Accreditation Report. Belmont Academy Charter School #0402. Mr. Michael Cady, Principal 1476 SW Walter Ave Lake City, FL

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1 Mr. Michael Cady, Principal 1476 SW Walter Ave Lake City, FL Document Generated On March 21, 2015

2 TABLE OF CONTENTS Executive Summary Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6 Self Assessment Introduction 8 Standard 1: Purpose and Direction 9 Standard 2: Governance and Leadership 12 Standard 3: Teaching and Assessing for Learning 17 Standard 4: Resources and Support Systems 23 Standard 5: Using Results for Continuous Improvement 28 Report Summary 32 Stakeholder Feedback Diagnostic Introduction 34 Stakeholder Feedback Data 35 Evaluative Criteria and Rubrics 36

3 Areas of Notable Achievement 37 Areas in Need of Improvement 39 Report Summary 42 Student Performance Diagnostic Introduction 44 Student Performance Data 45 Evaluative Criteria and Rubrics 46 Areas of Notable Achievement 47 Areas in Need of Improvement 48 Report Summary 49 AdvancED Assurances Introduction 51 AdvancED Assurances 52

4 Executive Summary SY Page 1

5 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. SY Page 2

6 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? Belmont Academy Charter School was approved by the Columbia County School Board on June 26, 2012, and groundwork began on September 1, We officially opened our doors on August 19, 2013, as a newly built school where approximately 80% of the construction work was done by our parents and grandparents. We are located in a rural area approximately 10 miles south of Lake City, Florida, at 1476 SW Walter Avenue, and the majority of our students, as stated in our original charter application, came from families living in the community within an approximate 4 mile radius of the Belmont Academy Campus. We ended our first year with 294 students in grades K-8, and 21 students in our VPK program, for a total of 315 students. Most of these students were previously home-schooled. This has created a unique environment for our school. Since home-schooled students are so strongly influenced by their adult role models, our students generally have a stronger sense of respect for classroom authority. This fairly stable behavior has given us a head start on our academic focus, but not without the challenges of implementing structure in a basically unstructured group of students. The current demographic make-up of Belmont Academy students and faculty contains a mixture of ethnicities. Our present student population includes 89% Caucasian, 1% African-American, 6% Hispanic, 3% Native American, with 1% Multi-racial. Now, well into our second year, we have seen a population increase of approximately 29%, due in part to the addition of grades 9 and 10. Our staff of over 30 teachers, coaches, and para-professionals now services our present school population of 405 students. We will add 11th grade in the school year, and we will graduate our first senior class in Our demographics remain essentially the same as students from every ethnicity continue to enroll, with a slight increase in our Native American population. Our most recent challenge is the continued development of a strong, focused high school program with dual-enrollment opportunities that not only allows our students to acquire a high school diploma, but also will effectively enable them to continue their education, so that they all are able to compete in an ever increasing global market. SY Page 3

7 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. Belmont Academy's express purpose is to prepare every enrolled student with the academic and social skills needed to function perfectly in our present day society. Our mission statement, emblazoned upon the wall of our front entrance, reads as follows: "Excellence for all students, through visionary leadership, empowered teachers, and involved parents." We will use all three of these essential components leadership, teachers, and parents to create a momentum, a real persistence in both academics and in behavior so that success is assured for all of our students. Needless to say, when our Belmont community looks at each other and reiterates those three words of our Mission Logo - EXPECT, PERSIST, SUCCEED - we all understand well what we mean. All of our stakeholders learn to EXPECT high standards for both behavior and for academics, as embodied in the words of Dr. Martin Luther King: "We must remember that intelligence is not enough, intelligence plus character that is the goal of true education". With that in mind, we have taken the twin expectations of academic greatness and behavioral excellence and held them together as equally important. All of our stakeholders understand also that we will collectively PERSIST in achieving these goals. As we explain often to each other, even in our morning quotes, that persistence, in the words of Ban Ki-moon, is like "riding a bicycle. You stay upright and move forward so long as you keep up the momentum." We encourage each other here at Belmont with the expression.."just keep pedaling". We use a strong Common Core based curriculum with a solid technology component to give our teachers and students the tools they need to persist, all enhanced by the most current, software-embedded classroom projectors. Belmont Academy also houses two fully equipped technology labs where our students practice assigned projects at least one day per week. Once we all know what to EXPECT at Belmont and possess the means to PERSIST, we are all ready to SUCCEED. Our students will succeed, our parents will see successful children, and our teachers will not only produce successful children, but will feel fulfilled themselves as successful instructors. SY Page 4

