Report of the Quality Assurance Review Team for Escambia County School District 75 N Pace Blvd Pensacola, Florida, United States 32505-7965

Report of the Quality Assurance Review Team for Escambia County School District 75 N Pace Blvd Pensacola, Florida, United States 32505-7965 Mr Malcolm Thomas Dr Jerry Griffin, Chair/Lead Evaluator, Quality Assurance Review Team Review Dates: 01/29/2012-02/01/2012 North Central Association Commission on Accreditation and School Improvement (NCA CASI), the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI), and the Commission on International and Trans-Regional Accreditation (CITA) are accreditation divisions of AdvancED

Quality Assurance Review Report Contents About AdvancED and NCA CASI/SACS CASI 3 Introduction to the Quality Assurance Review 4 Summary of Findings 5 Commendations 6 Required Actions 7 Next Steps 7 Standards for Accreditation 9 Standard 1: Vision & Purpose 9 Standard 2: Governance & Leadership 10 Standard 3: Teaching & Learning 12 Standard 4: Documenting & Using Results 14 Standard 5: Resource & Support Systems 15 Standard 6: Stakeholder Communications & Relationships 17 Standard 7: Commitment to Continuous Improvement 18 Quality Assurance Findings 20 Schools Visited 22 Conclusion 23 Appendix 24 Quality Assurance Review Team Members 24 AdvancED Standards for Quality School Systems 24 Escambia County School District AdvancED Quality Assurance Review Report Page 2 of 25

About AdvancED and NCA CASI/SACS CASI Background Founded in 1895, the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and the Southern Association of Colleges and Schools Council on Accreditation and Schools (SACS CASI) accredit public and private schools and districts in 30 states, the Navajo Nation, Latin America, and the Department of Defense Schools worldwide In 2006, NCA CASI, SACS CASI, and the research and development arm of the accrediting associations, the National 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, serving 15 million students NCA CASI and SACS CASI serve as accreditation divisions of AdvancED Through AdvancED, NCA CASI and SACS CASI have defined shared, research-based accreditation standards that cross state, regional, and national boundaries Accompanying these standards is a unified accreditation process designed to help schools, school districts, and educational service agencies continuously improve The Accreditation Process To earn and maintain accreditation from NCA CASI or SACS CASI, school districts and their schools must: 1) Meet the AdvancED Standards and Policies for Quality School Systems School districts demonstrate adherence to the seven AdvancED standards and policies which describe the quality practices and conditions that research and best practice indicate are necessary for school districts to achieve quality student performance and organizational effectiveness 2) Engage in continuous improvement School districts and their schools implement a continuous improvement process that articulates the vision and purpose that the school district is pursuing (vision); maintains a rich and current 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 the results to inform what happens next (results) 3) Demonstrate quality assurance through internal and external review School districts and schools engage in a planned process of ongoing internal review and self-assessment In addition, school districts host an external quality assurance review team once every five years The team evaluates the school district's adherence to the AdvancED quality standards, assesses the efficacy of the school district's improvement process and methods for quality assurance, and provides commendations and required actions to help the school district improve The team provides an oral exit report to the school district and a written report detailing the team's required actions The school 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 of self-evaluation and improvement The overall aim is to help school districts and their schools maximize student success and improve organizational effectiveness AdvancED Quality Assurance Review Report Page 3 of 25

Introduction to the Quality Assurance Review Purpose The purpose of the Quality Assurance Review is to: 1 2 3 4 Evaluate the school district's adherence to the AdvancED quality standards and policies Assess the efficacy of the district's improvement process and methods for quality assurance Identify commendations and required actions to improve the district and its schools Make an accreditation recommendation for review by the national AdvancED Accreditation Commission A key aim of the Quality Assurance Review is to verify that the school district is operating with institutional integrity - 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 the community complete the AdvancED Standards Assessment Report The report engages the district in an in-depth self assessment of each of the seven AdvancED standards The school district identifies and describes the evidence that demonstrates that is it meeting each standard Through this internal review, the school district examines 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 District Lead Evaluator and comprised of professionals from outside the school district The team reviews the findings of the 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 practices and daily operations The team engages in professional deliberations to reach consensus on the school district's adherence to the standards for accreditation The team provides an oral exit report and prepares a written Quality Assurance 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 Quality Assurance Review report After review by a nationally-trained reader, the report is submitted to the district The report contains commendations and required actions for improvement Using the Report - Responding to the Required Actions The school district uses the report to guide its improvement efforts The school district is held accountable for addressing the required actions identified in the report 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 detailing the actions and progress it has made on the team's required actions The report is reviewed at the state and national 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 to make an accreditation recommendation that is reviewed by the AdvancED Accreditation Commission Accreditation is granted by the AdvancED Accreditation Commission and communicated to the school district following action from the commission AdvancED Quality Assurance Review Report Page 4 of 25

