 2.74
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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Stakeholder Feedback DiagnosticStakeholder Feedback is the third of three primary areas of evaluation in AdvancED's Performance
Accreditation model. The AdvancED surveys (student, parent, and teacher) are directly correlated to the
AdvancED Standards and indicators. They provide not only direct information about stakeholder satisfaction
but also become a source of data for triangulation by the External Review Team as it evaluates indicators.
Institutions are asked to collect and analyze stakeholder feedback data, then submit the data and the analyses
to the External Review Team for review. The External Review Team evaluates the quality of the administration
of the surveys by institution, survey results, and the degree to which the institution analyzed and acted on the
results.
FindingsImprovement PriorityDevelop clear protocols to improve student learning by revisiting and refining systemic initiatives (e.g.,
innovation, personalization, instructional rounds) and ensure these are consistently implemented and
monitored.
(Indicator 1.4)
Primary Indicator
Indicator 1.4
Evidence and Rationale
The AdvancED Review Team listened to leadership and staff at both the system and school level express
enthusiasm for developing a teaching and learning system that fits the current diverse learner and personalizes
each student’s learning. Leadership emphasized “We know our job is to educate kids for the 21st century.”
This means “We have to be poised and ready to have more flexibility. We have to re-think our understanding of
the future for our kids.” Three recently-introduced concepts were consistently discussed in the schools:
innovation, personalization of student learning and instructional rounds. However, school personnel voiced a
Indicator Description Review TeamScore
AdvancEDNetworkAverage
2.6 Leadership and staff supervision and evaluation processesresult in improved professional practice in all areas of thesystem and improved student success.
2.62 2.70
Evaluative Criteria Review TeamScore
AdvancED NetworkAverage
Questionnaire Administration 3.86 3.42
Stakeholder Feedback Results and Analysis 3.71 3.03
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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need for clarity and direction in moving forward with these initiatives and this need was reinforced in the review
of artifacts and observations by the Review Team.
Interviews with teachers and administrators as well as classroom observations revealed different
understandings of the concept “innovation” and its purpose. During one leadership team interview, a staff
participant stated, “We’re excited to embark on this journey and we’re ready; we’ve tossed around ideas, but
we don’t quite know how to start.” Another leadership team voiced the concern that they didn’t want to start an
innovation and then have rules imposed. They wished for broad guidelines.
The Review Team noted personalization of student learning and blended learning was another initiative that
appeared to incorporate multiple definitions depending on the district or school site. However, there was
consensus this initiative has the potential to transform student engagement in meaningful learning. One
teacher said, “We are in a time of discovery.” A school leader stated, “We are moving towards personalized
learning where students have some control over their path of learning.” Another leader asked this question, “I
wonder if personalized learning and blended learning can complement each other?”
Instructional rounds, a process of teachers observing other teachers, is a third initiative being implemented in
the district. A review of artifacts and interviews indicate a positive perception of this initiative. However, this
initiative appears to be implemented inconsistently throughout the schools. Some leaders questioned whether
teachers really understood the purpose of this initiative and whether it was time to link instructional rounds
more directly to supervision and professional learning communities.
These three examples illustrate the need for system and school leadership and staff to establish and monitor
processes for implementing initiatives. The processes include determining measureable objectives, agreed
upon strategies, ongoing evaluation of progress and timelines for achieving goals.
The establishment of clear direction for improving conditions that support student learning is essential to
increased student success.
Powerful PracticePeoria Unified School District sustains authentic verifiable systematic involvement of parents and community
members that actively supports teachers and students.
(Indicator 2.5, SF1. Questionnaire Administration)
Primary Indicator
Indicator 2.5
Evidence and Rationale
Stakeholder interviews and questionnaire data highlight the exceptional parent, business and community
relationships the system has maintained over time. One business leader emphasized, “Our relationship to
Peoria is not just a partnership. It’s more than that. We consider ourselves part of the district.” A community
representative stated, “Peoria really listens and they work with us on our ideas like the Peace Pole to make
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AdvancED Peoria Unified School District #11
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schools better for kids.” A city official said, “It’s all about working together. We do that and we’ve really
improved services to students.”
System and school personnel cited numerous volunteer opportunities for parents and community members
that are robust and have led to improved school grounds and facilities. Parents discussed the multiple
opportunities they have to be in schools building relationships with school staff and assisting teachers in the
classroom. One parent said, “Peoria schools get in your blood.”