8 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Since the very inception of 'a school called Belmont Academy', we have embarked on a journey of remarkable achievements. A dedicated founding team was responsible for our initial achievement: the creation of a 77 page charter application in record time. This highly motivated team began November 20, 2011 and finished on December 5, The application was quickly given initial approval on February 14, 2012; the charter itself was approved on June 26, Our school community then raised over 1 million dollars in less than six months, and, by the following summer (thousands of volunteer hours later), we stood in front of a newly built 36,000 square foot school building. These beginnings became a harbinger of achievements yet to come. In the fall of 2013, Belmont Academy received special recognition for the district's highest attendance rate - an amazing 96.92% performance. A determined first-year Belmont team then worked tirelessly with their Common Core based curriculum and Renaissance Assessment program. We received an "A" in our first year of operation, ranking 13th in the state for K-8 Combination Charter Schools. Our middle school achieved the highest scores in the school district, in all four areas: Reading, Math, Science, and Writing. The seventh grade Civics class also attained the highest district EOC score at 95.4%. Our determined third graders were 93% proficient; every single third grader was promoted. Our first year ended with a successful financial audit, retaining overage in excess of $200K, due in part to the 36,000 unpaid, volunteer hours contributed by our Belmont supporters. The fall semester of the school year saw a repeat of our district-high attendance rate, this time with an astounding 97.56% score, even though we added almost 100 new students! Last November, we were chosen to speak at the Charter School Conference in Orlando, explaining how 36,000 volunteer hours can radically change the dynamics of a charter school. In recognition of our academic achievements, our district sponsor has invited us to be a field test school for the new FSA Writing Exams. We are honored to participate in such an event. As our spring semester began, our secondary students represented us well at our district Science Fair, winning 15 awards, at least one in every category entered. Two students won first place awards in their respective categories, with one continuing on to win Best of the Fair. As the month of January 2015 ended, our Belmont students won awards at the district's American Legion Essay Contest, scoring awards in grades 4, 8, 9, and 10, with first place wins in grade 4 and 9. Earlier this year, we saw the need to improve our website, and have upgraded it considerably, hoping to achieve a more unified approach to teacher/parent communications. It has quickly become a Belmont centerpiece. We will be adding 11th grade next year, so we feel the need for a greater focus now on our secondary school. We want to improve the scope of our curriculum, offering career paths in automotive technology, logistics, and culinary arts. In order to accomplish this goal with a still small secondary population, we see the need to be more selective with our teacher choices, relying on instructors who can assume multiple roles. We are looking forward to the new challenges as we prepare for the new FSA tests this spring. Belmont Academy is determined to continue on its path of " excellence for all students". SY Page 5

9 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. One of the most important components of a true educational environment is an established sense of a real community. All would agree that this is an important aspect of any school, but the real daily task is to consistently implement it in the hallways, classrooms, and lunch pavilions, aptly reflected in the words of Vince Lombardi, "Practice doesn't make perfect, perfect practice makes perfect."a true sense of community is literally built upon hundreds of positive daily comments. It is anchored in an attitude that greets students at the front door every morning with " It's Marvelously Mountain Moving Monday" or "Did you know that it is Twice Terrific Tuesday?' It is a regular greeting in the hallways to our teachers, "This is a really good day today..how can it get any better?" It is a consistent classroom reminder that "You're looking good today" or "That Belmont sweater looks great on you!" The reinforcing language continues even as students leave the building, waiting outside for their ride: "Well, what did you learn today?" or "Don't you think school is getting easier now?" A No Bullying policy is great, and very necessary, but a truly positive atmosphere reinforces such a policy. We honestly believe that positive language in a school affects students, but it really affects everyone teachers, volunteers, administrators, parents. As Abraham Maslow points out in his ground breaking study, once basic human needs are met, the next step to secure a sound learning environment is to create a safe atmosphere. This is not just a physical space, or a sign that says "Zero Tolerance", but an atmosphere that envelopes an entire community with a sense of well-being. This is the environment that is encouraged at Belmont Academy, but more importantly, this is the example that is set by Belmont's leadership. SY Page 6