Summary of Findings A Quality Assurance Review Team representing the SACS CASI Florida State Office (SACS-CASI-FL), a division of AdvancED, visited Escambia County School District on 01/29/2012-02/01/2012 During the visit, members of the Quality Assurance Review Team interviewed 104 administrators, 117 teachers, 19 support staff, 117 parents and business partners, 130 students, and 5 Board of Education members for a total of 492 stakeholders In addition to meeting with district personnel and stakeholders, the team visited 10 schools within the school district During the school visits, team members interviewed school stakeholders, observed classrooms, and reviewed relevant school artifacts The team also reviewed documents, student performance data, and other artifacts provided by the district Specifically, the team examined the district's systems and processes in relation to the seven AdvancED standards: 1 2 3 4 5 6 7 Vision and Purpose Governance and Leadership Teaching and Learning Documenting and Using Results Resource and Support Systems Stakeholder Communications and Relationships Commitment to Continuous Improvement The AdvancED standards focus on systems with a school district and systematic methods of attaining high student performance and organizational effectiveness The power of the standards lies in the connections and linkages between and among the standards The Quality Assurance Review Team used the AdvancED standards to guide its review of the school district, looking not only for adherence to individual standards, but also for how the school district and its schools function as a whole and embody the practices and characteristics of a quality school district Through its examination of the school district's adherence to the standards, the Quality Assurance Review Team prepared reports on each standard, highlighting strengths and suggestions for improvement specific to each standard These reports can be found following this summary The Quality Assurance Review Team also 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, provide meaningful 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 the standard reports The team used the standard reports and quality assurance findings to identify common themes, significant accomplishments, and pressing needs facing the district These became the basis for the overall commendations and required actions that are provided below The commendations and required actions should serve as the focus for the district as it acts on the team's findings They represent the areas that the team believes will have the greatest impact in helping the district further its improvement efforts The standard reports and quality assurance findings can be used to help reinforce and enrich the district's understanding of the commendations and required actions AdvancED Quality Assurance Review Report Page 5 of 25

Commendations The Quality Assurance Review Team commends the Escambia County School District for the following strengths and accomplishments While additional strengths are noted in the detailed review of each standard that appears later in this report, the commendations listed below are the strengths that the team believes are most deserving of being highlighted Commendation 1 Commendation Statement: Escambia County Public Schools have experienced a dramatic rise in Florida school grades over the 10 year period 2001-2011 Evidence: Florida school grade reports indicate that all schools within the Escambia County School District have improved their grade ratings, some dramatically, during the 10 year period 2001-20011 to the point that no school in Escambia County is graded as a failing school Rationale: The emphasis on analysis of student test data and qualitative information derived from a variety of surveys targeting feedback from internal and external stakeholder groups across the district have had a major, positive impact on most all aspects of district operations including hiring practices, staff development and, among others, management of resources essential for improving instruction and student learning outcomes Commendation 2 Commendation Statement: Multiple high quality programs are in place that address a wide range of student needs Evidence: ECSD has implemented programs that address a range of student needs and interests and include, among others, Career Academies, Magnet Schools, and an International Baccalaureate Program that has been recognized by the IB Organization as one of the 50 best Rationale: The selection and implementation of programs that address a continuum of learning needs and interests have provided ECSD students choices essential for intellectual development, career exploration and preparation and the development of civic responsibility Commendation 3 Commendation Statement: A systemic, systematic strategic planning process that is understood and utilized throughout the district Evidence: Written evidence and feedback received from stakeholder interviews indicate that strategice thinking and planning are imbedded in the organizational culture of the Escambia County School District and are readily AdvancED Quality Assurance Review Report Page 6 of 25