Both community members and parents underlined the positive communication system in place to inform
stakeholders of district activities and initiatives. A school leader said, “We’re always looking for new ways to
communicate with our stakeholders.” One of the secondary student interview groups said, “We’re expected to
keep our parents informed of what happens at school.”
When all stakeholder groups work towards common goals that benefit students, student achievement
increases.
Powerful PracticeThe district and community values, nurtures and supports a student-centered culture focused on high
expectations and educating the whole child.
(Indicator 1.3, Indicator 2.4)
Primary Indicator
Indicator 1.3
Evidence and Rationale
Artifacts, interviews and observations confirm a systemic student centered culture across the district. The
district Self Assessment and Monday morning presentations emphasized the strategies in place for ensuring
student success is a part of every decision. One administrator stated, “Students are the reason we exist.”
Numerous examples and programs were cited to illustrate how this belief permeates at the district, school and
classroom levels. For example, students are recognized at Board meetings for their contributions and
achievements. Signature Programs offer options for students to attend a school based on their particular
interest. Student leadership opportunities are fostered in schools across the system.
During elementary and secondary student interviews, students discussed the multitude of clubs, athletics and
extra-curricular activities available. Secondary students identified the various competitions accessible to them
in the arts, science and math as well as other academic areas. The fine arts programs, which have been
retained in an environment of budget cuts, also provide evidence of the district’s commitment to a
comprehensive education. Throughout the Review the Team noticed the various ways in which the arts are
integrated into the daily life of the learning community. Visual art is apparent in both the district offices and the
schools.
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Emphasis is placed on all students achieving the learning, thinking and life skills necessary for success.
Strategies are implemented to assist students in transitioning to a new level. For example, My Life Day helps
middle school students see the opportunities that high school will provide and helps them begin to identify the
pathway they want to pursue based on their talents and interests. Parents recognize and value this
commitment. One parent said, “While we have the resources to send our children anywhere for school, we
opted for the Peoria School District because they have all the resources to educate the whole child.” A retired
Peoria educator put it this way, “They grow their kids like we grow flowers.”
Shared values and beliefs about teaching learning that emphasize educating all students for careers, college
and life fosters student engagement and success.
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AdvancED Peoria Unified School District #11
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Resource UtilizationThe use and distribution of resources must be aligned and supportive of the needs of an institution and the
students served. Institutions must ensure that resources are aligned with the stated mission and are distributed
equitably so that the needs of students are adequately and effectively addressed. The utilization of resources
includes an examination of the allocation and use of resources, the equity of resource distribution to need, the
ability of the institution to ensure appropriate levels of funding and sustainability of resources, as well as
evidence of long-range capital and resource planning effectiveness.
Institutions, regardless of their size, need access to sufficient resources and systems of support to be able to
engage in sustained and meaningful efforts that result in a continuous improvement cycle. Indeed, a study
conducted by the Southwest Educational Development Laboratory (Pan, D., Rudo, Z., Schneider, C., & Smith-
Hansen, L., 2003) "demonstrated a strong relationship between resources and student success... both the
level of resources and their explicit allocation seem to affect educational outcomes."
AdvancED has found through its own evaluation of best practices in the more than 32,000 institutions in the
AdvancED Network that a successful institution has sufficient human, material, and fiscal resources to
implement a curriculum that enables students to achieve expectations for student learning, meets special
needs, and complies with applicable regulations. The institution employs and allocates staff members who are
well qualified for their assignments. The institution provides a safe learning environment for students and staff.
The institution provides ongoing learning opportunities for all staff members to improve their effectiveness and
ensures compliance with applicable governmental regulations.
Standard 4 - Resources and Support SystemsThe system has resources and provides services in all schools that support its purpose and direction to ensure
success for all students.
Indicator Description Review TeamScore
AdvancEDNetworkAverage
4.1 The system engages in a systematic process to recruit, employ,and retain a sufficient number of qualified professional andsupport staff to fulfill their roles and responsibilities and supportthe purpose and direction of the system, individual schools, andeducational programs.
2.75 2.87
4.2 Instructional time, material resources, and fiscal resources aresufficient to support the purpose and direction of the system,individual schools, educational programs, and systemoperations.
