Quality Assurance Review Report - carlisle.k12.ky.us · quality assurance review team once every five years. The team evaluates the school district's adherence to the AdvancED quality

Report of theQuality Assurance Review Team

forCarlisle County Board of Education

4557 State Route 1377Bardwell, Kentucky, United States 42023-8860

Dr. Keith Shoulders, SuperintendentBrian Grogan, Chair, Carlisle County Board of Education

Dr. Steve Epperson, Chair, Quality Assurance Review Team

Review Dates: 09/26/2010 - 09/26/2010

North Central Association Commission on Accreditation and School Improvement (NCA CASI), the Southern Association ofColleges and Schools Council on Accreditation and School Improvement (SACS CASI), and the Commission on International

and Trans-Regional Accreditation (CITA) are accreditation divisions of AdvancED.

Carlisle County Board of Education

AdvancED Quality Assurance Review Report Page 2 of 26

Quality Assurance Review Report

Contents

About AdvancED and NCA CASI/SACS CASI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Introduction to the Quality Assurance Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Commendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Required Actions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Standards for Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Standard 1. Vision & Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Standard 2. Governance & Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Standard 3. Teaching & Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Standard 4. Documenting & Using Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Standard 5. Resource & Support Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Standard 6. Stakeholder Communications & Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Standard 7. Commitment to Continuous Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Quality Assurance Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Schools Visited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Quality Assurance Review Team Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26AdvancED Standards for Quality School Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26



About AdvancED and NCA CASI/SACS CASI

Background. Founded in 1895, the North Central Association Commission on Accreditation and SchoolImprovement (NCA CASI) and the Southern Association of Colleges and Schools Council on Accreditation andSchools (SACS CASI) accredit public and private schools and districts in 30 states, the Navajo Nation, LatinAmerica, and the Department of Defense Schools worldwide.

In 2006, NCA CASI, SACS CASI, and the research and development arm of the accrediting associations, theNational Study of School Evaluation, unified to form AdvancED. Dedicated to advancing excellence in education,AdvancED provides accreditation, research, and professional services to 23,000 schools in 65 countries, serving15 million students.

NCA CASI and SACS CASI serve as accreditation divisions of AdvancED. Through AdvancED, NCA CASI andSACS CASI have defined shared, research-based accreditation standards that cross state, regional, and nationalboundaries. Accompanying these standards is a unified accreditation process designed to help schools, schooldistricts, and educational service agencies continuously improve.

The Accreditation Process. To earn and maintain accreditation from NCA CASI or SACS CASI, school districtsand their schools must:

1) Meet the AdvancED Standards and Policies for Quality School Systems. School districts demonstrateadherence to the seven AdvancED standards and policies which describe the quality practices and conditions thatresearch and best practice indicate are necessary for school districts to achieve quality student performance andorganizational effectiveness.

2) Engage in continuous improvement. School districts and their schools implement a continuous improvementprocess that articulates the vision and purpose that the school district is pursuing (vision); maintains a rich andcurrent description of students, their performance, school and district effectiveness, and the school community(profile); employs goals and interventions to improve student performance (plan); and documents and uses theresults to inform what happens next (results).

3) Demonstrate quality assurance through internal and external review. School districts and schools engagein a planned process of ongoing internal review and self-assessment. In addition, school districts host an externalquality assurance review team once every five years. The team evaluates the school district's adherence to theAdvancED quality standards, assesses the efficacy of the school district's improvement process and methods forquality assurance, and provides commendations and required actions to help the school district improve. The teamprovides an oral exit report to the school district and a written report detailing the team's required actions. Theschool district acts on the team's required actions and submits a progress report two years following the review.

NCA CASI and SACS CASI accreditation engages the entire school district community in a continuous process ofself-evaluation and improvement. The overall aim is to help school districts and their schools maximize studentsuccess and improve organizational effectiveness



Introduction to the Quality Assurance Review

Purpose. The purpose of the Quality Assurance Review is to:

Evaluate the school district's adherence to the AdvancED quality standards and policies.1.Assess the efficacy of the district's improvement process and methods for quality assurance.2.Identify commendations and required actions to improve the district and its schools.3.Make an accreditation recommendation for review by the national AdvancED Accreditation Commission.4.

A key aim of the Quality Assurance Review is to verify that the school district is operating with institutionalintegrity - that it is fulfilling its vision and mission for its students.

School District Preparation. To prepare for the Quality Assurance Review, the school district and thecommunity complete the AdvancED Standards Assessment Report. The report engages the district in an in-depthself assessment of each of the seven AdvancED standards. The school district identifies and describes theevidence that demonstrates that is it meeting each standard. Through this internal review, the school districtexamines how its systems and processes contribute to student performance and school district effectiveness.

Summary of Team Activities. The Quality Assurance Review Team is led by an AdvancED certified DistrictLead Evaluator and comprised of professionals from outside the school district. The team reviews the findings ofthe school district's internal self-assessment, conducts interviews with representative groups of stakeholders,reviews student performance data and other documentation provided by the school district, and observes practicesand daily operations. The team engages in professional deliberations to reach consensus on the school district'sadherence to the standards for accreditation. The team provides an oral exit report and prepares a written QualityAssurance Review Team Report designed to help the school district and its schools improve.

The Quality Assurance Review Team Report. Following the visit, the review team completes the QualityAssurance Review report. After review by a nationally-trained reader, the report is submitted to the district. Thereport contains commendations and required actions for improvement.

Using the Report - Responding to the Required Actions. The school district uses the report to guide itsimprovement efforts. The school district is held accountable for addressing the required actions identified in thereport. The AdvancED State Office is available to assist the school district in addressing the required actions.Following the Quality Assurance Review Team visit, the school district must submit a progress report detailingthe actions and progress it has made on the team's required actions. The report is reviewed at the state andnational level to ensure the school district is addressing the required actions.

Accreditation Recommendation. The Quality Assurance Review team uses the findings from the onsite visit tomake an accreditation recommendation that is reviewed at the state level and by the national AdvancEDAccreditation Commission. Accreditation is granted by the AdvancED Accreditation Commission andcommunicated to the school district following action from the commission.



Summary of Findings

A Quality Assurance Review Team representing the SACS CASI Kentucky State Office (SACS-CASI-KY), adivision of AdvancED, visited Carlisle County Board of Education on 09/26/2010 - 09/26/2010.

