Part 3 Reporting Booklet

8/18/2019 Part 3 Reporting Booklet

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School Name:

Pan American School of BahiaDate of Completion of the

Self-Study Component: February 19, 2016

Date of Completion of theVisiting Team Component:

April 23 to April 29, 2016

The Reporting Booklet

PART THREE

Strategies for Improvement

SELF-STUDY COMMITTEE RESPONSIBLE FOR WRITING THIS REPORT

Typed Name Role in the School Signature William Johnston Superintendent

Rich Alix Elementary Principal

Adam Zalba Secondary Principal

Conchita Kennedy Early Childhood Coordinator

Bianca Begrow Brazilian Program Coordinator

Jason Dillon Curriculum Coordinator

Cynthia Reneau Information TechnologyCoordinator

Marina Skelton Business Manager

Paula Oliveira Admissions and Outreach

Coordinator Carla Barros Human Resources Coordinator


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Guidelines and explanations for each Self-Study Committee can be found in the relevant Sections in “The Main Guide”

and the Appendices in “The Self -Study Booklet”.

8th

Edition Version 01 Jan 2011


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GUIDELINES FOR THE WORK OF THE PART THREE COMMITTEE

1. Review the Self-Study Reports from the Part One Committee and Part Two Committees A to G, with particular attention to the responses to “SSC Step (v)

Proposals to address poor or non-alignment” in reports A to G.

2.

Through a process of discussion, summarizing, and synthesizing, create lists of the agreed Major Strengths of the school and the Major Factors NeedingStrengthening.

3. Develop a set of suggested Major Action Steps that address each of the areas identified as in need of strengthening. Individual action steps can be

written for each identified area, or the Steering Committee (or Part Three Committee) may decide to create a single, but more comprehensive, action

plan that addresses two or more of the identified concerns. Action steps should detail: action to be taken, person(s) responsible for actions, timelines,

resources/funding needed, criteria for measuring completion or success, persons responsible for monitoring progress, and impact on furthering the

school’s mission (see below).

4. Review the school’s existing planning process(es) and document(s). These may be called strategic plans, long range plans, development plans, or by

another name unique to the school. Then develop narratives that describe how the school’s planning processes currently work and how the

recommended actions of the Part Three Committee and the Visiting Team will be incorporated into that process. Include as part of the latter narrative

any concerns or factors that could impact the school’s capacity to make the needed improvements.

Important Notes on Hyperlinks:

o Any hyperlinks used in this report must take the reader directly to the relevant piece of text, chart, etc. It is not acceptable to make links to a large

document through which the reader then needs to spend time searching for the relevant part.

o Any hyperlinks must be made to documents recorded on the DVD or “Memory Stick” carrying this report, not to a website. This is because the reader

may be perusing the report on a computer with no current web access.

o During the week of the future Team Visit, any hyper-l inked materials must be made available in printed form in the Visiting Team rooms at the schooland hotel along with the main text of this report.


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LIST OF SCHOOL’S MAJOR STRENGTHS

Related

Standard(s)

Major Strengths

A

Foundational

Documents

● The school is widely aligned on all but one indicator for Standard A1. We have clear and broadly accepted statements of

vision, mission, and educational objectives for students supported by clear expectations and guidelines, monitoring

procedures, periodic data-driven reviews, and a formal assessment process to measure success in achieving the aims of

our guiding statements.

● PASB is well aligned with the spirit of Standard A2 in that we are committed to internationalism/interculturalism as

evidenced by our dual program (American and Brazilian), our many events celebrating multiculturalism/internationalism,

and our strong Model United Nations and Global Initiatives Network programs. Staff and parent perceptions that

students experience internationalism and interculturalism is high at 81.7% and 94.3%, respectively.

● Similarly, we actively foster traits related to internationalism/interculturalism among our students through the programs

and initiatives mentioned above and embedded in our Social Studies, Global Leadership, and IB curricula.

● The school’s admissions policies and practices are widely aligned with our Guiding Statements evidenced by our promotional materials and processes for admission.