2.62 2.87
4.3 The system maintains facilities, services, and equipment toprovide a safe, clean, and healthy environment for all studentsand staff.
2.88 3.06
4.4 The system demonstrates strategic resource management thatincludes long-range planning in support of the purpose anddirection of the system.
2.75 2.76
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FindingsImprovement PriorityDevelop and implement as feasible a comprehensive long range technology infrastructure and equipment plan,
including state of the art technology, personnel support, and targeted professional development all designed to
positively impact student learning and achievement at the highest levels.
(Indicator 3.3, Indicator 4.4, Indicator 4.6)
Primary Indicator
Indicator 4.6
Evidence and Rationale
The Team reviewed the District Accreditation Report, visited and observed classrooms and interviewed
teachers, administrators and students about the use of digital tools in the teaching and learning process. The
Team also reviewed relevant artifacts including the District Technology Plan.
Interviews with administration and teachers reveal that the district needs a comprehensive technology plan to
support teachers’ efforts to meet the district non-negotiable goals for instruction and achievement along with
aligning classroom instruction with the district core value of innovation. Critical to this plan is a complete audit
of current district wide technology resource utilization and ongoing professional development.
During classroom observations, the Review Team found some classrooms and schools with state of the art
technology being utilized by teachers and students. Digital tools were integral to student engagement and
effective instruction. The eleot scores for these classrooms were often at a four level. In other schools students
appeared to have minimal technology access and in a few secondary classrooms there were no digital tools. In
these classrooms, students indicated all their instruction was basically lecture with paper and pencil
assignments. The issue of equitable distribution of technology was raised by several school level leadership
teams.
Indicator Description Review TeamScore
AdvancEDNetworkAverage
4.5 The system provides, coordinates, and evaluates theeffectiveness of information resources and related personnel tosupport educational programs throughout the system.
2.88 2.73
4.6 The system provides a technology infrastructure and equipmentto support the system's teaching, learning, and operationalneeds.
2.25 2.72
4.7 The system provides, coordinates, and evaluates theeffectiveness of support systems to meet the physical, social,and emotional needs of the student population being served.
2.50 2.58
4.8 The system provides, coordinates, and evaluates theeffectiveness of services that support the counseling,assessment, referral, educational, and career planning needs ofall students.
2.38 2.60
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Ongoing targeted professional development in facilitating active student engagement using digital tools was an
area highlighted in both system and school discussions. Teachers emphasized the importance of
individualizing professional development because teachers had different levels of understanding and skill in
this area.
The use of technological resources as instructional tools, as well as for school operations and management, is
crucial to the on-going continuous improvement effort in the Peoria Unified School District. The District Mission
“Empower students to reach their potential” requires students to be prepared to function in an increasingly
complex technological future.
A clearly articulated and implemented continuous improvement process requires careful attention to the
components that support students in being prepared for the challenges of the 21st century.
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ConclusionPeoria Unified School District, located northwest of Phoenix, is one of the largest school districts in Arizona
and serves approximately 36,000 students. There are 33 elementary schools, seven high schools, one
alternative high school and one K-12 school for medically fragile students. The schools are located in Peoria,
Glendale, Surprise and Youngtown which covers 138 square miles.
The Team observed three common themes throughout the evidence provided by the system. First, all
stakeholder groups voiced the importance of a sustained focus on continuous improvement that emphasizes
quality not necessarily quantity. For example the implementation of professional learning communities has
involved a careful analysis of needs at the individual schools. The second overarching theme termed
"innovation" is a recent addition and was initiated by the current superintendent. The previous superintendent
retired after 35 years of service and school and system leadership underlined the identified need for updating
many of the systems that support teaching and learning. The third theme is a determined commitment and
practice by leadership and stakeholder groups to preserve and expand a student centered culture that is the
focus of Peoria's continuous improvement process.
During the Review, system leadership's presentations on Monday and stakeholder interviews clarified both the
opportunities and challenges that were occurring. The observations in schools on Tuesday provided additional
information. Peoria Unified School District (PUSD) system and school leadership discussed the challenges of
ensuring a high quality education for each student. Obtaining funding for personnel to provide personalized
instruction and guidance to students was a challenge listed by all internal and external stakeholders. A bond
failed to pass this fall and state funding has decreased.