10 Self Assessment SY Page 7

11 Introduction AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential component of the preparation process for the institution's External Review. SY Page 8

12 Standard 1: Purpose and Direction The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Overall Rating: The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. Survey results The process for review, revision, and communication of the school's purpose is clearly documented, and a record of the use and results of the process is maintained. The process is formalized and implemented with fidelity on a regular schedule. The process includes participation by representatives selected at random from all stakeholder groups. The purpose statement clearly focuses on student success. Examples of communications to stakeholders about the school's purpose (i.e. website, newsletters, annual report, student handbook) Communication plan to stakeholders regarding the school's purpose Minutes from meetings related to development of the school's purpose Documentation or description of the process for creating the school's purpose including the role of stakeholders Purpose statements - past and present ** For all artifacts, feel free to visit our Website at m/apps/pages/index.jsp?rn =7506&type=d&uREC_ID = The school's leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills. Agendas and/or minutes that reference a commitment to the components of the school's statement of purpose Survey results Commitment to shared values and beliefs about teaching and learning is clearly evident in documentation and decision making. This commitment is always reflected in communication among leaders and staff. Challenging educational programs and equitable learning experiences are implemented in a measurable way so that all students achieve learning, thinking, and life skills necessary for success. Evidence indicates a strong commitment to instructional practices that include active student engagement, a focus on depth of understanding, and the application of knowledge and skills. School leadership and staff hold one another accountable to high expectations for professional practice. The school's statement of purpose Mission Logo School Brochures Professional Development After School Tutoring s Teacher Meeting Topics Pictures of Student Work SY Page 9

13 1.3 The school's leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning. Survey results The school data profile School leaders require the use of a documented, systematic continuous improvement process for improving student learning and the conditions that support learning. All stakeholder groups work collaboratively and consistently in authentic and meaningful ways that build and sustain ownership of the school's purpose and direction. School personnel systematically maintain, use, and communicate a profile with current and comprehensive data on student and school performance. The profile contains thorough analyses of a broad range of data used to identify goals for the improvement of achievement and instruction that are aligned with the school's purpose. All improvement goals have measurable performance targets. The process includes action planning that identifies measurable objectives, strategies, activities, resources, and timelines for achieving all improvement goals. School personnel hold one another accountable for and evaluate the overall quality of the implementation of all interventions and strategies. The process is reviewed and evaluated regularly. Documentation that the process is implemented with fidelity and yields improved student achievement and instruction is available and communicated to stakeholders. Agenda, minutes from continuous improvement planning meetings Communication plan and artifacts that show twoway communication to staff and stakeholders The school continuous improvement plan School Advisory Council Meeting Notes Professional Learning Communities on Classroom Management Saturday Writing Camps Teacher Meeting Notes Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence External Review team members may be interested in reviewing. The Standard I Committee has concluded that Belmont Academy has a clear mission and purpose statement in place that is highly reflective of student success. Belmont's mission statement, its vision logo, and its motto are all emblazoned upon our entrance wall, so that it can be seen by all who enter through Belmont's front doors. This mission statement is also posted online on the school's website, and is reflected in the morning announcements through contributed stakeholder quotes that are read each week by our principal over our intercom. Now in its second year of operation, the school continues to reiterate its purpose through discussions on its School Improvement Plan (SIP) at our School Advisory Council (SAC) meetings. These are regular and formal meetings and are comprised by members who represent all stakeholders. School leadership requires high expectations for professional and instructional practices. There are high expectations for student academics and behavior. Belmont teachers, who 'Just Want To Teach', sincerely believe in the importance of these expectations; they persist in helping students to excel, and success is inevitable for both student and teacher. So, when faculty and staff hear the words of our vision logo, "Expect, Persist, Succeed", they all share that belief, understand it, and carry it out. There is a strong commitment of shared values and belief about teaching, learning, and student success that is evident among all stakeholders. This dedication is found throughout the campus, exhibiting a school culture that is unique and special to Belmont Academy. Daily conversations prove that all stakeholders, including students, LOVE OUR SCHOOL, and are truly happy to be here. Challenging educational programs and equitable learning experiences are implemented so that all students achieve learning, thinking, and life skills necessary for the third component of our vision logo, Success. Evidence of this can be found in active student engagement with a focus on depth of understanding and the application of knowledge and skills. SY Page 10