evidenced in organizational plans related to human resources, curriculum, facility, transportation and budgeting Rationale: The use of systems thinking and strategic planning ensure consistency throughout the organization and include a standard nomenclature, alignment in planning, common performance expectations within and among employee groups and maximum use of limited resources Required Actions In addition to the commendations, the Quality Assurance Review Team identified the following required actions for improvement The team focused its required actions on those areas that, if addressed, will have the greatest impact on improving student performance and overall effectiveness of the school district The Escambia County School District will be held accountable for making progress on each of the required actions noted in this section Following this review, the school district will be asked to submit a progress report on these required actions The district should refer to the detail provided in the standard reports for guidance and greater depth on the required actions Required Action 1 Required Action: Identify, adopt and implement alternative, innovative, non-traditional and, to the extent possible, research validated methods for increasing the involvement of underrepresented families in the education of their students Evidence: Evidence acquired from stakeholders at both the district and school levels revealed difficulties with engaging and involving parents who, for various reasons, are not or cannot be actively involved in their child/children's education Rationale: The ramifications of involving underrepresented families in the education of their students have major implicatons for improving student academic performance, behavior management and, among other potential positive outcomes, involvement in school-community activities Review of AdvancED Standards for Quality Schools: The team reviewed the district's adherence to each of the AdvancED standards The findings from this review are provided in the next section of this report Next Steps The school district should: 1 2 3 4 Review and discuss the findings from this report with all stakeholders Ensure that plans are in place to embed and sustain the strengths noted in the commendations section to maximize their impact on the school district Develop action plans to address the required actions made by the team Include methods for monitoring progress toward the required actions Use the report to guide and strengthen the school district's efforts to improve student performance and AdvancED Quality Assurance Review Report Page 7 of 25

5 6 district effectiveness Two years following the Quality Assurance Review, submit the Accreditation Progress Report detailing 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 can result in a change in accreditation status Continue to meet the AdvancED accreditation standards, submit required reports, engage in continuous improvement, and document results Celebrating Accreditation Following the visit, the Quality Assurance Review Team submits an accreditation recommendation to AdvancED for review and action at the national level by the AdvancED Accreditation Commission, which confers accreditation and communicates it to the school district Upon receiving its accreditation, the school district should celebrate its achievement with the community Flags, door decals, diploma seals, and other related items can be ordered from the website to help you share your accomplishment with your community Summary The accreditation process engages the school district, its schools, and community in an ongoing journey of continuous improvement The next steps in this journey are to build on the commendations and address the required actions noted in this report Doing so will enable the school district to advance in its quest for excellence and deepen the fulfillment of its mission for all students AdvancED Quality Assurance Review Report Page 8 of 25

Standards for Accreditation The primary requirement for accreditation is that the district demonstrates that it meets the seven standards for accreditation The findings of the Quality Assurance Review Team regarding the standards for accreditation are summarized on the following pages The Quality Assurance Review Team divided into standard teams to review each standard and prepare a standards report summarizing the team's findings These standard reports, along with the quality assurance findings that follow these reports, provided the basis for the team's identification of over-arching commendations and required actions presented earlier in this report The reports submitted by each team are provided on the following pages for the district's review and use Each report reflects its respective team's unique voice, perspective, and deliberations The reports can be used to help enrich and deepen the district's understanding of the overall commendations and required actions Standard 1: Vision & Purpose Standard: The system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the system Description: The Escambia County School District (ECSD) presented itself for review in advance of reauthorization of their accreditation The vision of the district is To create a district where parents want to send their children, where students want to learn, where teachers want to teach, and where employees want to work which is compelling due to its simplicity The corresponding mission (purpose), to provide an environment that creates opportunities for all students to achieve their highest potential while building a foundation for continuous learning serves as the basis for this standard These two guides are fully enforce at all levels of ESCD, guide the philosophical and administrative efforts for all levels of instruction, and serve as the ongoing message directed towards stakeholders outside of ECSD proper The ECSD superintendent worked collectively with stakeholders at all levels in the construction of the vision and mission (expectations for the improvement of performance), and a comprehensive strategic plan with pillars of emphasis (the process through which progress and improvements are tracked) The resultant planning cycle allows stakeholders to establish individual goals in concert with existing parameters (Title I, ECSD Technology Improvement Plan, individual school improvement plans, the ECSD annual budget, and ECSD staffing) Stakeholders at all levels are encouraged to explore initiatives that will move their individual school closer to the ideal standard reflected in the vision and mission This collective process is seen as a single entity and was rarely spoken of in a disaggregated manner by stakeholders The mission and vision were clearly articulated during stakeholder interviews beginning with the superintendent ECSD utilizes internal building signage (evident in the majority of schools, but not all), a strong web presence, individual school newsletters, templates for official meeting agendas that have the mission statement imbedded, system-wide call-out technology (autodialing phone tree system), and standard reporting methods that note the standard and pillar involved Teachers, students, PTSA officials, School Advisory Council personnel, and external stakeholders spoke of a duty and AdvancED Quality Assurance Review Report Page 9 of 25