System leadership is placing an emphasis on being innovative in creating solutions to the "how" to prepare
each student for the 21st century and "how" to maintain or improve the 93 percent graduation rate. A re-
organization chart of system leadership has been developed to further clarify leadership roles and
responsibilities. The current teacher shortage and retention is another issue directly affecting students.
Leadership and staff are analyzing, planning and then implementing strategies to meet the needs and interests
of the diverse learner. The PUSD learning community highlighted their pride in Peoria and their unified (not
uniform) dedication to preserving and moving to being the "best" in educating the whole child.
The AdvancED Team designed two Improvement Priorities based on the artifacts, interviews and observations
that were part of the External Review. The first Improvement Priority focuses on establishing criteria and
guidelines for current systemic initiatives, particularly the ones related to innovation and personalized learning.
The second Improvement Priority requires the development of a comprehensive technology system that plans
for an up to date infrastructure, provides for just in time professional development and emphasizes student
engagement in meaningful activities. These two Improvement Priorities are intended to ensure a system-wide
focus on increased student success and organizational effectiveness.
The mission of the Peoria Unified School District is to "Empower students to reach their potential." The mission
was created from the vision: "Every student, every day, prepared to shape tomorrow." The Team supports
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Peoria's demonstrated commitment to the continuous improvement process and to a sustained focus on the
system's mission and vision.
Improvement PrioritiesThe institution should use the findings from this review to guide the continuous improvement process. The
institution must address the Improvement Priorities listed below:
Develop and implement as feasible a comprehensive long range technology infrastructure and
equipment plan, including state of the art technology, personnel support, and targeted professional
development all designed to positively impact student learning and achievement at the highest levels.
Develop clear protocols to improve student learning by revisiting and refining systemic initiatives (e.g.,
innovation, personalization, instructional rounds) and ensure these are consistently implemented and
monitored.
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Accreditation RecommendationIndex of Education QualityThe Index of Education Quality (IEQ™) provides a holistic measure of overall performance based on a
comprehensive set of indicators and evaluative criteria. A formative tool for improvement, it identifies areas of
success as well as areas in need of focus.
The IEQ™ comprises three domains: 1) the impact of teaching and learning on student performance; 2) the
leadership capacity to govern; and 3) the use of resources and data to support and optimize learning.
The overall and domain scores can range from 100-400. The domain scores are derived from: the AdvancED
Standards and indicators ratings; results of the Analysis of Student Performance; and data from Stakeholder
Feedback Surveys (students, parents, and staff).
The IEQ™ results include information about how the institution is performing compared to expected criteria as
well as to other institutions in the AdvancED Network. The institution should use the information in this report,
including the corresponding performance rubrics, to identify specific areas of improvement.
Consequently, the External Review Team recommends to the AdvancED Accreditation Commission that the
institution earn the distinction of accreditation for a five-year term. AdvancED will review the results of the
External Review to make a final determination including the appropriate next steps for the institution in
response to these findings.
External Review IEQScore
AdvancED NetworkAverage
Overall Score 283.10 278.94
Teaching and Learning Impact 277.98 268.48
Leadership Capacity 305.80 293.71
Resource Utilization 262.50 286.27
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AddendaIndividual Institution Results (Self-reported)
Institution Name Teaching andLearning Impact
LeadershipCapacity
ResourceUtilization
Overall IEQScore
Alta Loma Elementary School 257.14 272.73 257.14 261.54
Apache Elementary School 285.71 318.18 271.43 292.31
Cactus High School 295.24 300.00 285.71 294.87
Canyon Elementary School 238.10 290.91 257.14 256.41