During the visit, members of the Quality Assurance Review Team interviewed 12 administrators, 21 teachers, 20support staff, 29 parents and business partners, 22 students, and 3 Board of Education members for a total of 107stakeholders. In addition to meeting with district personnel and stakeholders, the team visited 3 schools within theschool district. During the school visits, team members interviewed school stakeholders, observed classrooms, andreviewed relevant school artifacts. The team also reviewed documents, student performance data, and otherartifacts provided by the district. Specifically, the team examined the district's systems and processes in relation tothe seven AdvancED standards:

Vision and Purpose1.Governance and Leadership2.Teaching and Learning3.Documenting and Using Results4.Resource and Support Systems5.Stakeholder Communications and Relationships6.Commitment to Continuous Improvement7.

The AdvancED standards focus on systems with a school district and systematic methods of attaining high studentperformance and organizational effectiveness. The power of the standards lies in the connections and linkagesbetween and among the standards. The Quality Assurance Review Team used the AdvancED standards to guideits review of the school district, looking not only for adherence to individual standards, but also for how theschool district and its schools function as a whole and embody the practices and characteristics of a quality schooldistrict.

Through its examination of the school district's adherence to the standards, the Quality Assurance Review Teamprepared reports on each standard, highlighting strengths and suggestions for improvement specific to eachstandard. These reports can be found following this summary.

The Quality Assurance Review Team also examined the effectiveness of the district's methods for qualityassurance. The team reviewed the district's practices and methods to monitor and document improvement, providemeaningful feedback and support across the district, ensure that AdvancED standards are met and strengthened,and regularly collect, use, and communicate results. The team's findings in this area can be found following thestandard reports.

The team used the standard reports and quality assurance findings to identify common themes, significantaccomplishments, and pressing needs facing the district. These became the basis for the overall commendationsand required actions that are provided below. The commendations and required actions should serve as the focusfor the district as it acts on the team's findings. They represent the areas that the team believes will have thegreatest impact in helping the district further its improvement efforts. The standard reports and quality assurancefindings can be used to help reinforce and enrich the district's understanding of the commendations and requiredactions.



Commendations

The Quality Assurance Review Team commends the Carlisle County Board of Education for the followingstrengths and accomplishments. While additional strengths are noted in the detailed review of each standard thatappears later in this report, the commendations listed below are the strengths that the team believes are mostdeserving of being highlighted.

The faculty and staff are dedicated and passionate professionals who are committed to the success ofall students.

When asked to comment on the greatest strength of the district, nearly all stakeholder groups immediatelymentioned the teachers and other staff members. A survey of parents validated that the community valuesand respects the contributions of the faculty and staff.

In a district with limited resources, maintaining a quality staff is crucial to achieve overall organizationalsuccess.

The community is supportive of the district schools and helps provide a climate that is conducive tostudent learning.

Interviews with teachers and administrators confirmed that the parents and other community memberssupport the district by providing resources not possible from regular sources. Various parent booster groupssupport student activities. When there was a district and community need for a soccer field, members of thecommunity donated their time, money, and equipment for the construction of a field.

As funding for schools continues to be a challenge, support from the community is important for theprovision of materials and services not possible through the regular district budget.

The district has implemented strategies to enhance the communication between all stakeholdergroups.

During the interview process, stakeholders indicated that communication was a strength of the district. Extensive use of e-mail and direct phone calls, an informative website, an automatic messaging service, andparent online access to student grades are examples of some of the communication strategiesimplemented in the district.

Even in small communities where informal communication takes place on a regular basis, it is important tohave formal communication tools in place to enhance the exchange of information between the school andthe community.

Required Actions

In addition to the commendations, the Quality Assurance Review Team identified the following required actionsfor improvement. The team focused its required actions on those areas that, if addressed, will have the greatestimpact on improving student performance and overall effectiveness of the school district. The Carlisle CountyBoard of Education will be held accountable for making progress on each of the required actions noted in thissection. Following this review, the school district will be asked to submit a progress report on these requiredactions. The district should refer to the detail provided in the standard reports for guidance and greater depth on



the required actions.

Implement strategies to improve program articulation across grade levels.

The small campus allows for informal efforts to coordinate curricula, instructional methodologies, andassessment strategies between buildings. The district provides limited formal opportunities for these effortsto occur.

The coordination of programming between buildings will allow for more consistent use of instructionalmethodologies and improved student transition from one building to another.

Implement systemic processes to provide direction and oversight of district programs, includingimprovement planning and the evaluation of program effectiveness, to ensure consistency with thedistrict's vision and mission.

There was evidence that the district improvement plan was a product of the school improvement plansrather than the district plan providing direction for the development of the school plans. There also did notappear to be a formal process for evaluating program effectiveness.

While school-based decision making is an effective organizational tool, there is still a need for direction andguidance from the district level.

Design and implement a comprehensive, integrated assessment system to identify the needs ofindividual students and necessary curricular revisions.

The schools in the district utilize a variety of assessment instruments. The instruments, however, are notalways coordinated across grade levels and between buildings which leads to inconsistency in the ability toidentify struggling students, their learning deficits, and the need for curricular revisions.

A comprehensive student assessment is essential for measuring student progress and overall districteffectiveness.

Review of AdvancED Standards for Quality Schools: The team reviewed the district's adherence to each of theAdvancED standards. The findings from this review are provided in the next section of this report.

Next Steps

The school district should:

Review and discuss the findings from this report with all stakeholders.1.Ensure that plans are in place to embed and sustain the strengths noted in the commendations section to2.maximize their impact on the school district.Develop action plans to address the required actions made by the team. Include methods for monitoring3.progress toward the required actions.Use the report to guide and strengthen the school district's efforts to improve student performance and4.district effectiveness.Two years following the Quality Assurance Review, submit the Accreditation Progress Report detailing5.progress made toward addressing the required actions. The report will be reviewed at the state and national



level to ensure that significant progress is being made toward the required actions. Lack of progress canresult in a change in accreditation status.Continue to meet the AdvancED accreditation standards, submit required reports, engage in continuous6.improvement, and document results.

ResourcesAdvancED offers a range of resources to support your school district as it acts on the findings in this report. TheAdvancED Resource Network, available at www.advanc-ed.org/resourcenetwork, provides an online network ofpeer-to-peer practices, best practices, and resources and tools designed to help school districts and their schoolswith continuous improvement.