responsibility to convey the vision and mission of ECSD The underlying impetus for this outreach is the unofficial motto: walking the talk The rationale is the transcendent belief that nothing trumps relationships The strategic planning document that is now part and parcel of ECSD s vision and mission process serves as the depository for goals and measures to advance the vision, the collective articulation of system-wide goals and measures, and the crosswalk between the mission and the actual teaching and learning process The strategic plan is the single document that is used by all schools to systemically quantify the progress of ECSD The strategic plan and the process it represents clearly chronicle the progress of the district towards the mission and vision as it relates to instruction and student achievement Stakeholders outside of school and district administrators, however, are not directly involved with the construction or updating of this document The strategic plan is annually reviewed, amended (completed items rotating off, and new initiatives added), and disseminated to the larger Pensacola community for information Per stakeholders at all levels, there is no current plan to review or amend the mission or vision statements, as they are currently viable and relevant Strengths - The team noted the following successful practices deserving of recognition: The ECSD vision is compelling in its simplicity, guides the teaching and learning efforts, and is understood by stakeholders at all levels The ECSD Superintendent is identified as the catalyst for the revitalization of the planning process that has transformed ECSD The strategic planning document is now embraced by all sectors of the district as representative of a continuous process Opportunities - The team offers the following opportunities for improvement in this standard area: Involve a representative sample of stakeholders in the district's strategic planning process Expand the use of signage to communicate the district's vision and mission Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overall assessment level of "Operational," indicating that the Escambia County School District has met the accreditation requirements for the "Vision & Purpose" standard Standard 2: Governance & Leadership Standard: The system provides governance and leadership that promote student performance and system effectiveness Description: The Escambia County School District (ECSD) exhibits a collaborative and cohesive spirit among teachers, principals, Board of Education, Director of Schools, and Central Office staff that provide for consistency of purpose and effective operation of the system The ECSD Board of Education is comprised of 5 elected members, each representing a single district of similar population, although the land mass of these areas varies considerably The school board recognizes and preserves the executive, administrative, and leadership authority of an elected superintendent of schools The focus of the ECSD School Board is developing and monitoring education policy; board members do not interfere with the superintendent in AdvancED Quality Assurance Review Report Page 10 of 25

management of day-to-day activities The superintendent and school board members are currently running unopposed for re-election Longevity of service of these elected officials contributes to ECSD organizational and leadership stability, providing evidence of community satisfaction with the leadership and direction of the school district A School Board Policy Manual, including a clearly defined ECSD Organizational Chart, and district Personnel Manual are available for public review and were among the artifacts examined during the Quality Assurance Review team visit These documents are readily available in electronic as well as hard copy to district administrators and other stakeholders The board of education maintains legal counsel to advise or obtain information about legal requirements and obligations and ensure that all policies comply with applicable local, state, and federal laws, standards and regulations The superintendent and board members maintain adequate insurance to protect the financial stability and administrative operations of the district Interviews with board members confirm that they attend training and orientation conferences mandated in policy, related to their role and/or recommended by the Florida Association of School Boards (FASB) Attendance at such meetings is documented, with the current ECSD School Board recognized as a Master Board by FASB The superintendent is highly respected and admired for his leadership and dedication to providing a quality education for the children of Escambia County He regularly schedules advisory group meetings with business, community, parent and educational leaders to assure his understanding of the needs and concerns of stakeholders These groups are periodically surveyed to gain input used for decision-making within the district However, evidence acquired through stakeholder interviews indicated that additional opportunites for involvement in district and school level decision making should be explored The previous superintendent and board members, working collaboratively with other school and community leaders, initially passed a 5-year half-cent sales tax to provide additional support for education This supplemental tax was recently re-passed for an additional 10 years The confidence demonstrated by the community to extend this action for 10 years provides evidence of the confidence the community has in the stewardship of the superintendent and board to manage the district s resources efficiently and effectively Strengths - The team noted the following successful practices deserving of recognition: Escambia County School District Courageous decision-making and leadership exhibited by the elected board and superintendent to close 18 district schools, 10 of them during the terms of the current superintendent and board High visibility of the superintendent at a wide variety of school and community activities was described by every stakeholder group interviewed by this Quality Assurance Review team His dedication to improving educational opportunities for students as well as conditions of the workplace for all district personnel received much admiration and support Stability of the district leadership as reflected in the longevity of the superintendent and school board members Participation of ECSD School Board members in FASB training and development of effective board membership leading to designation as a Master Board Opportunities - The team offers the following opportunities for improvement in this standard area: Explore and implement increased opportunities for increasing the meaningful involvement of external stakeholders in both individual school- and district-level decision making Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overall assessment level of "Operational," indicating that the Escambia County School District has met the accreditation requirements for the "Governance & Leadership" standard AdvancED Quality Assurance Review Report Page 11 of 25