14 School leaders implement a documented continuous process for improving student learning that is aligned with the school's purpose. The School Improvement Plan goals have measurable performance targets, best practices, resources, and timelines for achieving them. School personnel systematically maintain, use, and communicate a profile with current and comprehensive data on student and school performance through online testing through STAR, maintained by Renaissance Learning, and various other curriculum assessments which evaluate growth and learning. These are used regularly by faculty in order to guide and implement meaningful instruction to students. Weekly grade level meetings are held to ensure that all students are learning. Special intervention processes are put into place if some students require extra assistance and support. Administration and teachers meet regularly to monitor student performance and growth towards specific learning targets. STRENGTHS Belmont Academy has several strengths under Standard I. We have a clear mission and purpose statement that is directly related to student success. Belmont stakeholders are very committed to the success of our school and students. We also have a School Improvement Plan in place to ensure student success. In order to sustain these strengths, all stakeholders are aware of and utilize professional development when available. AREAS FOR IMPROVEMENT We need to better communicate our school improvement practices (i.e. analyzing data and making appropriate instructional and school based changes) with all of our stakeholders. This process has already begun with online access of student grades on tests, quizzes, and homework. Parents that now have questions, can be further directed to our Renaissance student data reports, which give great detail concerning individual student progress. In light of the evidence found to fully support Standard I: Purpose and Direction, we see our school, Belmont Academy, strongly showing proof of the requirements to attain accreditation. We realize additional documentation, areas of improvement and adaptations will be continually addressed and implemented as the future of Belmont unfolds. SY Page 11

15 Standard 2: Governance and Leadership The school operates under governance and leadership that promote and support student performance and school effectiveness. Overall Rating: The governing body establishes policies and supports practices that ensure effective administration of the school. Student handbooks Governing body policies, procedures, and practices Policies and practices clearly and directly support the school's purpose and direction and the effective operation of the school. Policies and practices require and have mechanisms in place for monitoring effective instruction and assessment that produce equitable and challenging learning experiences for all students. There are policies and practices requiring and giving direction for professional growth of all staff. Policies and practices provide clear requirements, direction for, and oversight of fiscal management. Staff handbooks Communications to stakeholder about policy revisions School handbooks CEO Position and Goal Statements Board Approved Student Progression Plan Parent & Student Enrollment Agreement Board Approved Uniform Policy 2.2 The governing body operates responsibly and functions effectively. Governing body minutes relating to training The governing body has implemented a process to evaluate its decisions and actions to ensure they are in accordance with defined roles and responsibilities, a formally adopted code of ethics, and free of conflict of interest. Governing body members are required to participate in a systematic, formal professional development process regarding the roles and responsibilities of the governing body and its individual members. The professional development curriculum also includes conflict resolution, decision-making, supervision and evaluation, and fiscal responsibility. Members comply with all policies, procedures, laws, and regulations and function as a cohesive unit for the benefit of student learning. Communication plan to inform all staff on code of ethics, responsibilities, conflict of interest List of assigned staff for compliance Proof of legal counsel Assurances, certifications Governing body training plan Findings of internal and external reviews of compliance with laws, regulations, and policies Communications about program regulations Historical compliance data Governing body policies on roles and responsibilities, conflict of interest Governing code of ethics SY Page 12