Celebrating AccreditationFollowing the visit, the Quality Assurance Review Team submits an accreditation recommendation to AdvancEDfor review and action at the national level by the AdvancED Accreditation Commission, which confersaccreditation and communicates it to the school district. Upon receiving its accreditation, the school districtshould celebrate its achievement with the community. Flags, door decals, diploma seals, and other related itemscan be ordered from the website to help you share your accomplishment with your community.

SummaryThe accreditation process engages the school district, its schools, and community in an ongoing journey ofcontinuous improvement. The next steps in this journey are to build on the commendations and address therequired actions noted in this report. Doing so will enable the school district to advance in its quest for excellenceand deepen the fulfillment of its mission for all students.

http://www.advanc-ed.org/resourcenetwork



Standards for AccreditationThe primary requirement for accreditation is that the district demonstrates that it meets the seven standards foraccreditation. The findings of the Quality Assurance Review Team regarding the standards for accreditation aresummarized on the following pages.

The Quality Assurance Review Team divided into standard teams to review each standard and prepare a standardsreport summarizing the team's findings. These standard reports, along with the quality assurance findings thatfollow these reports, provided the basis for the team's identification of over-arching commendations and requiredactions presented earlier in this report. The reports submitted by each team are provided on the following pagesfor the district's review and use. Each report reflects its respective team's unique voice, perspective, anddeliberations. The reports can be used to help enrich and deepen the district's understanding of the overallcommendations and required actions.

Standard 1. Vision & Purpose

Standard: The system establishes and communicates a shared purpose and direction for improving theperformance of students and the effectiveness of the system.

Description:

The Carlisle County Public Schools have developed a foundational document that includes the districtvision/guiding principle, mission, motto, operating principles, and expectations. The vision and missionstatements were originally developed in 2004 with the assistance of a facilitator from the Kentucky SchoolBoard Association (KSBA). The committee that developed the vision and mission was made up of districtboard members, administrators, and coordinators. Several of the committee members were also parents ofstudents attending district schools, but external stakeholders not associated with the district were notrepresented on the committee. During the 2009-10 school year, the board members revised the vision andmission statements. The foundational document is reviewed on an annual basis by the board and thedistrict leadership team which is made up of administrators, teachers, and parents. The board alsoconducted a short survey of parents in April, 2010 to obtain additional input related to communityperceptions of the district and expectations for the future. The Carlisle County Public Schools publicizetheir vision, mission, and motto on the district website, in informational flyers, and in the StudentBehavior Code brochure.

Through a review of the artifacts, the QAR team confirmed that each of the three schools that make up theCarlisle County Public Schools has developed their own foundational documents. The elementary schooldocument includes a mission statement, motto, and belief statements. The middle school documentincludes a mission statement and motto. The high school document includes a vision statement, missionstatement, motto, and belief statements. These documents are reviewed on an annual basis by the facultyand approved by the School-based Decision Making (SBDM) Council which is made up of the principal,three teachers, and two parents. While there are some inconsistencies in the format of the foundationaldocuments at each school, the various vision, mission, belief statements are directly related to thedistrict’s foundational document. It should be noted that the middle school is in the process of developingnew vision and mission statements.



The Carlisle County Public Schools provided several documents used to maintain a profile of the districtand the community. A summary of county demographics was included in the artifacts reviewed by theQAR team as well as a 2009-10 report submitted to the United States Office of Civil Rights. The schoolreport cards for the district and each school also provide demographic and student performance data.

The board utilizes the district’s vision and mission, along with input from the SBDM Councils, to developthe goals included in the Comprehensive District Improvement Plan (CDIP). The CDIP is reviewed by thedistrict leadership team, which is made up of administrators and teachers, and approved by the board on anannual basis. School administrators monitor the implementation of the district and school improvementplans through the use of learning walks conducted three times a year, the review of data notebooksmaintained by the teachers, formal teacher evaluations, and informal observations. The administrators alsomonitor individual growth plans completed by each teacher to ensure that the professional development ineach plan is consistent with the overall district and school improvement plans.

Through interviews with various stakeholder groups, the QAR team confirmed that the district’s visionand mission is consistent with the expectations of the community. Though stakeholders were not asked torecite the vision and mission verbatim, the following quotes were repeated numerous times during theinterview process.

“We try to meet the needs of all kids.” (teacher)“The schools give the kids the skills they need to prepare for life.” (parent)“The schools prepare us for the world and to be successful.” (student)“We expect kids to put forth a good effort in everything they do from academics to athletics.” (teacher)“The schools teach kids to be self-sufficient learners.” (parent)

These statements are consistent with the district’s vision “Expect Effort, Pursue Excellence” and thedistrict’s mission “to provide an educational program that will enable all students to reach their potentialas learners and as good citizens, now and for a lifetime.”

Strengths - The team noted the following successful practices deserving of recognition:

The district stakeholders share common values and expectations for the schools.The district has implemented several strategies to communicate its vision and mission to stakeholdergroups.

Opportunities - The team offers the following opportunities for improvement in this standard area:

Implement procedures to ensure that there is broad stakeholder involvement in the regular review ofthe district’s vision and mission.Develop and implement a plan to standardize the foundational documents at each school so that allof the schools have vision and mission statements that are consistent with the district vision andmission and have been developed with broad stakeholder involvement.

Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overallassessment level of "Operational," indicating that the Carlisle County Board of Education has met theaccreditation requirements for the "Vision & Purpose" standard.



Standard 2. Governance & Leadership

Standard: The system provides governance and leadership that promote student performance and systemeffectiveness.

Description:

The Carlisle County Public School leadership clearly articulates a commitment to high expectations andperformance. Members of the school board receive training through the KSBA at the local and state level.This allows the board to receive formal training that is needed to carry out board responsibilities. Theboard engages in the role of policy making and review on an annual basis. The district policy manual,along with student and faculty handbooks, are comprehensive and aligned with board policies.

Board members, school administrators and staff, and community members acknowledge and appreciatethe leadership of the superintendent and the central office staff. The teachers and staff that wereinterviewed recognized that the superintendent is very visible in the buildings and identified him as arespected administrator in the district. The superintendent expressed that he values the employees in thedistrict and leads the efforts to increase learning opportunities to improve student achievement.