B

Teaching and

Learning

● Strong record of applications and admission to colleges and universities (internationally and domestically)

● IB program provides a model of how to challenge all students across range of subject areas

● Recognition of diversity and global awareness are reflected in standards documents and diverse faculty.

● Variety of technology tools and library resources allow for use of varied teaching strategies, including increasing emphasis

on differentiated small group instruction.

● Range of externally developed assessment tools.

● Support for teachers’ continuing education.

● Most curriculum standards have been recently revised or adopted.

CGovernance

and

Leadership

● The Board and the Superintendent have a strong working relationship.● Board policies are clear.

● Endicott survey data shows that more than 77% of all stakeholders agree with all related items.

● Board policies related to ENDS specifically address foundational documents and links to performance outcomes as

defined in the strategic metrics adopted by the Board.

● Board policies related to the recruitment and selection of Board members include structures to ensure openness while


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still adhering to principles of policy governance and international mindedness.

● The Board conducts pre-candidate workshops for people interested in running for election.

● The Board holds a comprehensive orientation retreat for new members and funds attendance at the annual AASSA

Governance Conference thus ensuring new and continuing growth opportunities for Board members.

● The PASB Board Policy Manual follows the Policy Governance model and is reviewed in part, each month.

● Members of the Board and all its Committees sign a Code of Conduct each year as a condition of service.● The Board appraises the Superintendent’s performance in relation to achievement of organizational goals, strategic ends,

and on compliance with the Executive Limitations policies.

● Board actions and accomplishments are communicated through two major meetings with the community each year,

including an annual report. periodic notes also appear in Newsflashes to the community.

● PASB is fiscally sound with yearly audits by an independent international organization.

● PASB has a multi-year facilities plan that is strongly aligned with the mission.

● Compensation structures are continually refined to meet staff longevity targets.

D

Faculty and

Support Staff

● The school has a h iring process that is followed according to Policy manual, as well as as policy about class size and

workload expectations;

● The school has systems in place for evaluation for teachers, Principals and Superintendent;

● All staff sign a code of ethics which is archived in HR file;● School has PD policy;

● Clear foreign hire contract template and pay scale. And salary is always paid on time.

E

Access to

Teaching and

Learning

● Many of the policies with the Admin Policy Manual refer to each of the indicators for Standard E1. We also include

evidence for identifying student individual learning differences to identify students that need additional support including

English Speakers of other Languages and students with learning needs.

● Our school has developed a tools for the referral process that provides opportunities for staff members to identify

students with unique learning needs.

● All students participate in school wide standardized assessments. Students within Student SUpport Services are also

assessed through the ILP process.

● The school employs appropriately trained and experienced teachers to provide learning support.

● Student Support Services has developed processes and templates to ensure consistency across grade levels regardingdata collection, referrals, placement decisions, and Individual Learning Plans.

● Teachers are provided inservice training on topics, such as the role of Learning Support, the meaning and provision of

accommodations and modifications, learning disabilities, attention deficit.

● The school uses an online program for Advanced Learners: FLVS (Florida Virtual School). Student Support Services

maintains a list of tutors. Elementary counselors are licensed psychologists who are connected with the outside


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community in this field. Diagnoses are made by outside professionals.

● Learning Support specialists work with classroom teachers to provide accommodations in the classroom.

● at the end of the school year 2014/2015 and appropriate staffing decisions were made based on the numbers of

incoming/continuing ESOL students.

● ESOL teachers and some other staff members have received appropriate training and use pedagogical approaches which

support the needs of language learners.● Personnel: the American School Counselor Association recommends a school counselor to student ratio of 1:250". We

have 126 students in HS, and 135 in MS, so we meet the recommended number of counselors per student, at least in the

Secondary school.

● Advisory program- the ES and MSHS have added a 20-minute class every day called Global Leadership. This class is new

this school year.

● ECC Counselor lessons every two weeks.