16 2.3 The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. Roles and responsibilities of school leadership School improvement plan developed by the school The governing body consistently protects, supports, and respects the autonomy of school leadership to accomplish goals for achievement and instruction and to manage day-to-day operations of the school. The governing body maintains a clear distinction between its roles and responsibilities and those of school leadership. Stakeholder input and feedback Maintenance of consistent academic oversight, planning, and resource allocation Communications regarding board actions Survey results regarding functions of the governing body Agendas and minutes of meetings 2.4 Leadership and staff foster a culture consistent with the school's purpose and direction. Examples of collaboration and shared leadership Leaders and staff deliberately and consistently align their decisions and actions toward continuous improvement to achieve the school's purpose. They encourage, support, and expect all students to be held to high standards in all courses of study. All stakeholders are collectively accountable for student learning. School leaders actively and consistently support and encourage innovation, collaboration, shared leadership, and rigorous professional growth. The culture is characterized by collaboration and a sense of community among all stakeholders. Survey results Examples of decisions aligned with the school's statement of purpose Examples of decisions in support of the school's continuous improvement plan Faculty Meetings Volunteer Hours Tutoring Saturday Writing Camps The culture at Belmont is so strong that 27 of our volunteer staff became certified paraprofessionals during the first year. Those volunteers are now functioning as staffed para-pros. SY Page 13

17 2.5 Leadership engages stakeholders effectively in support of the school's purpose and direction. Minutes from meetings with stakeholders Leaders consistently communicate effectively with appropriate and varied representatives from stakeholder groups, provide opportunities for stakeholders to shape decisions, solicit feedback and respond to stakeholders, work collaboratively on school improvement efforts, and provide and support meaningful leadership roles for stakeholders. School leaders' proactive and persistent efforts result in measurable, active stakeholder participation; positive engagement in the school; a strong sense of community; and ownership. Copies of surveys or screen shots from online surveys Survey responses Involvement of stakeholders in a school improvement plan Communication plan Fund Raiser Communications Teacher PLC Meeting notes 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice and student success. Examples of professional development offerings and plans tied specifically to the results from supervision and evaluation The primary focus of the criteria and processes of supervision and evaluation is improving professional practice and ensuring student success. Supervision and evaluation processes are consistently and regularly implemented. The results of the supervision and evaluation processes are analyzed carefully and used to monitor and effectively adjust professional practice and ensure student learning. Governing body policy on supervision and evaluation Supervision and evaluation documents with criteria for improving professional practice and student success noted Job specific criteria Representative supervision and evaluation reports Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence External Review team members may be interested in reviewing. The Standard II Committee has reviewed and analyzed how the Governance and Leadership of the school promote and support student performance and school effectiveness when considering each of the 6 key indicators. Indicator 2.1: The governing body has successfully established policies and has proven supportive of practices that ensure effective administration of the school. The leadership at Belmont Academy has powerfully implemented the key policies to create a strong team of teachers and staff at Belmont Academy designed to greatly benefit each student's experience and outcome. The policies can be found in the Teacher Handbook, Student Handbook, School Progression Plan, and the School Charter Contract. These document show a detailed outline of the policies set by the governing body, and provide a structured guideline for the school's administrators to follow. These policies and practices, outlined in the artifacts, have created a structured environment in which the school's leadership, governing body and stakeholders are able to provide effective administration of the school. SY Page 14