Public support for the district is strong as evidenced by the 90% approval rating from a recent surveycompleted by parents. The parents and community members that we met communicated pride in thedistrict and that the overall feeling is that the community is satisfied with the performance of the CarlisleCounty Public Schools. In an effort to improve accessibility for stakeholders and employees, all boardagendas and minutes are posted on the district’s public website. Parents are also members of the SBDMCouncils and are actively involved in other committees formed by the district. School board and SBDMCouncil meetings are open to the public. E-mail distribution lists, the automated phone messaging service,the school website, and the local newspapers are used to inform and gain support from stakeholders.Interviews with board members and some staff members indicated, however, that work still needed to bedone to improve the effectiveness of collaborative decision making between the school board and theSBDM Councils.

The district website is linked to state and federal level testing results to create an opportunity forstakeholders to access performance information. This information is used to help drive the process ofrevising and writing the CDIP and CSIP's and ensures that the district’s mission and vision are followed.There is strong alignment between the identification of desired outcomes, planning to achieve theoutcomes, and the use of district resources. The district has instituted a district leadership team to facilitatesystem efforts. The district leadership team is made up of the chief academic officer, three principals, twoteachers from each building, and the special education coordinator.

The leadership does provide some methods of systemic analysis and review of student performance suchas implementing Response to Intervention (RTI) strategies to address the individual needs of all students.The RTI process is used to evaluate behavior and academic growth for possible needs and interventionstrategies. During interviews with the board and administrators, there were indications of a need for amore systemic process to monitor and assess overall program effectiveness.

The district maintains adequate legal counsel through the local board attorney and KSBA. It also appearsthe district maintains adequate insurance and bonding. A complete financial audit is conducted annuallyfor the district and each school. Audits indicated that the district and schools comply with all accepted



accounting regulations.

The board allocates and aligns the instructional, financial, and other resources in support of the vision,mission, beliefs, and expectations for student learning through the development and implementation of theCDIP. Artifacts revealed that the plan is communicated throughout the district. According to interviewswith parents and stakeholders, the district performs at a high level even with the financial challengestypical of a small district in the current economic climate.

The focus of central office personnel is to provide support and encouragement for the daily operations andimprovement efforts. The leadership staff enjoys a strong collaborative relationship as they promotestudent achievement. During interviews, central office staff members indicated that the annual districtretreats enhance collaboration between staff members. Another example of effective leadership andmonitoring of the instructional process is the implementation of learning walks conducted three times peryear. These activities provide the school leadership and staff members with valuable feedback critiquinginstructional practice and the learning environment.

A review of artifacts provided clear evidence of a formal evaluation system for classified and certifiedpersonnel. Employees are fully aware of the evaluative criteria and procedures as indicated in theEmployee Policy Manual. The district level administration has been involved in meetings with a state levelplanning team related to adopting a new evaluation system for faculty and administrators.


The board, superintendent, and other administrators are supportive of one another and have openlines of communication.The District Leadership Team learning walks are an effective strategy for monitoring theinstructional program and providing feedback to the faculty and staff.The board, superintendent, administration, and instructional personnel have clearly defined roleswithin the district’s administrative structure.The community has deep respect and pride for the district.


Develop procedures to improve collaboration between the school board and the SBDM Councils.Develop and implement strategies to monitor and assess the effectiveness of existing programs.

Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overallassessment level of "Operational," indicating that the Carlisle County Board of Education has met theaccreditation requirements for the "Governance & Leadership" standard.



Standard 3. Teaching & Learning

Standard: The system provides research-based curriculum and instructional methods that facilitate achievementfor all students.

Description:

The Carlisle County Public Schools have implemented a curriculum based on clear and measurableexpectations for student learning that provides opportunities for all students to acquire requisite knowledgeand skills. To support the attainment of curricular expectations, teachers use research-based instructionalpractices that provide opportunities for students to apply their knowledge and skills to real worldsituations.

During interviews with teachers and principals, and a review of instructional materials, the QAR teamdiscovered that teachers have developed curriculum documents including curriculum maps, datanotebooks, goal sheets, and core content checklists to ensure that students acquire the appropriatecomponents of the Kentucky Combined Curriculum Document. As a continuous improvement initiative,the middle school improvement plan provides for the development of yearly pacing guides with thesubsequent creation of unit plans during the 2010-11 school year. The middle school improvement planalso includes a curricular revision that includes offering pre-algebra in seventh grade during the currentschool year and to add an eighth grade algebra class for the 2011-12 school year.

Evidence that teachers engage students in the learning process was confirmed through the learning walksthat identify "Thoughtful Education" and other instructional strategies in the CDIP and CSIP's. Consistentwith a focus on student engagement, the district technology plan provides the tools necessary for studentsto explore applications of higher order thinking skills and investigate new approaches to learning.According to the technology coordinator and through classroom visitations, the QAR team heard andobserved that many technology tools are in classrooms while additional smart classroom components havebeen purchased and are awaiting installation. During the building tours, the QAR team observed that theresources in the school media centers appeared to be limited.

The district addresses the diverse needs of students by providing numerous opportunities for students toactively engage in the learning process including the Pals Program which allows high school students towork with younger students, participation in the Quad District Gifted Consortium, the Great Moon BuggyRace, regional competition of the Future Business Leaders, Future Farmers of America activities, andstudent participation in dual enrollment programs with West Kentucky Community & Technical Collegefor high school students.

According to teachers interviewed and a review of teacher data notebooks, the team learned that researchbased instruction occurs daily with decisions based on student performance data in many classrooms. Areview of the data notebooks supports the role of teachers in the ongoing monitoring of student progressusing the curriculum tools available to them. To ensure that students learn, the district implements“Capturing Kids Hearts” and “Thoughtful Education” instructional strategies with a focus on comparingand contrasting, reading for meaning, vocabulary, and note-taking. Central office stakeholders identifiedboth strategies as ongoing targets for program improvements. Additionally, during interviews withteachers from the middle school, the team heard how formative assessments are administered by someteachers to monitor student progress and adjust teaching strategies to help students attain the KentuckyAcademic Expectations.



