Because this objective lies somewhat in the affective domain, all faculty members feel a strong commitment to its importance. In addition, some members and parents expressed particularly gratification that there emphasis was being given in this area. “It is as important to me that we progress in this area as in the regular academics,” noted one. YES NO Is the objective: Closely associated with the exit outcomes for students as expressed in the Profile of Graduates, graduation requirements, and/or performance expectations for the school’s students? X Reflective of the school’s mission, and supportive of the strategic plan of the larger organization? X Does the objective: Include baseline data, and are they logically organized and presented in an easily understood format? X Enjoy the support of the school’s stakeholders as one of the highest priorities for growth and improvement in student performance? X Does the school: Have sufficient energy and resources to support the implementation of the action plans and the achievement of the objectives? X Have an effective and efficient way to gather data to assess the progress of the objective? X Is the objective reasonable and achievable? X What recommendations can the Team offer to the school for any areas evaluated No and/or to improve the clarity and focus of this objective? The Team has no recommendations. B.3. Objective #3 (non-AFG) By the year 2017, will demonstrate an increase in the quality and frequency of communication with its students, parents, community and as measured by: An increase in the percentage of MMS accounts. Baseline: percentage of families participating – 74% Benchmarks: increase of 2% per year
within the plan. One teacher of students with learning differences noted that she was pleased with the plans to help those students make progress. Does the action plan: YES NO Include strategies/action steps that are comprehensive in scope? MC Address as many aspects of the institution’s programs, activities, and services as appropriate? MC Address the entire student population? MC Include a logical sequence of strategies and/or action steps? MC Include enough activities to ensure that the objective will be achieved? MC Exclude major action steps? MC Address aspects of the Middle States Standards for Accreditation identified as weak in the institution’s self-assessment of how well it meets the Standards? MC Identify the resources required to implement the action MC Identify the persons/groups responsible for implementing each action step? MC Vary the groups/individuals responsible so that the burden for implementation does not fall on just one or two individuals? MC Include plans for obsolescence; identifies the activities that will cease (and when that will occur) so that the additional activities can be added? MC Include clear indicators of success for each action step so the institution knows what action steps have been implemented and with what result? MC reasonable timelines for implementing the action steps? MC discipline and reasonableness by spreading action steps the entire life of the plan? MC clearly and in detail the action steps to be taken in the first two to years of the plan? MC to be reasonable and achievable? MC What recommendations can the Team to the school for any areas evaluated DNM or NI to improve the clarity and focus of this action plan? The Team has no recommendations at this time.
Evidence Visiting Team Data from Observations and Interviews X Strategic and/or long-range plan X Development/institutional advancement plan X Enrollment plan X Policies related to school improvement planning X C. THE VISITING TEAM’S OBSERVATIONS AND RECOMMENDATIONS C.1 Observations In this section, the Team lists 1) any general observations regarding the degree to which the school meets this Standard and/or its Indicators of Quality and 2) any areas in which the school exceeds the requirements of this Standard and/or its Indicators of Quality. The school has a comprehensive and strategic plan that connects to that of the district as a whole and has many similarities to the AFG plan. Faculty and department chair interviews reflect that each department has several key goals and projects they have initiated or plan to do so in the future. One key focus in the near future will be to align middle school curriculum with elementary and high school programs. The guidance and special education staff want to expand co-teaching and transition assistance for special needs students. Clearly, this is a school that has a culture of strategic planning and regularly seeks areas for possible improvement. C.2 Recommendations In this section, the Team lists any recommendations to the school regarding how it can improve the degree to which it meets the requirements of this Standard and/or its Indicators of Quality. Recommendations are suggestions by the Team, but the school is not required to accept or act on them. The Visiting Team recommends: No recommendations