● thorough orientation procedures and activities to integrate new students

● records maintained in all divisions

● Endicott survey data done on yearly basis, based on student performance kids are filtered into advisory programs that

target their academic needs based on number of failing grades - AAAP, AP academic probation - in admin policy handbook

● We have a nurse and a nurse’s assistant on Main Campus, as well as a nurse at PASBinha ● When going off campus, teachers must meet with the School Nurse at least five days in advance in order to obtain

information on special medical needs of the students, as well as to obtain the Emergency Medical Kit

● Before off campus trips, parents are required to complete a permission form which asks them to provide any medical

concerns that the child has

● The school offered First Aid training last year for staff who wished to attend (it was not mandatory)

● After school sports are offered every day for students, though some activities require students to pay

● Through PE classes, students are taught about healthy lifestyle, including fitness and healthy eating

● The canteen offers vegetarian options every day, as well as a wide variety of fresh fruit and vegetables for students/staff

to choose from

● Healthy eating is part of the curriculum taught at different grade levels

● A nutritionist is available through the Canteen services● There are newsletters about healthy eating, sleeping and general wellness.

● Tobacco, alcohol and drugs are prohibited within 100 meters of school property

● All students who enroll at PASB must provide official immunization records

● Sometimes publications are included in the Newsflash about epidemics or diseases that are present in the community at

the time. Cases are shared with the community, including the grade-level of the student, in order to inform parents about


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possible risks

● All new teachers are provided with a list of health services (phone numbers for hospitals, etc) and will give names of

doctors, etc upon request

● The school nurse checks the CDC and WHO websites every morning for information on current epidemics and possible

health risks in the area.

FSchool Culture

and

Partnerships

for Learning

● The school is widely aligned with this standard in two aspects: the students efforts and achievements are celebrated inmeaningful ways by recognitions at Assemblies, honor rolls, Peter M. Nowell award, pep-rally for athletes and publication of

their results and recognition in the newsletter; and there is confidentiality with the information that needs to be so.

● Student and staff well-being have been valued by the implementation of fire drills and lockdown drills that have been

explained and practiced many times in the school (announced and unannounced).

G

Operational

Systems

● The school has successfully implemented measures and procedures that meet this Standard to satisfaction. It is either

partially or widely aligned with all Indicators. The results of the Endicott Survey show that parents and Board are satisfied

with the school's management of finances – however this is countered by staff discontent with perceived lack of

involvement in budget and educational decisions. It is not clear if the discontentment is directed at budgetary decisions,

educational decisions or both. Note that teacher assistants participated in the survey and assistants do not have any

input in decision-making. Principals could be trained in improving communication with staff so that staff opinions can beconsidered in both budgetary and pedagogic decisions. Indicators G1A, G1B, G1C, G1E, G1G and G1H are widely aligned

with Standard G1.

● Indicators G2b and G2C are widely aligned with Standard G2. G2b-Teaching, storage and work spaces are suitable in size

and layout for the age, number and needs of students and for the effective delivery of programmes. G2c - Governing body

policies and school practices effectively address the adequacy, maintenance and improvement of school

facilities/equipment.

● The school has successfully implemented measures and procedures that meet this Standard to satisfaction. It is either

partially or widely aligned with all Indicators. G3c-G3g

● G4 - all aligned


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LIST OF MAJOR FACTORS NEEDING STRENGTHENING TO IMPROVE ALIGNMENT WITH STANDARDS

Related

Standard(s)

Major Factors Needing Strengthening

A Foundational

Documents ● As a school, while there is evidence that foundational documents drive decisions, planning and review, this may not always be clear at

many levels of school life; further evidence is needed from a wider range of sources.

● While PASB embodies the spirit of internationalism and interculturalism, there is no identified working definition of the two terms.

B Teaching and

Learning ● Alignment of curriculum standards, planning documents, and teaching materials

● Articulation of service learning and global citizenship outcomes

● Consistency and accessibility of instructional planning documents

● Variability in teacher preparedness to teach to new and/or revised standards, exacerbated by turnover in faculty and leadership

● Differentiation of teacher professional learning based on role and experience

● Systems for gathering and analyzing evidence of student learning (in subject areas beyond math and literacy and prior to IB)

● Use of support teachers to improve faculty-wide practices related to English language acquisition, differentiation, and technology

integration

C Governance

and Leadership ● Continuing and expanding the frequency of informational meetings would create additional opportunities for the community to learn

about what the board is doing.