Consistent with the focus on learning, the district continues to support initiatives that address the specialneeds of all students. To illustrate, the district Comet Academy serves to meet the instructional, social, andemotional needs of small populations of students through intervention and enrichment activities. Forexample, the Family Resource and Youth Services Center (FRYSC) addresses eleven core componentsincluding drug education, student motivation, Pals, and individual student needs in efforts to overcomingbarriers to learning. In addition, the student services coordinator facilitates the implementation of theKentucky Agency for Substance Abuse Policy (ASAP) program to support anti-drug and anti-tobaccoefforts through healthy living. Programs to address the needs of these small populations of studentsinclude the on-line curriculum through the virtual high school to help students complete graduationrequirements, the GED program, secondary level after school and summer school enrichment activities,and the provision of free meals during the summer for students up to age 18. Through interviews and areview of artifacts, the QAR team also learned how the Carlisle Students Investigate (CSI) programprovides tutoring, enrichment activities, and recreational activities for students in grades 6-12 who maybenefit through assistance with homework and school projects.

Teachers, community representatives, and other stakeholders described limited vertical articulationbetween grades and among schools as students progress through the school system. Consistent with thoseobservations, the QAR team heard that improving systematic procedures to monitor student performanceas they progress through the grades would improve student readiness for their subsequent school year andfuture employment.

The QAR team heard through interviews with all stakeholder groups that, consistent with its vision, thedistrict maintains a very supportive climate for student learning. Teachers were identified by allstakeholder groups as one of the strengths of the district. Teachers were praised for their genuinecommitment to students and their efforts to regularly provide useful information to parents through suchmeans as e-mails, phone calls, letters and notes sent home, and their websites. Additionally, the numerouscomponents of district intervention programs based on student achievement foster positive learningexperiences that address the ongoing needs of students. The Four Rivers Scholarship Program, forexample, fosters a climate supporting student learning with ten 2010 graduates receiving a total of $20,000in scholarships according to the August 12, 2010 Board summary.

The district calendar meets the state mandated hours of instruction for students and work day requirementsfor certified staff. Teachers interviewed indicated that curriculum adoptions follow the plan consistentwith the Kentucky Department of Education (KDE) and further stated that available resources weresufficient to support the instructional program. A curriculum adoption plan or schedule was not availablefor the QAR team’s review.


The teachers are dedicated and committed to assist each student reach his or her potential.The district, supported by parents and other members of the community, maintains a very supportiveclimate for student learning.Numerous interventions have been implemented to address the needs of all students.Implementation of “Thoughtful Education” instructional strategies and the emphasis oninstructional technology enhance the learning environment for students.


Implement a district-wide articulation program to ensure that students are prepared for the next levelof schooling and life after high schoolImplement systematic processes to ensure that formative assessments are implemented district-wide



to guide and inform instructional decision-making.

Develop a research based, formal curriculum review and adoption cycle to improve the alignment ofthe curriculum with instructional practices to enhance student learning.Implement a process to determine the adequacy of resources in the school media centers.

Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overallassessment level of "Operational," indicating that the Carlisle County Board of Education has met theaccreditation requirements for the "Teaching & Learning" standard.

Standard 4. Documenting & Using Results

Standard: The system enacts a comprehensive assessment system that monitors and documents performanceand uses these results to improve student performance and system effectiveness.

Description:

The Carlisle County Public Schools have put in place procedures to document system and individualstudent academic (and non-academic) performance. Assessment data are derived both from state mandatedinstruments administered once per year (at different specified dates) and from instruments administeredboth as needed (in individual cases) or regularly throughout the year as predictor interim assessments ofthe state’s mandated assessment battery.

The state assessment data are summarized and published by the KDE and are accessible on the state’sweb page. This website serves as a repository of longitudinal data (at least four years) for the district, aswell as a resource for comparative data among districts both similar to and different from the CarlisleCounty Public Schools. Additional access to such state assessment data can be found at the KentuckyAssociation for School Councils and the Pritchart Committee websites. No Child Left Behind data,including an Adequate Yearly Progress (AYP) analysis, is also available from the KDE website. The dataanalysis is consistent from year to year and across districts. Likewise, the KDE has annually published, ina statewide standard format, a report card for the district and each of the district’s schools as it does foreach other district and school in the state.

The Carlisle County Public Schools use a wide range of interim assessment tools to provide predictivedata for measuring student progress. These include, but are not limited to Group Mathematics andDiagnostic Evaluation (GMADE), Group Reading and Diagnostic Evaluation (GRADE), Special NeedsAssessment Profile (SNAP), Dynamic Indicators of Basic Early Literacy Skills (DIBELS), AIMSweb,Scantron Performance Assessments, Think Link, Test of Primary Reading Outcomes (T-PRO), and anearly version of Measures of Academic Progress (MAP) which was discontinued after the 2006-07 schoolyear. Data from these assessments are analyzed, often by the reading specialist who acts as the district’s“analyzer," and then discussed and disseminated to the district staff. Assessments are monitored at variousintervals depending upon the needs and different assessments are used at different grade levels. One datein the calendar is specifically designated as the “data disaggregation day." On this date, each school’sCSIP is also revised.

Individual teachers keep at “data notebook.” This is a recent concept and the contents vary, from thealways present program of studies, curriculum map, and schedule (correlated with the lesson plan), to theinclusion of formative assessment data.



While the district utilizes a variety of assessment instruments, the QAR team confirmed, throughinterviews with teachers and administrators, a lack of consistency across the district in the use of the datato inform instruction. At some grade levels, the data are used effectively to identify student needs andpredict future student performance. At other grades, the available data are not sufficient to provideteachers with the information needed to modify instruction and identify students where interventions areneeded.

Each school’s student assessment data are maintained in secure data files or student record systems. Thedistrict’s policy manual stipulates that student records, report cards, test results, transcripts, IndividualizedEducation Plans will be kept in permanent records files, or data bases, the access to which is secured andopen only to specified individuals.

The dissemination and use of data are essential to all program planning and decision making. Students,especially at the elementary levels, are grouped for instructional purposes according to data from variousassessments. At the secondary level, data are used to develop individual learning plans for some students.Data from assessments are disseminated to parents in hardcopy, through the parent online access portal,through regular grade and data reports, and during parent-teacher conferences.

Information related to assessments is communicated with students at some grade levels. For example at theelementary school, both students and teachers specifically highlighted that teachers conferred withstudents individually about their assessment performance and that, based on these discussions, the teachersand students collaboratively identified and set goals.


The district utilizes a variety of communication strategies to provide parents with informaton relatedto their child's academic progress..The “data disaggregation day” provides teachers with the opportunity to collaboratively analyzestudent assessment data and revise school improvement plans.