Centennial High School 271.43 281.82 271.43 274.36
Cheyenne Elementary School 285.71 309.09 271.43 289.74
Copperwood ElementarySchool
314.29 363.64 300.00 325.64
Cotton Boll Elementary School 290.48 300.00 242.86 284.62
Country Meadows ElementarySchool
295.24 263.64 257.14 279.49
Coyote Hills Elementary School 247.62 281.82 271.43 261.54
Desert Harbor ElementarySchool
271.43 318.18 271.43 284.62
Desert Palms ElementarySchool
261.90 318.18 300.00 284.62
Desert Valley ElementarySchool
276.19 309.09 271.43 284.62
Foothills Elementary School 261.90 336.36 257.14 282.05
Frontier Elementary School 257.14 300.00 271.43 271.79
Heritage Elementary School 252.38 318.18 242.86 269.23
Ira A Murphy ElementarySchool
285.71 327.27 271.43 294.87
Ironwood High School 295.24 300.00 285.71 294.87
Kachina Elementary School 290.48 318.18 300.00 300.00
Lake Pleasant Elementary 242.86 281.82 242.86 253.85
Liberty High School 342.86 327.27 328.57 335.90
Marshall Ranch ElementarySchool
280.95 309.09 285.71 289.74
Oakwood Elementary School 276.19 281.82 271.43 276.92
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Institution Name Teaching andLearning Impact
LeadershipCapacity
ResourceUtilization
Overall IEQScore
Oasis Elementary School 290.48 336.36 257.14 297.44
Parkridge Elementary School 228.57 290.91 271.43 253.85
Paseo Verde ElementarySchool
257.14 281.82 242.86 261.54
Peoria Elementary School 228.57 290.91 242.86 248.72
Peoria Flex Academy 271.43 290.91 300.00 282.05
Peoria High School 261.90 281.82 257.14 266.67
Peoria Traditional School 238.10 290.91 242.86 253.85
Pioneer Elementary School 285.71 309.09 300.00 294.87
Raymond S. Kellis High School 257.14 309.09 271.43 274.36
Sahuaro Ranch ElementarySchool
285.71 309.09 271.43 289.74
Santa Fe Elementary School 295.24 318.18 271.43 297.44
Sky View Elementary School 266.67 309.09 257.14 276.92
Sun Valley Elementary School 285.71 318.18 271.43 292.31
Sundance Elementary School 257.14 300.00 257.14 269.23
Sunflower School 233.33 281.82 242.86 248.72
Sunrise Mountain High School 261.90 290.91 271.43 271.79
Sunset Heights ElementarySchool
242.86 300.00 271.43 264.10
Vistancia Elementary School 290.48 309.09 300.00 297.44
Zuni Hills Elementary 257.14 290.91 285.71 271.79
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Team Roster
Member Brief Biography
Dr. Sharon A Knudson Dr. Knudson has worked with children in a variety of capacities from professionalstoryteller to teacher/principal in schools. A summary of her professionalexperience is 2010-present---Lead Evaluator with AdvancED; 1993-2010---Laramie School District #1,WY-Director, Non-tenured Teacher programs;Director, Professional Development; principal; teacher; and UW graduateinstructor. Her WY Certification is Superintendent K-12, Principal K-12,Elementary Education-highly qualified, Speech Pathologist, Ex.-Gen. K-12. Herprofessional activities related to AdvancED include Lead Evaluator/team memberto twenty-three states, DoDEA and International Schools---Japan, Europe, Egypt,Diagnostic Review Lead Evaluator, and Lead Evaluator Mentor. Dr. Knudsonhas received several national and state leadership and teacher awards. Sherecently participated as a district observer in a national Teacher & LeaderEvaluation Systems research study.
Dr. Nicholas I Clement Nic Clement recently retired after serving nine years as the Superintendent ofFlowing Wells School District in Tucson, Arizona. Dr. Clement has presented andbeen published nationally in the areas of brain-based leadership, after-schoolprograms, marketing, customer service and legendary teaching. In his 37 yearcareer, Dr. Clement has also served as a Special Education Teacher, HighSchool Assistant Principal, Junior High Principal, High School Principal andAssistant Superintendent. Dr. Clement earned his doctorate in EducationalAdministration at the University of Arizona, his master’s degree in EducationalAdministration at the University of Nevada, and his bachelor’s degree at theUniversity of Michigan.Following his retirement, Dr. Clement was appointed tothe Ernest McFarland Citizen’s Chair in Education by the Dean of the College ofEducation at Northern Arizona University. In this endowed full time facultyposition, Dr. Clement will be responsible for teaching & advocating for educationthroughout Arizona and the nation. During his tenure, Dr. Clement has beenselected to receive the ASA Distinguished Administrator Award, ASA ArizonaNational Superintendent of the Year, National Community Education AssociationDistinguished Administrator Award, and the Arizona Music Educators AssociationAdvocacy Award.