Standard 3: Teaching & Learning Standard: The system provides research-based curriculum and instructional methods that facilitate achievement for all students Description: Escambia County School District (ECSD) recruits, hires, and supports highly qualified faculty Through the Successful Teachers Assisting Rising Teachers (START) program, new teachers are paired with consulting teachers who provide support, assistance and peer evaluation ECSD implements Charlotte Danielson s Framework for Teaching model to promote and evaluate effective instruction Interviews with district and school personnel, students, parents, and community stakeholders revealed a strong support for the district ECSD is recognized by the community as a leading district in the area The district s curriculum plan is intended to provide excellence in instruction at all grade levels Pacing guides have been developed by groups of teachers to provide consistency across the district The district provides data analysis training to personnel at all levels Data is discussed at monthly principals meetings, school-level staff meetings and grade-level/department meetings Subject area specialists use data to design professional development opportunities for teachers and to address areas of need Data is also used to provide interventions (tutoring, double-blocking, pull-out programs) to meet the needs of struggling learners Professional development is considered an essential part of preparation for teaching ECSD offers a wide variety of professional development to all certified staff, including access to online opportunities such as PD360, Educational Impact and Teachscape For professional development, teachers are allowed to make targeted choices from a wide variety of offerings Students have multiple opportunities to use the knowledge they have acquired in many activities ECSD offers a School Choice program which allows a student to attend schools outside their attendance area if another school offers a particular program that meets the student s needs and interests Various locations house a myriad of Career Academies, an International Baccalaureate program or Magnet School programs Based on interviews with teachers, students and parents, teachers are moving beyond traditional practices and implementing innovative instruction, integrating real-world situations and project-based learning into the curriculum Students take initiative and ownership in their learning, engage in higher-order thinking and creative problem-solving ECSD is a diverse district in many aspects: race, ethnicity, socio-economics, language and special needs The district recognizes and is addressing these needs Teachers have been provided training in Ruby Payne s A Framework for Understanding Poverty and programs are in place for English Speakers of Other Languages (ESOL) and Exceptional Student Education (ESE) Interviews with parents revealed a disparity in levels of satisfaction with the ESE program, particularly in terms of communication between the schools and parents Technology is an integral part of the ECSD District personnel utilize technology to access and manipulate data to enhance curricular decisions FCAT Star is used regularly by teachers to track student progress Technology is also integrated into the curriculum as a tool for teaching and learning A program, Bring Your Own Device (BYOD), is currently being piloted to allow teachers and students the opportunity to use AdvancED Quality Assurance Review Report Page 12 of 25

items such as cell phones, Ipads, Ipods, etc to make a meaningful impact on education Parents have real-time access to student grades and test scores through the Parent Portal The district and the individual schools utilize an automated phone system to inform parents of activities and events Parents also have the opportunity to be involved in the schools through volunteerism, PTSA, School Advisory Council and various committees Transition meetings are held to prepare students as they move from elementary to middle to high school However, observations and interviews with teachers did not indicate effective communication between feeder schools to ensure vertical alignment of the curriculum Despite annual decreases in budget, the district works hard to protect students and teachers from adverse effects When budgets necessitate changes at the school level, the district does not necessarily involve parents and students in the decisionmaking process or clearly communicate reasons for the changes (ex double-blocking at the high school) The district maintains a system-wide climate that supports student learning Schools have implemented programs such as Positive Behavior System and Ripples to promote positive student behavior, redirect negative behavior and reduce office referrals thereby increasing the amount of time students are in class Strengths - The team noted the following successful practices deserving of recognition: ECSD offers multiple quality programs such as IB and Career Academies, to meet the needs of students with a wide range of interests and abilities Many teachers are incorporating higher-order thinking and innovative teaching strategies to engage children in learning Teachers and subject-area specialists use data analysis both to make curricular decisions, to design professional development opportunities and to identify students who are in need of more individualized instruction Positive behavior models are being implemented to decrease discipline referrals and increase student access to learning Opportunities - The team offers the following opportunities for improvement in this standard area: Promote better communication between teachers at feeder schools Emphasis should focus on vertical curriculum alignment throughout all departments and at all transition levels Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overall assessment level of "Operational," indicating that the Escambia County School District has met the accreditation requirements for the "Teaching & Learning" standard AdvancED Quality Assurance Review Report Page 13 of 25