Develop an assessment matrix that clearly coordinates assessments across grade levels to providetimely and consistent data for teachers to use to identify struggling students, predict future studentprogress, and identify needed curricular revisions.Develop and implement standardized expectations for teachers to maintain data notebooks across allgrade levels.

Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overallassessment level of "Operational," indicating that the Carlisle County Board of Education has met theaccreditation requirements for the "Documenting & Using Results" standard.



Standard 5. Resource & Support Systems

Standard: The system has the resources and services necessary to support its vision and purpose and to ensureachievement for all students.

Description:

The Carlisle County Public Schools maintain sufficient human, material, and financial resources toimplement a curriculum that enables students to attain the Kentucky Academic Expectations, meet thespecial needs of the district, and comply with applicable regulations. In the same manner, the districtemploys staff who are well-qualified for their assignments and provides on-going, job embedded trainingopportunities for certified and classified staff.

The district has a clearly defined process to recruit, employ, retain, and mentor qualified certified andclassified staff. The personnel policy provides for screening and hiring selection factors and guidelinesthat ensure district-wide consistency including summary job searches that record applications based onethnicity. The hiring process provides for SBDM Councils to form committees to review applications,conduct interviews, and consult with the building principal who makes the final decision and presents thecandidate to the superintendent for approval and hiring. In support of that policy, the District CertifiedEvaluation Plan provides for the ongoing performance evaluation of all certified employees. Included inthat plan are evaluation procedures and forms, standards and performance criteria, templates to developindividual growth plans, corrective action plans and appeals forms.

Teachers new to the district are required to participate in the New Teacher Induction Program includingorientation to the district vision, mission, goals, beliefs, procedures, and school and district expectations.All teachers are required to develop individual growth plans. The QAR team was unable to find evidenceof a systematic process to review the individual growth plans to ensure that the plans are consistent withdistrict goals. Through interviews with teachers and support staff, the QAR team learned that the districtemploys sufficient staff to effectively meet system needs.

The district professional development plan for 2010-11 provides training based on school and districtimprovement plans. The plan included three days of professional development in July and a “datadisaggregation day” for the faculty in October. Additionally, the calendar provides four teacher planningdays during the school year. Topics focused upon during the planning days include “ThoughtfulEducation," “Capturing Kids Hearts," technology training related to the use of Mimio boards and clickers,and data disaggregation. Training on the new core curriculum standards is also planned for later in theyear. Attendance records and evaluation forms from 2009-10 professional development sessions werereviewed by the QAR team. The district provides legal issue training for all employees to provideinformation related to changes in the law and review current policies and regulations including securityand crisis management, legal issues, bloodborne pathogens, confidentiality, sexual harassment, safety,health issues, and job expectations.

The Kentucky District Data Profile for the school year 2009 shows that the pupil teacher ratio for theCarlisle County Public Schools was 12.5 compared to statewide 14.8. The report further states the percentof certified staff for the district to be 53% while the state average was 51%. Through interviews, the QARteam learned that, in spite of limited course offerings and extracurricular programs, the district hassufficient human resources to achieve its goals.



While funding is an issue for the district, they continue to maintain a budget sufficient to meet annualneeds. Through interviews, the QAR team learned that members of the community support the district andare able to provide some materials and services that the district could not otherwise afford. One parentreflected the feelings of many in the community when she said “while we are challenged with limitedfinancial resources, we make up for it in the attitudes and commitment of staff and stakeholders workingtogether.”

The district financial records are audited annually by an independent certified accounting firm. The reportsfor the year ending June 2009 ensure compliance with all applicable local, state, and federal regulations.

The district maintains a facilities plan consistent with state guidelines. The elementary school was built inthe 1970’s using the “open classroom” approach and all stakeholder groups articulated a need for majorimprovements in this building. The district implements and maintains processes to improve its facilitiesthrough the maintenance department which uses a systematic process based on systemic relationships forreporting physical needs involving on-site custodians, a skilled maintenance supervisor, and otherstakeholders. To improve the “green” efforts for facilities, the district shares an energy managementspecialist with two nearby counties.

Artifacts indicated that there is a sustained effort to maintain district sites, services, and facilities to ensurea safe and healthy environment. The district and community service agencies work in collaboration withthe Carlisle County Sheriff’s Department and the Carlisle County Emergency Management ResponseTeam to establish crisis/emergency preparedness plans which are posted on the district website.

The district has placed a high priority on providing students and teachers with up-to-date instructionaltechnology. Artifacts reviewed provide assurances that the district adheres to the Kentucky TeacherStandards relating to the use of technology and the Kentucky Program of Studies Technology Standardsfor students.

As extensions of the schools’ intervention programs, the district provides community coordinated studentsupport services including the blended preschool/Headstart program which provides services for childrenwith disabilities, children at the 150% poverty level, Headstart eligible children, and participation throughtuition. In addition, wrap-around services are provided for children and their families through the FRYSC,including the on-site services of a speech/language pathologist and Headstart family services personnel.Services contracted through the Kentucky Education Cooperative include occupational therapy, physicaltherapy, and assistance for the visually impaired. The district offers services to families through FourRivers Behavioral Health, The Cabinet for Families and Children Services, and the West KentuckyEducational Cooperative. Two nurses conduct health fairs and supervise and implement health servicesthroughout the district.


Staff members are employed who are well-qualified and dedicated to the success of the students.Effective procedures have been implemented for the planning and maintenance of district facilities.Available resources are used in an efficient manner while effectively meeting the needs of students.The district maintains a safe and orderly environment for its students and staff.A culture of support and a sense of community among all stakeholder groups is maintained by thedistrict.


Engage stakeholders in evaluating the district’s curricular and extracurricular offerings to ensurethat, within budgetary constraints, the diverse needs of students are met.



Evaluate teacher individual growth plans to ensure a focus on improvement of instruction for allteachers that is consistent with district goals.Develop and implement a systematic process to review teacher individual growth plans to ensure theplans are consistent with district and school goals.

Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overallassessment level of "Operational," indicating that the Carlisle County Board of Education has met theaccreditation requirements for the "Resource & Support Systems" standard.

Standard 6. Stakeholder Communications & Relationships

Standard: The system fosters effective communications and relationships with and among its stakeholders.