Dr. Michael E. Lodico Michael Lodico spent 31 years in the public schools of North Carolina, serving asteacher, curriculum specialist, school administrator, regional center consultant,and central office director. He retired as assistant superintendent for curriculumof Asheville City Schools in 2008. He has degrees from Cornell University andWestern Carolina University. His doctoral dissertation (2003) was a study of thecharacteristics of most improved high schools in North Carolina. He has workedas a Lead Evaluator for AdvancED since 2010, leading review teams in 14states.
Dr. Kevin Davis Kevin Davis is an assistant principal at Johnson Senior High School, part of theSaint Paul Public Schools, district 625. With nearly 23 years of buildingexperience, he works with students on a daily basis, is responsible for placementof student teachers, provides teacher observations and staff support, is thebuilding master scheduler, designs and creates promotional material, and hasextensive knowledge of the physical plant and building operations. Prior toadministrative work, he taught high school sciences. His personal educationalbackground includes an undergraduate degree in biology from the University ofMinnesota, a Master’s degree in teaching from the University of St. Thomas, anda doctorate in Educational Policy and Administration from the University ofMinnesota, focusing on new teachers and their pre-service training programs. Healso has a principal license and a superintendent license.
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Member Brief Biography
Dr. Shelley Isai Dr. Shelley Isai has over 19 years of experience in education. She began hercareer in Kyrene Elementary teaching Spanish, English and math. She currentlyserves as the principal of Canyon Ridge School, a K-8 STEM School, located inArizona. Under her leadership Canyon Ridge was designated an A+ School ofExcellence. Prior to being at Canyon, Dr. Isai was an administrator andinstructional coach at Valley Vista High School. She also served as Englishdepartment chair. Dr. Isai has taught outside the K-12 sector as well, teachingclasses at ASU in teacher preparation and designing courses in EducationalLeadership for Grand Canyon University. Her doctorate is in Innovation inLeadership. Through this process she investigated how reflective conferencingwith teachers helped to increase their efficacy. Shelley believes that we canalways be better tomorrow than we are today as as such is excited to be part ofthe AdvancED process.
Ms. Gaye Lantz Gaye Lantz has over 40 years in the education profession and currently is on thefaculty of the University of Phoenix where she serves as a University Supervisorfor Principal Interns, Student Teachers and Masters in Reading candidates.Gaye earned a Masters Degree in Consulting and Supervising as well as herAdministrative Credential from the state of Washington. She has taught studentsin grades 1-6 in a variety of school systems across the USA and in internationalschools. After 25 years in the classroom, Gaye transitioned into administrationfocusing on supporting principals and teachers at the Central Office level as theExecutive Director of Curriculum and Instruction and Director of ProfessionalDevelopment in various school districts in the state of Washington where she ledthe New Teacher and National Board Support Initiatives, and the implementationof the Professional Learning Communities project. Gaye has spent 17 yearsworking in American International Schools in Nigeria, Thailand and Saudi Arabia.While working in the Middle East, Gaye founded The Arabian ReadingAssociation and organized the annual TARA Conference. Most recently, Gayefacilitated the dual accreditation process for the American International School ofLagos, Nigeria, working with the Middle States and Council of InternationalSchools accreditation agencies. Gaye now serves as a Field Consultant andLead Evaluator for schools in Arizona, Saudi Arabia, Egypt, Jordan and the UAE.
Mrs. Jill C. Louters Mrs. Louters completed her bachelor's degree at Concordia College, Moorhead,Minnesota and accepted her first social studies teaching position in theCambridge-Isanti School District. Following her service in Cambridge, she wenton to work in a residential treatment facility, teaching social studies andmanaging behavior plans. Having earned her Master's Degree in educationadministration from Minnesota State University Mankato, she accepted the leadprincipal role at Faribault Middle School, where she focused on teacherprofessional development and evaluation. She completed her doctoral work atSt. Mary's University, Minneapolis, Minnesota and accepted the superintendentposition at New Rockford-Sheyenne Public School in 2012. Mrs. Louterscompleted lead evaluator certification for AdvancEd in 2015 and is a member ofthe Class of 2016 National Superintendency Certification Program sponsored bythe American Association of School Administrators.