Standard 4: Documenting & Using Results Standard: The system enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and system effectiveness Description: The Escambia County School District (ECSD) has implemented comprehensive system monitors that document student performance and use these results to develop strategies to improve student achievement and system effectiveness The district has a wealth of assessment data from standardized measurements available to stakeholders, primarily through the system s expansive informational technology system This data is customized in various platforms such as the district-wide data management/data mining system that includes FACT STAR and the new Local Instructional Information System (LIIS) which is linked to teacher evaluations The system s assessment provides administrators and appropriate staff access to disaggregated data Principals and teachers utilize this source to develop and maintain data notebooks for their schools and use the customized information to drive the instructional programthrough interviews, observations and reviews of artifacts, the QAR team did not find consistent proof that the use of formative assessments are being fully utilized at the classroom level to modify and adjust instruction Again, the District uses a comprehensive assessment system based on clearly defined student performance measures Students are assessed using multiple platforms and formats that yield valid and reliable results Data is collected at various levels and at appropriate intervals, guided by a detailed testing calendar Baseline data is collected for reading and mathematics and science at the beginning of the school year Mid-year data is collected and compared to the base-line data Students in grades K-12 are assessed using one of the following assessment/evaluative tools: Florida Kindergarten Readiness Screener (FLKRS) Early Childhood Observation System (ECHOS) Florida Assessment for Reading (FAIR) Florida Comprehensive Achievement Test (FCAT 20) End of Course Examinations (EOC s) Florida Alternate Assessment (FAA) Comprehensive English Language Learner Assessment (CELLA) Additionally, the District participates in National Assessment of Educational Progress (NAEP) and offers several postsecondary tests Other District functions such as: Human Resource Services, Finance and Business Services, and Operations make use of data to improve organizational effectiveness of the delivery of services in support of student performance The current district management system is used to maintain and secure accurate and complete student records Strengths - The team noted the following successful practices deserving of recognition: The superintendent, as the former Evaluation Services Director, is very knowledgeable of and analyzes data, often leading the discussion and setting expectations Comprehensive student assessment data is available to schools for the purpose of school improvement planning The District s website provides numerous links to district and state assessment data, including AdvancED Quality Assurance Review Report Page 14 of 25

attendance, the dropout rate, the mobility rate, and School Accountability Report (SPAR) Opportunities - The team offers the following opportunities for improvement in this standard area: Refine and focus the implementation of formative assessments and provide training for instructional staff on using student assessment data regularly to make decisions for continuous improvement of teaching and learning for the benefit of improving student achievement Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overall assessment level of "Operational," indicating that the Escambia County School District has met the accreditation 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 ensure achievement for all students Description: The Escambia County School District utilizes its web site to attract and recruit professional and support staff Beginning this school year the district has implemented a mentoring program (START) for all new teachers This program utilizes experienced, high performing teachers who have gone through a rigorous screening process to mentor new employees on a full release schedule This process relieves site principals from many of the responsibilities required to support new teachers The process of retention or dismissal of new teachers may need to be reviewed to ensure that there is a comprehensive evaluation of new teachers, including input by the principal Beyond the mentoring program, the school district is in the first year of implementation of a new teacher evaluation system based on the work of Charlotte Danielson and student achievement to comply with state statute School principals received many hours of training on the Frameworks and the district s implementation of its new evaluation system The principals then provided training for their staff to clearly articulate the expectations of the evaluation system However, it appears that there is a lack of consistency of teacher understanding of this process between sites During the summer of 2011, the district implemented several new systems, including PD 360, which enables teachers to create individual professional development plans and manage their personal professional development The systems also allows for monitoring of teacher progress by site administrators Financial Resources Due to the long-range budgetary planning of the School Board and Superintendent, the district has been able to absorb the loss of approximately 40 million dollars over the past 4 years The majority of reductions have taken place in district level positions, support systems, and the consolidation of schools with declining enrollments During this time the enrollment has only decreased by 1,300 students In addition, the district is in the process of deploying a new financial and human resource software suite that will connect all processes tied to financial and budgetary responsibilities, which will increase employee efficiency and productivity AdvancED Quality Assurance Review Report Page 15 of 25

Physical Resources The school district utilizes a voter approved ½ cent sales tax to maintain and update district school sites Maintenance departments have suffered the most through budget reductions This process has involved removing general maintenance employees from school sites and relocating them to a central operations center This has allowed for skill specialization of employees and improved response time and effectiveness in meeting the needs of school sites One area of note is the lack of ADA access in some school sites This area should be addressed to ensure equal access for all stakeholders A district developed emergency plan is provided for each site Principals then create site specific plans and train all staff during pre-planning meetings Support Systems Based on feedback from community stakeholders, there are significant programs in place that support students at school, home, and in the community There are strong relationships between the local naval base and many schools throughout the district that are provided with mentoring programs and manpower to assist with the operations and logistics within schools Additional partnerships include faith-based involvement, backpack programs, food pantries, clothing drives, and providing dental services Beyond these partnerships many schools have gardens that enhance student learning and allow students to experience a variety of healthy eating habits and the district s partnership with the county health department allows nurses and/or medical technicians to be present at every school However, there are some schools that, for various reasons, do not benefit from strong partnerships and associated resources Based on stakeholder interviews and observations by QAR team members, this appears to have resulted in equity problems across the district, especially in the area of technology The district provides guidance counselors and/or Positive Behavior Specialist at every school site to provide necessary support to help students be successful Strengths - The team noted the following successful practices deserving of recognition: The implementation of a mentoring program (START) for all new teachers This program utilizes experienced, high performing teachers that have gone through a rigorous screening process to mentor new employees on a full release schedule Long-range budgetary planning of the School Board and Superintendent has enabled the district to absorb the loss of approximately 40 million dollars over the past 4 years These budget reductions have largely taken place without directly impacting instruction Opportunities - The team offers the following opportunities for improvement in this standard area: Provide equity among all schools regarding the availability of technology for teachers to enhance instruction and improve student learning and provide students with the technological skills necessary to be competitive in a global job market Ensure that all facilities are ADA compliant and allow for equal access for all stakeholders Review the retention/dismissal process fo0r new teachers to ensure that a comprehensive evaluation process is in place and includes input from principals Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overall assessment level of "Operational," indicating that the Escambia County School District has met the accreditation requirements for the "Resource & Support Systems" standard AdvancED Quality Assurance Review Report Page 16 of 25

