Waverly Community Schools Standards Overview

1. Waverly Community SchoolsStandards Overview AdvancED District Accreditation External Review Team Visit April 21-24, 2013 Welcome

2. District Standards Team • Eldon McGraw- Director of Communication • Al Momrik- Director of Technology • Evan Nuffer- Director of Finance • Vickie Tisdale- Principal of East • Tim Lyman- Principal of Elmwood • Helene McNeilly- Asst. Principal of East • Vince Perkins- Director of Personnel • Shawn Talifarro- Principal of Colt • Dave Ames- Director of Maintenance and Operations • Gloria Gonzalez- Director of Student Services • Peggy Baldwin- Principal of Winans

3. The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Standard I – Purpose & Direction • Strategic plan • School Improvement Plans • Programs • Communications

4. The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Standard I – Purpose & Direction • Strategic Plan(Started 1995, annual review, 5-year cycle, 2011) • School Improvement(Instructional reports, new leadership, pre- and post-tests, presented at board meetings; curriculum team meeting 8 times per year to develop improvement plans) • Recent Program Initiatives (Reading Street (K-6), Read 180 (MS), enVision math (K-4), universal screeners (K-8), Teachers Learning Together (7-12) • Communications • monthly leadership meetings, school improvement plans/meetings, questions and feedback on website, FOIA, annual reports, District Improvement Plan, Points of Pride, Golden Package, eTranscript profile, electronic sign, Waverly Marketing Committeesurveys include budget, technology, graduate, AdvancED, transportation, diversity, building restructuring, all-day kindergarten

5. The system operates under governance and leadership that promote and support student performance and school effectiveness. Standard 2 – Governance & Leadership District Governance supported by: • Board Policy • Strategic Plan • District Improvement Plan • Retention of Independent Auditors and Legal Counsel Individual School Buildings governed by: • Building Leadership Team • Building School Improvement Plan • Student/Staff Handbooks

6. The system operates under governance and leadership that promote and support student performance and school effectiveness. Standard 2 – Governance & Leadership District Leadership • Regularly scheduled meetings of the Board • Regularly scheduled meetings of Cabinet, Leadership, Staff at all levels and other stakeholders • Solicitation of feedback from all stakeholders Building Leadership • Provide opportunities for professional development • Monitor school improvement plan through staff evaluation process • Opportunities for shared leadership at the school level

7. The system's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses. Standard 3 - Teaching and Assessing for Learning Curriculum • Curriculum Maps (K-4) • Syllabi (5-12) Instruction • RtI/MTSS • Data Driven – Data Days • TLT- Engagement • Intervention Scheduling • Clear Learning Targets Assessment • Common Assessments • Universal Screening K-8 • Gates-MacGinitie • Communicating with families

8. The system's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses. Standard 3 - Teaching and Assessing for Learning Curriculum, Instruction & Assessment Highlights • District – Teacher Evaluation with rubrics/CCSS Implementation • HS – Teachers Learning Together, Early Warning Signs Group, Gates-MacGinitie • MS – Intervention Structure/A-squared • East – Student Support Center • K-4 – Intervention Blocks/Flexible Grouping Leads To: • Improvement of instructional practices • Increased student engagement • Transition to common core

9. The system has resources to provide services in all schools that support its purpose and direction to ensure success for all students. Standard 4 - Resources & Support Systems • All teachers are Highly Qualified to teach in assigned areas • Instructional time for students and teachers meets Michigan Department of Education requirements • District-wide Student Code of Conduct • Building-level Student/Parent Handbooks • District-wide Crisis Response Team and Plan • 5-Year Strategic Plan

10. The system has resources to provide services in all schools that support its purpose and direction to ensure success for all students. Standard 4 - Resources & Support Systems • District Evaluation Committee • Evaluation document developed by committee of teachers and administrators • District Technology Committee development of five year plan for updated technology 2012 • Technology Bond Campaign May 7, 2013- $18.5 million • Multi-Tiered Support System/Response to Intervention • School Social Workers and Counselors • Individual Education Plans for Students with Disabilities

11. The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement. Standard 5 - Using Results for Continuous Improvement Comprehensive Assessments within the System: • AIMSweb Universal screener at K-8 in the areas of math and literacy skill attainment. • HS Implementation of Gates-MacGinitiereading assessment for all 9th graders. • Newly obtained Illuminate Education Assessment modules are critical to our data work with common assessments and common instructional strategies. • Use of all state assessments and the evaluation of that data to drive decisions.

12. The system implements a comprehensive assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement. Standard 5 - Using Results for Continuous Improvement • Comprehensive school improvement processes which include full staff involvement in the goal setting and goal attainment of the improvement plans. This now includes the traditional types of formats and a bi-annual community and board of comprehensive education instructional highlight which is focused on current data and strategies to improve results. • Delayed start Data Days, Professional Development Days and Building level professional development meetings are maximized to work with data, find patterns of need and implement solutions for those areas of concern. We also have a system wide practice in which school improvement teams work with ISD trainers for extensive and updated data review with the focus of action steps. • There are Tiered intervention models that include Multi-Tiered Systems, Problem Solving Teams and student groupings to ensure every child is placed in successful support and extension environments as needed. This is changed and adjusted on a regular basis using progress monitoring and other data sources. • Michigan Behavior and Learning Interventions supports include the use of our SWIS system and analysis of behavioral needs.