Description:

Based on stakeholder interviews and a review of the artifacts, the QAR team confirmed that the CarlisleCounty Public Schools use a variety of communication strategies to support the district’s educationalefforts focused on student learning. The strategies include the use of e-mail, websites, an automated phonemessaging service, and a system that allows parents to check student grades online. Monthly school boardmeetings are open to the public as are the SBDM Council meetings at each school. Two local newspapersalso provide regular information about the district and schools.

The district utilizes several strategies to communicate the expectations for student learning and goals forimprovement to stakeholders, although some of the stakeholders interviewed were not aware of the goalsestablished by the schools and district. Stakeholders interviewed indicated that communication from thedistrict was meaningful and useful. While most of those interviewed felt that communication was astrength of the district, one parent said “the information is there if parents actively seek it.” As with mostdistricts, communicating with less involved parents appears to be a challenge for the Carlisle CountySchools.

Most of the communication strategies employed by the district involve dissemination of information tostakeholders. Recently, the district has increased efforts to implement strategies for also gaining inputfrom stakeholders. A parent survey was administered in April, 2010, with the results indicating a highlevel of parent satisfaction with the Carlisle County Public Schools. Several other surveys have beenadministered to gain input related to specific topics.

The district fosters effective relationships among stakeholders, including community members andparents. The small size of the district and community is conducive to the development of support amongstakeholder groups. During interviews, the QAR team learned that parents and community memberssupport the schools by serving on committees, tutoring students, participating in booster club activities,and providing assistance with specific projects such as building a soccer field. The district has shown itscommitment in this area by employing a parent involvement coordinator.

Parents expressed that they feel welcome at all of the schools. They also indicated that parent-teacherconferences are in place, but attendance in some schools seemed to be lacking. The stakeholdersinterviewed confirmed that the school is making an effort to communicate on a regular basis.




The district uses multiple and diverse methods to disseminate information about the district to allstakeholder groups.The district has a parent involvement coordinator in place to foster positive relationships.


Develop and implement a systematic process for two way communication between the district andits stakeholders.Explore strategies to enhance communication with “hard to reach” parents.

Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overallassessment level of "Operational," indicating that the Carlisle County Board of Education has met theaccreditation requirements for the "Stakeholder Communications & Relationships" standard.

Standard 7. Commitment to Continuous Improvement

Standard: The system establishes, implements, and monitors a continuous process of improvement that focuseson student performance.

Description:

The Carlisle County Public Schools have shown a commitment to continuous improvement byimplementing procedures for the development of both district and school improvement plans. Among theartifacts reviewed were CSIP’s for each school and a CDIP. Through interviews with administrators, theQAR team learned that the CSIP’s are usually developed first. The faculty members at each buildinganalyze the available student performance data as well as other relevant student and communityinformation. From this analysis, the faculty identifies specific goals. The SBDM Councils at eachbuilding then approve the CSIP’s. Other than the two parents who are on the SBDM Council, there wasno evidence of any other external stakeholder involvement in the process. After the CSIP’s are approvedat each school, the district’s central office staff incorporates the common elements of the CSIP’s into theCDIP. The CDIP is then approved by the school board. Through interviews with administrators, the QARteam learned that the district provides some input related to the development of the CSIP’s. There is,however, no formal process to ensure that the goals identified in the CSIP’s are aligned with the district’sexpectations for student learning. The QAR team could also find no evidence of a formal district-wideprocess to evaluate the effectiveness of the district and school improvement efforts.

The district utilizes numerous assessment instruments to identify student needs at the various grade levels.Each building has selected assessment instruments and developed procedures for data analysis to identifyachievement gaps and predict student performance. For example, the elementary school has constructed a“data wall” with the names of all students placed on the wall based upon their level of readingproficiency. The school is planning to replicate this process for monitoring proficiency in the applicationof math skills. Since much of the data analysis and student monitoring is completed at the building level,there did not appear to be systemic procedures in place to ensure consistency from building to building.

Professional development has been formatted around the “Thoughtful Education” concepts. Follow-up toprofessional development is pursued through book studies (Silver Strong series) with an emphasis on theimplementation of very specific instructional techniques. Implementation of the instructional techniques is



monitored regularly through the process of “learning walks.” These quick visits to classrooms in theschools are documented with the collection of data. The data are then summarized and shared with theteachers. While most learning walks are performed by administrative staff members, others alsooccasionally are involved such as classroom instructional leaders (specifically designated teachers) andboard members.

The district provides an adequate number of professional development days during the school year and inthe summer. During these days, teachers are trained in the use of research-based instructional practices.One professional development day each year is designated as “data disaggregation day.” Teachers andadministrators analyze student assessment data on these days and also revise school improvement plans.Teachers interviewed expressed appreciation for this opportunity to collaborate with one another.

District and school improvement activities are documented and then communicated to stakeholders.Because the District and its surrounding community are small, the primary method of communication isoften informal. Carlisle County Public Schools, however, have embraced the concept that the key toimprovement is through continuous and consistent communication. With the community at large, thiscommunication takes the form of newsletters (published in-house), brochures, open meetings, and accessto student records through online parental access to student grades. In spite of the district’s efforts, someparents and most community stakeholders interviewed were unaware of the school and districtimprovement goals.


The size of the community provides the opportunity for a significant level of informal, quick, andeffective communication.Strategies such as the “data wall” are effective techniques to monitor student progress.The use of “learning walks” is an effective technique for monitoring the implementation ofclassroom instructional practices.


Implement a process in collaboration with the SBDM Councils to improve the coordination betweendistrict and school level initiatives.Implement procedures to ensure broad stakeholder involvement in the development of CSIP’s andthe CDIP.Develop and implement a systemic process for the analysis and communication of studentassessment data that will enhance the transition of students from one grade level to the next andfrom building to building.

Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overallassessment level of "Operational," indicating that the Carlisle County Board of Education has met theaccreditation requirements for the "Commitment to Continuous Improvement" standard.



Quality Assurance FindingsThe Quality Assurance Review Team examined the effectiveness of the district's methods for quality assurance.The team reviewed the district's practices and methods to monitor and document improvement, providemeaningful feedback and support across the district, ensure that AdvancED standards are met and strengthened,and regularly collect, use, and communicate results. The team provides the following findings in this area.