18 Indicator 2.2: The governing body continues to operate responsibly and to function effectively, proving that a solid future for Belmont Academy was its primary goal. The governing body at Belmont Academy conducts itself on a professional level at all times. The board of directors, Belmont CEO and the administrators take pride in demonstrating a level of professionalism by which the faculty, parents and students can emulate. In doing this, the governing bodies of Belmont Academy have established operating protocols that allow them to conduct school business in a polite and professional manner, fostering the functionality of the school, enabling it to operate at optimum levels. Indicator 2.3: Through multiple methods, the governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction, while managing day-to-day operations effectively. In addition to providing the school's principal with the autonomy to run the school's day-to-day operations, the governing board has also established a position of Chief Executive Officer. The CEO is able to assume the financial, legal and future-planning responsibilities, allowing the principal to focus more intensely on key schoolrelated matters. Some artifacts demonstrating Belmont Academy's effective implementation of Indicator 2.3 Standards are as follows: CEO job description, CEO Goal Memorandum, Principal's job description, as well as the School Advisory Council's minutes from October 11th. These documents alone provide a clear evidence that the governing body not only values, but also promotes, empowered and effective leadership at Belmont Academy. The governing body has made significant provision for the school leadership to meet achievement goals and manage operations effectively. Indicator 2.4: Leadership and Staff foster a culture consistent with the school's purpose and direction. At Belmont Academy, the motto is "Perfection Through Persistence", meaning that at Belmont Academy, students, staff, faculty and the leadership will push themselves to strive for perfection. This has become more than a motto, but is rather a 'life-style', a way of life here at Belmont Academy. The established culture of "Expect ~ Persist ~ Succeed", fully endorsed by leadership and staff, has effectively been incorporated into the daily events and conversation at Belmont Academy. Additionally, this can be seen with the artifacts entitled Teacher Evaluation. These artifacts demonstrate Belmont Academy's administrative support of its faculty members, as well as depicting an established culture that guides the faculty towards meaningful achievement. Indicator 2.5: The school's leadership continues to engage stakeholders effectively in continued education of the school's purpose and direction. At Belmont Academy, all stakeholders, from the parents to school administration, continually demonstrate high levels of support for the school's success. The PTO or Parent Teacher Organization, is an effective stakeholder group. This entity is a joint group of parents and faculty that supervise fundraising and support needs for Belmont Academy. This group has consistently proven to be a real asset. They work in conjunction with administrators to organize successful school events and fundraisers. Additionally, our leadership has created and fully implemented a volunteer program that empowers stakeholders to be fully engaged with their school and their student's success: both parents and grandparents contribute their time, and, in doing so, validate their contribution to Belmont's success. The school's improvement plan, paving the way for ongoing improvements for student success, serves as a living document, in demonstrating Belmont's commitment to continued improvement. Collectively, these examples show high levels of stakeholder involvement in our journey for school improvement. Indicator 2.6: Leadership and staff supervision, and also evaluation processes result in improved professional practice and student success at Belmont Academy. The administrators and faculty at Belmont Academy dedicate themselves to continually improving their abilities as effective educators through the use of multiple professional development strategies and systems such as Edivation. Continuous improvement is fostered on a daily basis, enabling Belmont Academy to develop an excellent culture of continual improvement through professional development. Areas of Strength: Belmont Academy has many examples of strengths in the area of Standard 2: Governance and Leadership. The leadership at Belmont Academy has consistently demonstrated an ability to both build and foster an environment of excellence; the success of the school continues under strong leadership. The wide range of artifacts displayed on the school's accreditation website further SY Page 15

19 demonstrates the resolve of the governing body of the school to continue to be an example for other schools in the area. Areas of Improvement: For Standard 2, we have found that with all of Belmont Academy's strengths, Belmont Academy School Board members and school leadership strongly believe in a culture of continuous improvement. Leadership is strengthening its focus on strong communication, both from its leadership and from all stakeholders. This is currently an evolving and improving process. School leadership is developing and testing new and simple ways for all stakeholders to communicate with its leadership easily. With this being said, the Standard II Committee: Governance and Leadership, feels that Belmont Academy is a perfect candidate for Accreditation. SY Page 16

20 Standard 3: Teaching and Assessing for Learning The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Overall Rating: The school's curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. Survey results Lesson plans Posted learning objectives Curriculum and learning experiences in each course/class provide all students with challenging and equitable opportunities to develop learning skills, thinking skills, and life skills that align with the school's purpose. Evidence clearly indicates curriculum and learning experiences prepare students for success at the next level. Like courses/classes have the same high learning expectations. Learning activities are individualized for each student in a way that supports achievement of expectations. Representative samples of student work across courses Course descriptions Descriptions of instructional techniques Daily 5 Center Rotations Differentiated Instruction PLC 3.2 Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. Curriculum guides A description of the systematic review process for curriculum, instruction, and assessment Using data from multiple assessments of student learning and an examination of professional practice, school personnel systematically monitor and adjust curriculum, instruction, and assessment to ensure vertical and horizontal alignment and alignment with the school's goals for achievement and instruction and statement of purpose. There is a systematic, collaborative process in place to ensure alignment each time curriculum, instruction, and/or assessments are reviewed or revised. The continuous improvement process has clear guidelines to ensure that vertical and horizontal alignment as well as alignment with the school's purpose are maintained and enhanced in curriculum, instruction, and assessment. Common assessments Surveys results Curriculum writing process Lesson plans aligned to the curriculum SY Page 17