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Member Brief Biography
Mrs. Deidre Meyer Deidre has taught language arts, history, government, and speech and debate.She taught in Montana for ten years and Wyoming for eight. Currently, Deidre isa full-time instructional faciitator in Lander, Wyoming. She is a member of theWyoming School-University Partnership Cohort. She is a National BoardCertified Teacher and both her NBPTS video and portfolio of teaching have beenchosen for ATLAS (Accomplish Teaching, Learning and Schools); plus, she is atrained Candidate Support Provider (CSP) for NBPTS. As an educator, Deidrewas nominated for Arch Coal’s Golden Apple Award-2012. Her involvement inassisting in writing common core parallel questions for assessments hasimpacted her knowledge of standards-based curriculum development. Inaddition, she has created, implemented, and directed Common Core alignedsummer school credit recovery courses for 9-12 language arts. Deidre wasnominated by Wyoming Department of Education and chosen for a nationalpanel discussing Smarter Balanced standards. She has also been chosen to beon the Teaching Writing in Wyoming Lost in Transition Colloquium and invited toand engaged in a panel discussion facilitated by University of Wyoming LiteracyEducation-2013/2014. Deidre holds a Master of Instructional Design and isenrolled in a Master of Educational Leadership program.
Tara Skuse Tara holds a Masters in Higher and Postsecondary Education (M.Ed.) fromArizona State University and undergraduate degree in Speech and HearingSciences from the University of New Mexico (B.A). She has completed both herCompetent Communicator and Competent Leadership manuals throughToastmasters and currently serves as the Treasurer for the Board of Directors forGirls on the Run serving Maricopa and Pinal Counties. This will be Tara’s firsttime working with AdvancED and the accreditation process and she looksforward to learning during the process.
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Next StepsReview and discuss the findings from this report with stakeholders.
Ensure that plans are in place to embed and sustain the strengths noted in the Powerful Practices
section to maximize their impact on the institution.
Consider the Opportunities for Improvement identified throughout the report that are provided by the
team in the spirit of continuous improvement and the institution’s commitment to improving its capacity
to improve student learning.
Develop action plans to address the Improvement Priorities identified by the team. Include methods for
monitoring progress toward addressing the Improvement Priorities.
Use the report to guide and strengthen the institution's efforts to improve student performance and
system effectiveness.
Following the External Review, submit the Accreditation Progress Report detailing progress made
toward addressing the Improvement Priorities. Institutions are required to respond to all Improvement
Priorities. The report will be reviewed at the appropriate state, national, and/or international levels to
monitor and ensure that the system has implemented the necessary actions to address the
Improvement Priorities. The accreditation status will be reviewed and acted upon based on the
responses to the Improvement Priorities and the resulting improvement.
Continue to meet the AdvancED Standards, submit required reports, engage in continuous
improvement, and document results.
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About AdvancEDAdvancED is the world leader in providing improvement and accreditation services to education providers of all
types in their pursuit of excellence in serving students. AdvancED serves as a trusted partner to more than
32,000 public and private schools and school systems – enrolling more than 20 million students - across the
United States and 70 countries.
In 2006, the North Central Association Commission on Accreditation and School Improvement (NCA CASI),
the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS
CASI), both founded in 1895, and the National Study of School Evaluation (NSSE) came together to form
AdvancED: one strong, unified organization dedicated to education quality. In 2011, the Northwest
Accreditation Commission (NWAC) that was founded in 1917 became part of AdvancED.
Today, NCA CASI, NWAC and SACS CASI serve as accreditation divisions of AdvancED. The Accreditation
Divisions of AdvancED share research-based quality standards that cross school system, state, regional,
national, and international boundaries. Accompanying these standards is a unified and consistent process
designed to engage educational institutions in continuous improvement.
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ReferencesAlwin, L. (2002). The will and the way of data use. School Administrator, 59(11), 11.
Baumert, J., Kunter, M., Blum, W., Brunner, M., Voxx, T., Jordan, A., Klusmann, U., Krauss, S.,
Nuebrand, M., & Tsai, Y. (2010). Teachers' mathematical knowledge, cognitive activation in the
classroom, and student progress. American Educational Research Journal, 47(1), 133-180.
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Document Generated On February 13, 2017
AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
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AdvancED Peoria Unified School District #11
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Page 40
AdvancED Peoria Unified School District #11
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Page 40
AdvancED Peoria Unified School District #11
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Page 40
AdvancED Peoria Unified School District #11
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. Page 40