Standard 6: Stakeholder Communications & Relationships Standard: The system fosters effective communications and relationships with and among its stakeholders Description: Escambia County School District fosters collaboration with community stakeholders to support student learning by publishing a calendar of events that promotes stakeholder involvement The District s Strategic Plan guides stakeholders and provides opportunites for involvement in many aspects of district events, activities, and decisions The District promotes and supports internship/partnership agreements with community-based businesses and agencies Parents and community members regularly volunteer time in the District Stakeholder survey data indicates that the community is involved in District decision making, the website and phone message system are used for communication, and handbook information is available to the public The District uses system-wide strategies to listen to and communicate with stakeholders through the District Improvement Committee, emails, phone answering system, letters, web information, and parent - teacher conferences Stakeholders affirm they have a variety of opportunities to be formally involved in district operations The District solicits the knowledge and skills of stakeholders to enhance the work of the system through use of Advisory Committees and calendars Policies regarding volunteer involvement exist There is stakeholder survey data which affirms that the public s suggestions and recommendations are valued and reviewed Stakeholders affirm that they are actively involved in the District s operations ECSD communicates the expectations for student learning and goals for improvement to all stakeholders through newsletters about student performance, parent-teacher conferences, as well as in parent and students handbooks The District provides information such as school calendars and through academic progress reports that is meaningful and useful to stakeholders at parent-teacher conferences The District also uses the phone and phone messaging system, email, the local newspaper, radio, TV, and public meetings specifically for clients as well as the general public Strengths - The team noted the following successful practices deserving of recognition: The district s vision requires its leadership to promote an optimal setting where parents want to send their children, where students want to learn, where teachers want to teach, and where employees want to work The superintendent and board members are accessible to the community Their open door policies and availability through email, etc set the example for district employee conduct and behavior The district and schools have many business partnerships which provide financial and mentoring support In particular, the impact of the military in the district is extremely positive A collaborative relationship employing a military liaison allows for smooth transitions for military families Opportunities - The team offers the following opportunities for improvement in this standard area: Use information secured from the 2010-11 survey related to the district website to update and improve this communication tool AdvancED Quality Assurance Review Report Page 17 of 25

Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overall assessment level of "Operational," indicating that the Escambia County School District has met the accreditation 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 focuses on student performance Description: The Escambia County School District Executive Team, Administrative Team, teachers, support staff, parents, community/business partners and students are able to articulate the dedication of all stakeholders to continuous improvement in student learning All stakeholders interviewed were able to articulate the District vision of creating an environment where Parents want to send their children, students want to learn, teachers want to teach, and employees want to work The district vision and mission are visible in buildings throughout the district The district has created Strategic Aims, and developed five (5) pillars as focused areas driving the Strategic Plan The statement was made we lived under static conditions, NOW we have continuous improvement The district had addressed recommendations from a previous AdvancED review in 2007 and advanced their processes and systems The AdvancED team did not hear evidence that all stakeholders were engaged in the process of continuous improvement or had understanding of the standards required by AdvancED There was no evidence in interviews that stakeholders were knowledgeable about the AdvancEd rubric, how ratings were made, or that participants outside of the upper district administrative levels were involved in the process There was no evidence that the connection of AdvancEd to the District Improvement Plan has been made at levels below the Administrative team The district provides assessments and results of student improvement efforts through the use of data-based technology for teachers and administrators, but it appears that these results are not effectively communicated to other stakeholders including students, parents and community outside the school Through interviews, stakeholders expressed that, outside the school community, the perception is not reflective of the many good programs supported by the ECSD for their student population A plan for continuous improvement and monitoring of student improvement has been implemented and communicated through the various administrative levels of the district and teachers and administrators communicate on what is expected for classroom instruction and individual student improvement Strengths - The team noted the following successful practices deserving of recognition: Escambia School District provides programming opportunities for students at multiple ability levels, and has Curriculum, Pacing Guides, Benchmarks and Assessments additional to Florida Comprehensive Assessment Testing (FCAT) to monitor individual student progress Students are assessed for placement in high ability programs, or remediation programs including Response to Intervention or Special Education Through technology, teachers and administrators have instant access to student information for progress monitoring Escambia School District teachers and administrators express having multiple opportunities for individual and group/school/district professional development This provides teachers with more AdvancED Quality Assurance Review Report Page 18 of 25