● Creating a password protected parent portal on the website could be a way to disseminate information for those who cannot attend

community meetings.

D Faculty and

Support Staff ● The school needs better background checks on potential employees;

● School’s professionals taking roles that are di fferent from their responsibilities or area of expertize;

● Additional responsibilities beyond teacher’s schedules prevent maximal effectiveness;

● Class size is too large in ECC;

● Secondary school needs to review guiding statements and relates to classroom decisions;

● PD opportunities are limited and need to be related to teachers’ need, according to TPES;

● Need evaluation protocols for all staff;

● Need procedures to quantify staff morale;E Access to

Teaching and

Learning

● To address secure relevant information about learning styles admission assessments could include a learning style inventory.

● As the school enrollment continues to increase, the number of students receiving Learning Support continues to increase.

● Students who need specialized language support to access the curriculum but are not receiving direct ESOL support are still not

provided with appropriate, clearly defined programs.SSS will be discussing possibility of co-teaching and consultation between

homeroom teachers and ESOL teachers.

● Brazilian students are encouraged by homeroom teachers to read in both English and Portuguese, however students from different


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nationalities do not get this encouragement from them. This issue should be addressed by the school community.

● Improvements need to be made to the language on the website and in the student handbook. Descriptions of services as well as

contact information for the Counseling Program.

● Global Leadership class in the ES needs more time to develop.

● Transitions document needs to be finished. Communication with Admissions and Administration needs to be improved.

● need data to quantify efficacy of the new student orientation system

● We evaluate the counselor. Need program evaluation.● There have been occasions where students were on campus for events with no nurse present, such as Field Days

F School Culture

and

Partnerships for

Learning

● Although there are some activities, posters and curriculum that address issues related to awareness, prevention and responsiv eness to

issues such as child abuse, sexual harassment, substance abuse, hazing and bullying and discrimination in any form, it is still not sufficient.

● There is a handbook and the written policies and the consequences are fair, but policies are not familiar to teachers and students, and

the practice is not implemented consistently.

● Some of the policies depend on individual recognition and when those individuals leave, the policies change.

● Aspects concerning the staff such as integrating the community, promoting events and team building activities are still below the

expectations, as there is a feeling of segregation among Brazilians and Americans.

G Operational

Systems ● There are no not aligned indicator on this standard but we have two Partially Aligned: G1D and G1F.

● Indicators G2A, G2D and G2E are partially aligned with Standard G2. G2F is nonaligned.

● G3A: In response to the statement “All buildings and facilities used to provide instruction and services to students meet health and

safety codes of local government authorities and expectations of the accrediting associations,” only 66.7% of the Board was inagreement. PASB needs to obtain a new Safety Permit. Government officials already approved its Fire and Emergency Prevention

Plan, which is the most significant part of the approval process. An alteration in the positioning of a fire hydrant was requested before

the permit is granted. Since major renovations will be carried out starting 2015/2016, the school administration is considering waiting

until all major construction is concluded before placing the request. Obtaining the permit involves payment of a costly fee. Both

campuses need to obtain the Alvará de Vig ilância Sanitária (Public Health Surveillance Permit), PASBinha: The company that provides

the school’s food services has filed a request for an Alvará de Vigilância Sanitária and it is being processed. PASB: PASB’S permit

renewal was conditioned to a modifi cation in the canteen area. The modification has been made and the permit is being processed.

According to Administrative Policy 3140, an external review of security procedures should be performed every two years.This has not

been done as of yet. G3B: This indicator is affected by the absence of the Alvará de Vigilância Sanitária (PASB and PASBinha) and the

new Safety Permit (PASB), both mentioned in indicator G3A. These documents are certificates that need to be readily available for

consultation, when necessary. G3G: Despite the school’s current efforts, there are still steps to be taken in towards making the school

a more eco-friendly environment. Several interesting projects are being analyzed by the administration and their implantation willfurther the school in this direction.