21 3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations. Teacher evaluation criteria Teachers are consistent and deliberate in planning and using instructional strategies that require student collaboration, self-reflection, and development of critical thinking skills. Teachers personalize instructional strategies and interventions to address individual learning needs of each student. Teachers consistently use instructional strategies that require students to apply knowledge and skills, integrate content and skills with other disciplines, and use technologies as instructional resources and learning tools. Professional development focused on these strategies Examples of teacher use of technology as an instructional resource Examples of student use of technology as a learning tool Student work demonstrating the application of knowledge Findings from supervisor walk-thrus and observations Surveys results Interdisciplinary projects Positive incentives 3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success. Curriculum maps School leaders formally and consistently monitor instructional practices through supervision and evaluation procedures beyond classroom observation to ensure that they 1) are aligned with the school's values and beliefs about teaching and learning, 2) are teaching the approved curriculum, 3) are directly engaged with all students in the oversight of their learning, and 4) use content-specific standards of professional practice. Documentation of collection of lesson plans and grade books Supervision and evaluation procedures Peer or mentoring opportunities and interactions Recognition of teachers with regard to these practices Administrative classroom observation protocols and logs SY Page 18

22 3.5 Teachers participate in collaborative learning communities to improve instruction and student learning. Examples of cross curricular projects, interdisciplinary instruction, and classroom action research project All members of the school staff participate in collaborative learning communities that meet both informally and formally on a regular schedule. Frequent collaboration occurs across grade levels and content areas. Staff members implement a formal process that promotes productive discussion about student learning. Learning from, using, and discussing the results of inquiry practices such as action research, the examination of student work, reflection, study teams, and peer coaching are a part of the daily routine of school staff members. School personnel can clearly link collaboration to improvement results in instructional practice and student performance. Common language, protocols and reporting tools Agendas and minutes of collaborative learning committees Calendar/schedule of learning community meetings Survey results Examples of improvements to content and instructional practice resulting from collaboration Clean Up Routine Video 3.6 Teachers implement the school's instructional process in support of student learning. Examples of learning expectations and standards of performance All teachers systematically use an instructional process that clearly informs students of learning expectations and standards of performance. Exemplars are provided to guide and inform students. The process requires the use of multiple measures, including formative assessments, to inform the ongoing modification of instruction and provide data for possible curriculum revision. The process provides students with specific and immediate feedback about their learning. Survey results Examples of assessments that prompted modification in instruction Samples of exemplars used to guide and inform student learning 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the school's values and beliefs about teaching and learning. Records of meetings and walk thrus/feedback sessions Survey results Level 3 School personnel are engaged in mentoring, coaching, and induction programs that are consistent with the school's values and beliefs about teaching, learning, and the conditions that support learning. These programs set expectations for all school personnel and include measures of performance. Personnel manuals with information related to new hires including mentoring, coaching, and induction practices SY Page 19

23 3.8 The school engages families in meaningful ways in their children's education and keeps them informed of their children's learning progress. Programs that engage families in meaningful ways in their children's education are designed, implemented, and evaluated. Families have multiple ways of staying informed of their children's learning progress. Volunteer program with variety of options for participation List of varied activities and communications modes with families, e.g., info portal, online, newsletters, parent centers, academic nights, open house, early release days Parental/family/caregiver involvement plan including activities, timeframes, and evaluation process Varied activities include: Schoolway App, Mailchimp s, Teacher Blogs, Website (school calendar on this), FOCUS, Open houses, 3.9 The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student's educational experience. List of students matched to adult advocate Survey results Level 3 School personnel participate in a structure that gives them long-term interaction with individual students, allowing them to build strong relationships over time with the student. All students may participate in the structure. The structure allows the school employee to gain insight into and serve as an advocate for the student's needs regarding learning skills, thinking skills, and life skills. Master schedule with time for formal adult advocate structure Description of formal adult advocate structures 3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. Evaluation process for grading and reporting practices Survey results All teachers consistently use common grading and reporting policies, processes, and procedures based on clearly defined criteria that represent each student's attainment of content knowledge and skills. These policies, processes, and procedures are implemented without fail across all grade levels and all courses. All stakeholders are aware of the policies, processes, and procedures. The policies, processes, and procedures are formally and regularly evaluated. Sample report cards for each grade level and for all courses Sample communications to stakeholders about grading and reporting Policies, processes, and procedures on grading and reporting SY Page 20