Description

The Carlisle County Public School board members, administrators, district leadership team, and staff membersexhibit a commitment to the continuous improvement process. Led by a KSBA consultant, district administratorsand board members crafted a motto, vision, mission, and operating principles that clearly articulate a desire tocreate a focus concentrating on student achievement and student potential extending into post-graduate years.Each school has developed documents that are consistent with the district vision and mission, but are appropriatefor the specific needs of the school. These documents reflect the community pride in student achievement, interestin student outcomes, and belief in the Carlisle County Public Schools to prepare students for future success.Vision and mission statements are reviewed on an annual basis by the school board and building level SBDMCouncils.

Internal and external audit procedures are in place to extract information useful in determining efficiency andeffectiveness. Both formal and informal monitoring and assessment is commonplace on a daily or weekly basis.Evidence of monitoring and assessment includes, but is not limited to, yearly financial audits, schedules forcertified and classified staff evaluation, disaggregation of student data, internal and external auditing ofattendance, reviewing folders of students with disabilities as well as audits of transportation records, safety audits,and the review of student discipline referrals.

Through the development of CSIP’s approved by the SBDM Councils and the CDIP approved by the schoolboard, the district creates momentum for improvement by documenting goals and objectives that reflect areas ofemphasis and improvement targets. The CSIP’s are developed at each building with only limited oversight fromthe district. This process can lead to a lack of alignment between the district and school goals.

By regularly performing implementation and impact checks related to the CDIP and CSIP’s, the district andschools monitor and document improvement. Formative, interim, and summative assessments are used to measurestudent progress. Some of the assessments are unique to specific schools and there was evidence that morecoordination of assessments is needed as students transition from school to school. While there is sufficientassessment data available, there did not appear to be a formal, systematic process for using the data to measureoverall program effectiveness.

The curriculum is mapped and pacing guides have been developed to ensure that all curricular components areaddressed during instructional time. Curriculum and assessment alignment are revealed by documentation of themapping process, data notebooks, and the understanding of the Kentucky Academic Standards. Administratorsalso monitor the implementation of the curriculum and research based instructional strategies by completinglearning walks on a regular basis.

Meaningful feedback and support are evident throughout the district and are manifested in post observationconferences between teachers and principals as well as the collaborative development of teacher individual growthplans. Professional development activities are designed to address the needs of the district, schools, and students.For example, data disaggregation activities are used to provide resources and information which teachers can



utilize to modify instruction for struggling students and provide enrichment for students pursuing higher levels ofachievement. A district initiative, "Thoughtful Education", is an example of a program intended to support thedelivery of effective instruction.

Based upon interviews with stakeholder groups and a review of artifacts, the QAR team found evidence that thereis a strong desire on the part of district and school personnel to meet the AdvancEd standards and work to makegood schools even better. The district staff participated in the AdvancED process by serving on standards teams.Interviews with administrators and teachers confirmed that the staff is knowledgeable of the standards and theyplace a high priority on meeting them.

Strengths

The district vision and mission statements are clearly articulated and consistent with community values.The development of curriculum maps has provided a structure for determining gaps and overlaps in theinstructional program.The faculty and staff are committed to the AdvancED process and continuous improvement.

Opportunities

Implement a systemic process for the development of improvement plans that ensures alignment of theCSIP’s with district goals.Establish a comprehensive assessment system that identifies student needs as students transition from oneschool to another.Develop and implement a systematic process for measuring the effectiveness of district programs.



Schools VisitedThe Quality Assurance Review team visited the following schools during the visit to the Carlisle County Board ofEducation on 09/26/2010 - 09/26/2010.

Carlisle County High School 4557 State Route 1377 Bardwell Kentucky42023-8860

Carlisle County ElementarySchool

4557 State Route 1377 Bardwell Kentucky42023-8860

Carlisle County Middle School 4557 State Route 1377 Bardwell Kentucky42023-8860



ConclusionThe commendations and required actions in this report are designed to focus the school district on those areas thatwill have the greatest impact on student performance and system effectiveness. While powerful in potential, thecommendations and required actions only have meaning when acted upon by the school district and its schools.The strength of this report lies in the school district's commitment to using the findings to continuously improve.The key is action. The school district is encouraged to use the report as a call to action, a tool to sustainmomentum in the ongoing process of continuous improvement.

The team identified required actions for improvement that the school district will need to address. Following thisreview, the school district will be required to submit a progress report summarizing its progress toward addressingthe team's required actions.

The Quality Assurance Review Team expresses appreciation to the district leadership, members of theprofessional staff, students, parents and other community representatives for hosting the review team. The teamwishes the district and its students much success in the quest for excellence through SACS-CASI-KYaccreditation with AdvancED.



Appendix

Quality Assurance Review Team Members

Dr. Steve Epperson, Chair (AdvancED Illinois)Mr. Randy McCallon, Vice Chair (Calloway County School District)Mr. Mervin Miller, Team Member (Berrien Springs Public Schools)Mr. Joe Henderson, Team Member (Mayfield Independent School District)Dr. James Kemp, Team Member (Webster County Schools)

AdvancED Standards for Quality School Systems

The AdvancED Standards for Quality School Systems are comprehensive statements of quality practices andconditions that research and best practice indicate are necessary for school districts to achieve quality studentperformance and organizational effectiveness. As school districts reach higher levels of implementation of thestandards, they will have a greater capacity to support ever-increasing student performance and organizationaleffectiveness. Each of the seven standards listed below has corresponding indicators and impact statements whichcan be accessed at www.advanc-ed.org.

Vision and PurposeThe system establishes and communicates a shared purpose and direction for improving the performance ofstudents and the effectiveness of the system.

Governance and LeadershipThe system provides governance and leadership that promote student performance and system effectiveness.

Teaching and LearningThe system provides research-based curriculum and instructional methods that facilitate achievement for allstudents.

Documenting and Using ResultsThe system enacts a comprehensive assessment system that monitors and documents performance and uses theseresults to improve student performance and system effectiveness.

Resource and Support SystemsThe system has the resources and services necessary to support its vision and purpose and to ensure achievementfor all students.

Stakeholder Communications and RelationshipsThe system fosters effective communications and relationships with and among its stakeholders.

Commitment to Continuous ImprovementThe system establishes, implements, and monitors a continuous process of improvement that focuses on studentperformance.

http://www.advanc-ed.org

Documents

Quality Assurance Review Report - carlisle.k12.ky.us · quality assurance review team once every five years. The team evaluates the school district's adherence to the AdvancED quality