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Related

Standard(s) Action Steps Recommended by Committees

A Foundational

Documents ● Implement annual administration of Endicott survey or equivalent

● The administration team should define ways to demonstrate how foundational documents are used to drive decision making and

incorporate these into job descriptions and school policy to further embed them in the school culture

● A community-wide effort to generate clear definitions of internationalism and interculturalism

● The distribution of course guides to students, especially those in the IB program to ensure alignment of course offerings with student

need

B Teaching and

Learning ● Ensure alignment of curriculum documents and instructional materials to written curriculum standards.

● Better integrate core values and global citizenship into academic subject areas. (Foundational Documents)

● Support teachers in sharing expertise as they collaborate to implement curriculum.

● Help all teachers to apply strategies that support language learners.

● Develop internal benchmarks to measure instruction in all subject areas.

● Make use of alumni to evaluate long-term impact of PASB programs.

C Governance

and Leadership ● Expand the frequency of informational meetings for staff.

D Faculty and

Support Staff ● Review data regarding optimum class size;

● Teachers’ load need to be investigated to optimize efficiency;

● Ensure Admin regularly review program needs and available personnel;

● Increase PD opportunities;

● Better document extra duty assignments;

● Transparency in evaluation process;

● Re-evaluate local hire salary scale;

● Increase time spent in observations (in order to better evaluate teachers);(Teacher Evaluation)

● PD policy should indicate teachers’ needs identified by TPES;

● Performance standards for all employees in addition to teachers.

E Access to

Teaching and

Learning

● E1a -Introduce a learning style inventory in the admissions process

● E1b - Ensure transparency of a school-wide Students of Concern process

● E2a: Maintenance of records by the Student Support Services Coordinator, including levels of service to inform staffing and support

● Development of specific job description for Learning Support teachers.

● Further co-teaching and consultation between homeroom teachers and ESOL teachers.

● E3b. Investigation of other language development trainings and consultation with ESOL staff.


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● E3d. Encouragement of students from different nationalities should to read in English and Portuguese.

● E4b Improvements to the language on the website and in the student handbook, including descriptions of services as well as contact

information for the Counseling Program.

● Continue committee work to develop curriculum around the PASB Core Values. Committee should include teacher and student

leaders.

● E4c Recommend that transitions document be finished . Further recommend a committee to study ways of improving

communication between admissions and admin, better tech support for new students. Meetings with new parents needs to be

established/available. Parents could be invited to the Orientation day and have a meeting with the administrator in MSHS.

● Improve communication fro new student orientation communication with admissions office and IT.

● Develop a more uniform documentation system for counselors

● E4e Investigation of instruments to evaluate the counseling program and the counselors.

● 5a: Ensure medical documents are up to date by asking parents to submit updated medical forms for every child (yearly?)

● 5b: publicize the school menu with nutritional information on the PASB website monthly.

F School Culture

and

Partnerships for

Learning

● Revise the parent-student handbook to be more clear about expectations and become the main document to check for policies and

consequences of non-compliance, as well as for mechanisms for appeal. It needs to be revised by the community (admin team, teachers,

students). (Communication and transparency)

● Promote more staff recognition and become less dependant on individual efforts, so that when those individuals leave the school there is

a continuation of the program, policy and etc.

● School leadership should demonstrate efforts to promote school climate especially among the staff, such as the committees that arefocused on staff integration. (School Climate)

G Operational

Systems three main topics:

1. assure staff involvement in school decisions

2. facilities adequacy of workspace specially administrative areas

3. constant search of ecofriendly actions and solutions

● Committee recommends Principals be trained in improving communication with staff so that staff opinions can be considered in both

budgetary and pedagogic decisions.

● Committee recommends hiring a Chief Development Officer as approved by the Board.

● Committee recommends the school investigate fire insurance for apartments rented for foreign hire teachers and D&O insurance for

the governing body of the school.