24 3.11 All staff members participate in a continuous program of professional learning. Results of evaluation of professional learning program. All staff members participate in a rigorous, continuous program of professional learning that is aligned with the school's purpose and direction. Professional development is based on an assessment of needs of the school and the individual. The program builds measurable capacity among all professional and support staff. The program is rigorously and systematically evaluated for effectiveness in improving instruction, student learning, and the conditions that support learning. Evaluation tools for professional learning Brief explanation of alignment between professional learning and identified needs Crosswalk between professional learning and school purpose and direction 3.12 The school provides and coordinates learning support services to meet the unique learning needs of students. Survey results School personnel systematically and continuously use data to identify unique learning needs of all students at all levels of proficiency as well as other learning needs (such as second languages). School personnel stay current on research related to unique characteristics of learning (such as learning styles, multiple intelligences, personality type indicators) and provide or coordinate related individualized learning support services to all students. List of learning support services and student population served by such services Training and professional learning related to research on unique characteristics of learning Data used to identify unique learning needs of students Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing. Cite sources of evidence External Review team members may be interested in reviewing. The Standard III Committee has noted several areas of strength. Particular strengths for Belmont in this standard as a whole are the following; curriculum, instruction and assessment, teacher/student engagement, response to data, mentoring and coaching, meaningful ways of engaging families, and adult advocates for our students. We truly meet the unique learning needs of students. To sustain these areas of strength, we consistently monitor data through frequent data meetings (administration to teacher and teacher to student) and test for data that shows achievement of learning. We as teachers and administrators continue learning constantly through professional development options like Edivation, faculty book studies, Renaissance U, professional learning communities (PLC), literacy councils, etc. We take this information as a whole, distribute it to our families in various ways, and engage the parents weekly as a school through mobile device applications, , FOCUS gradebook parent portal, etc. We engage in collaborative learning on a frequent basis to enhance and improve instruction. To address unique learning needs of students, we offer reading and math tutoring, weekend writing camps, and other extra instruction as needed; we adjust with special curriculum and differentiated instruction to meet those needs. Currently Belmont teachers implement the school's instructional process by providing rigorous and innovative classroom instruction, collecting assessment data, and communicating with all stakeholders. In addition to maintaining our current instructional practices, we will strive to increase our repertoire of effective instructional strategies and the use of alternative and project based learning assessments to be implemented in elementary and secondary classrooms on a daily basis. SY Page 21

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26 Standard 4: Resources and Support Systems The school has resources and provides services that support its purpose and direction to ensure success for all students. Overall Rating: Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school's purpose, direction, and the educational program. Survey results Policies, processes, procedures and other documentation related to the hiring, placement and retention of professional and support staff Clearly defined policies, processes, and procedures ensure that school leaders have access to, hire, place, and retain qualified professional and support staff. School leaders use a formal, systematic process to determine the number of personnel necessary to fill all the roles and responsibilities necessary to support the school purpose, educational programs, and continuous improvement. Sustained fiscal resources are available to fund all positions necessary to achieve the purpose and direction of the school. Assessments of staffing needs Documentation of highly qualified staff 4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school. Examples of efforts of school leaders to secure necessary material and fiscal resources Instructional time, material resources, and fiscal resources are focused solely on supporting the purpose and direction of the school. Instructional time is fiercely protected in policy and practice. School leaders exhaust every option to secure material and fiscal resources to meet the needs of all students. School leaders measurably demonstrate that instructional time, material resources, and fiscal resources are allocated so that all students have equitable opportunities to attain challenging learning expectations. Efforts toward the continuous improvement of instruction and operations concentrate on achieving the school's purpose and direction. Survey results School schedule Alignment of budget with school purpose and direction School calendar SY Page 23