tools for their challenge to engage students in learning and improve their knowledge of best practices, including uses of technology integration in the classroom to assist in achieving improvement goals The teachers, in interviews, expressed the feeling of support from the district to provide assistance to each school and operational unit for continuous improvement The students, in interviews, expressed feeling supported by teachers, tutors, parents, mentors, and peers as they strive to improve individual academic achievements Students and Parents express a strong feeling that teachers care about student success and continuous improvement Every interviewed group, expressed appreciation for the guidance of the present superintendent and the positive direction he is leading the district The question was posed regarding continuation of programs and processes without his specific leadership, and the consensus was that specific systems are now in place to provide for continuous improvement with any future leadership Opportunities - The team offers the following opportunities for improvement in this standard area: Create and prominently display data walls in district schools that include charts, graphs, classroom displays, student notebooks or other evidence so that all stakeholders can readily observe student progress in identified goal areas Ensure that the vision, goals and expectations for student learning in each school are clearly aligned to the district vision and expectation for student learning Finding: Based on the evidence reviewed, the Quality Assurance Review Team has assigned the overall assessment level of "Operational," indicating that the Escambia County School District has met the accreditation requirements for the "Commitment to Continuous Improvement" standard AdvancED Quality Assurance Review Report Page 19 of 25

Quality Assurance Findings The 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, provide meaningful 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 There is strong, visionary leadership as evidenced by a clear, well-articulated vision and a willingness to examine the district s current reality, make decisions based on data, and project future needs in an effort to position the district to improve the teaching and learning process The universal supportive nature of district staff and administrators is evidenced through the five pillars (Service, Quality, People, Finance and Environment) that provide the benchmark by which all district initiatives are based and measured AdvancEd standards are imbedded in the pillars to ensure compliance to all standards The district s vision and initiatives are closely aligned and grow out of the strong pillar base The Strategic Plan, State of Division annual reports, School Improvement Plans, the AdvancEd Rubric, Accountability Reports, Employee Evaluation System, Budget Process, 5-year Facilities Plan, Advisory Councils, Professional Development linked to achievement, School Board Round Tables and Focused Curriculum Goals are used to monitor quality assurance Data are routinely collected and used in the annual revision and updating of plans The district has developed a Model of Excellence (based on the Studor principles) to evaluate the quality of programs Employee groups have established standards of excellence to evaluate their behaviors with the goal of alignment to the five pillars The research based Charlotte Danielson model of classroom teaching has been used to totally revamp the teacher evaluation process and comply with the Race To The Top initiative Strong support is provided first year teachers through a teacher on assignment mentoring program The system is currently implementing a new data collection and storage system Student data, school achievement data and district achievement data will be housed in one easy access system Parents have the ability to monitor their student s progress through the parent portal access into the system The strong effort to align all the district and move forward with a unified vision was highly evident in stakeholder meetings and observations made by the visiting team The district provides meaningful feedback and support in multiple ways The use of rounding stands out as a excellent example of two way communication with district personnel Top administrators visit schools on a frequent basis, moving in and out of classrooms and speaking with employees at all levels and with other stakeholders The top administrators are known by all staff and they know the staff Processes are in place to assist the system in its efforts to monitor, document, and communicate improvement Current economic conditions have resulted in streamlining of many district positions and efforts are clearly in place to protect the classroom from budget cuts Informal and external audits have been used to ascertain strengths and challenges, redefine job functions, identify processes for better alignment across the system, and provide job-imbedded professional development for district personnel The district closely follows the Florida school improvement planning process and provides each individual school with the consistent framework by which to plan and document their respective continuous improvement efforts In addition, the district s pacing guides provide the foundation needed to address the alignment of instruction and assessment across the system Parent Advisory Councils, Parent Teacher Associations, Round Tables, Superintendent presentations to civic organizations, the district website, and community forums are all venues that are utilized by the district to routinely communicate district priorities, progress of improvement efforts, and future goals for student achievement to stakeholder AdvancED Quality Assurance Review Report Page 20 of 25