● Committee recommends the school provide more shaded/covered areas on both campuses. Acoustics in secondary building aresometimes poor. Committee recommends pilot use of acoustic tiles in the Secondary Building. Improvements could be made to the

faculty lounge.The faculty lounge could be a place where teachers interact, network with each other and improve staff cohesion.

● Committee recommends the school improve accessibility of handicapped students, personnel and visitors to the Secondary building

located above the canteen area and to the areas next to/behind the small gym.

● Committee recommends the administration consider ways of resolving the following issues:


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○ Finance area - no privacy and it is a pass through corridor.

○ Registrar - storage issues.

○ Reception - not welcoming.

○ Meeting work stations - insufficient in number and the existing ones are not adequately sized.

○ School supplies storage room - too small.

○ Administration restrooms - no ventilation.

● Committee recommends the school take necessary measures to secure both the Alvará de Vigilância Sanitária (PASB and PASBinha)and the new Safety Permit (PASB), Also, an external review of security procedures should be performed as soon as possible.

● Committee recommends the school take necessary measures to secure both the Alvará de V igilância Sanitária (PASB and PASBinha)

and the new Safety Permit (PASB),

● Committee recommends the school investigate the reason for staff d issatisfaction with the Teacher’s Lounge and take appropriate

measures to remedy this.

● Committee recommends the school continue studying how to make the PASB and PASBinha campuses more eco-friendly and carry

out projects that can further both in this direction.

SUGGESTED MAJOR ACTION, BY STEPS, TO IMPROVE ALIGNMENT WITH STANDARDS Please use a separate table for each Major Action

Related

Standard

Number

Major Action

(laid out in steps as appropriate) Persons

taking &

monitoring

action

Timeline ResourcesNeeded

Criteria for Completion/

Success

Impact on Furthering

the School’s Mission

B, D, F Improve retention of instructionalleadership and faculty (e.g., on-

boarding of new personnel;community integration and morale;

ongoing professional learning; market

competitiveness of compensation;

recognition of contributions).

Admin team June 2017 Detailed action plan related to strategiesand evaluation of their effectiveness.

Staff data on

retention Retention of key

personnel is integral to

improvement all areas.


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Related

Standard

Number

Major Action


taking &

monitoring

action


Criteria for Completion/ Success



B, E Ensure success of students in special

populations (e.g., communicate scope

of student support services; maintain

accurate records of performance;

interact with outside professionals;

review performance of special

populations; establish feedback to

admissions).

Instructional

leadership

team,

admissions

department,

incoming

student

support

services

coordinator

December

2016 Written scope of services for ESOL, LS, counseling, and medical needs.

Protocol for admissions, orientation,

and ongoing monitoring of student

progress.

Data on

performance of

students in special

populations

This action is well

aligned to the part of

our mission that

guides us to develop

a “safe and nurturing

environment” where

we “empower

students to reach

their fullest

potential.”

Related

Standard

Number

Major Action


taking &

monitoring

action



Success



A, D, F, G Improve communication to internalcommunity.

Admin team June 2017 Action plan to communicate linksbetween guiding documents and

decision making at all levels.

Protocol for staff input and

understanding of facilities review

processes related to safety, accessibility,

suitability, andeco-friendliness of the workplace.

Comprehensive staff handbook to

include processes for matching staffing

to program needs, including evaluation

Survey data Communication withstakeholders is

aligned with the

vision, which states,

“Upon realizing our

Mission, … [t]he

PASB community will

constantly evaluate

its performance,

focusing on

continuous

development toward


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procedures, links to professional

development, and salary and benefits.

Stakeholder surveys to gauge

perceptions and assist in program

evaluation.

an ever-evolving

conception of

excellence.”

Related

Standard

Number

Major Action


taking &

monitoring

action



Success



B, F, G Improve communication to externalcommunity.

Admin

team December

2016 Protocol to communicate strategies to

ensure health, safety, and nutrition

Action plan for ongoing communication (two-way, as reflected in the definition of

communicating versus informing)

Stakeholder surveys to gauge perceptions

and assist in program evaluation

Comprehensive parent handbook

Survey data Communication withstakeholders is

aligned with the

vision, which states,

“Upon realizing our

Mission, … [t]he

PASB community

will constantly

evaluate its

performance,

focusing on

continuous

development

toward an ever-

evolving conception

of excellence.”


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Related

Standard

Number

Major Action


taking &

monitoring

action



Success



A, B Prepare students to face challenges asconfident global citizens

Instructional

Leadership

Team

June 2017 Complete measures of global citizenship(core values)

Operational definition of internationalism

Action plan for curriculum integration

Data on student

global citizenship

Written definition

of internationalism

This action item

directly corresponds

to the first sentence

in PASB’s mission.

Related

Standard

Number

Major Action


taking &

monitoring

action



Success



B Establish and maintain access to current

and complete curriculum documents toguide instruction and assessment

practices.

Curriculum

Coordinator

June 2017 Written standards for all subject areas

PK2-12

Course overviews and/or pacing guides

Benchmark assessments with student

exmplars

Centralized

electronic access tocomplete

curriculum

documents

Our curriculum

documents are central

to the “outstanding

American and

Brazilian programs,

offered in a safe and

nurturing

environment”

described in our

mission.


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INTEGRATION OF ACTION STEPS INTO SCHOOL-WIDE PLANNING PROCESS(ES)

Describe the process(es) by which school-wide planning currently occurs. Describe how the suggested action steps for improving alignment with standards, andothers suggested by the VT, can be incorporated into the school-wide planning process(es).

The action steps arising from the self-study are integrated into the school’s strategic planning model, represented in the graphic below. The

successful completion of steps 1 and 2 is reflected throughout the self-study, where foundational documents are widely perceived as a relative

strength. The SMART goals developed in step 3 are working to drive our planning processes. Goals for academic achievement, enrollment, and

athletics have clear measures and data collection is well underway. Goals for arts and citizenship have been articulated, but the measures are still

under revision. These SMART goals are regularly discussed with faculty and parents. They drive the accountability systems that are taking shape in

conjunction with step 4.

Steps 5 through 8 are most closely aligned with the self-study process and the suggested major actions described in the above tables. A

board strategic planning committee oversees steps 5 through 8; they have the responsibility for incorporating the self-study finding and the

feedback from the visiting team into the schools strategic plan.Implementation steps 9 and 10 will be the responsibility of school administration once the strategic plan is fully articulated. Monitoring

outcomes, step 11, is a responsibility shared by the board and the school administration, wherein the evidence collected is used to assess the

success of our plan.


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VISITING TEAM RESPONSE TO PART THREE OF THE SELF-STUDY REPORT

Members of the Visiting Team (VT) responsible for responding to Part Three should peruse all materials provided above by the Self-Study Committee (SSC), and

then write a concise response to each major component of the report in the spaces provided below.

The objective is to produce Team responses which will be helpful to the school and other readers of this report. This allows Team Members to be creative in style

and content of response. The example questions provided are not meant to be compulsory, nor are they an exhaustive list.

SCHOOL’S LIST OF MAJOR STRENGTHS e.g. Is the school’s list of Major Strengths justified and complete? e.g. If the list is not justified and complete, what changes/additions does the Visiting Team wish to make?

VT Response:

SCHOOL’S LIST OF MAJOR FACTORS NEEDING STRENGTHENING e.g. Is the school’s list of Major Factors Needing Strengthening justified and complete? e.g. If the list is not justified and complete, what changes/additions does the Visiting Team wish to make?

VT Response:

SCHOOL’S SUGGESTED MAJOR ACTIONS e.g. Is the school’s list of Major Actions justified and complete? e.g. Does the list cover all the Major Factors Needing Strengthening which the school itself identified? e.g. If the list is not justified and complete, what changes/additions does the Visiting Team wish to make?

e.g. Does the school have the capacity to put its major plans into action within a reasonable time scale? If not, what might be the obstacles and what does

the Team advise to help overcome them? VT Response:


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