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Table of Contents
Introduction ............................................................................................................................... 3
AdvancED Standards Diagnostic Results .................................................................................... 4
Leadership Capacity Domain............................................................................................................... 4
Learning Capacity Domain .................................................................................................................. 5
Resource Capacity Domain ................................................................................................................. 6
Effective Learning Environments Observation Tool® (eleot®) Results ....................................... 7
eleot Narrative.................................................................................................................................. 11
Findings .................................................................................................................................... 13
Improvement Priorities ..................................................................................................................... 13
Insights from the Review .................................................................................................................. 17
Next Steps......................................................................................................................................... 18
Team Roster ............................................................................................................................. 19
Addenda................................................................................................................................... 21
Student Performance Data ............................................................................................................... 21
Schedule ........................................................................................................................................... 24
Introduction
The AdvancED Diagnostic Review is carried out by a team of highly qualified evaluators who examine the
institution’s adherence and commitment to the research aligned to AdvancED Standards. The Diagnostic Review
Process is designed to energize and equip the leadership and stakeholders of an institution to achieve higher levels
of performance and address those areas that may be hindering efforts to reach desired performance levels. The
Diagnostic Review is a rigorous process that includes the in-depth examination of evidence and relevant
performance data, interviews with stakeholders, and observations of instruction, learning, and operations.
Standards help delineate what matters. They provide a common language through which an education community
can engage in conversations about educational improvement, institution effectiveness, and achievement. They
serve as a foundation for planning and implementing improvement strategies and activities and for measuring
success. AdvancED Standards were developed by a committee composed of educators from the fields of practice,
research, and policy. These talented leaders applied professional wisdom, deep knowledge of effective practice,
and the best available research to craft a set of robust standards that define institutional quality and guide
continuous improvement.
The Diagnostic Review Team used the AdvancED Standards and related criteria to guide its evaluation, looking not
only for adherence to standards, but also for how the institution functioned as a whole and embodied the
practices and characteristics of quality. Using the evidence they gathered, the Diagnostic Review Team arrived at a
set of findings contained in this report.
As a part of the Diagnostic Review, stakeholders were interviewed by members of the Diagnostic Review Team
about their perspectives on topics relevant to the institution's learning environment and organizational
effectiveness. The feedback gained through the stakeholder interviews was considered with other evidence and
data to support the findings of the Diagnostic Review. The following table lists the numbers of interviewed
representatives of various stakeholder groups.
1.1 The institution commits to a purpose statement that defines beliefs about teaching Needs
and learning, including the expectations for learners. Improvement
1.3 The institution engages in a continuous improvement process that produces Needs
evidence, including measurable results of improving student learning and Improvement
professional practice.
1.6 Leaders implement staff supervision and evaluation processes to improve Emerging
professional practice and organizational effectiveness.
1.7 Leaders implement operational process and procedures to ensure organizational Needs
effectiveness in support of teaching and learning. Improvement
1.8 Leaders engage stakeholders to support the achievement of the institution’s Needs
purpose and direction. Improvement
1.9 The institution provides experiences that cultivate and improve leadership Needs
effectiveness. Improvement
1.10 Leaders collect and analyze a range of feedback data from multiple stakeholder Needs
groups to inform decision-making that results in improvement. Improvement
2.1 Learners have equitable opportunities to develop skills and achieve the content Needs
and learning priorities established by the institution. Improvement
2.2 The learning culture promotes creativity, innovation and collaborative problem- Needs
solving. Improvement
2.5 Educators implement a curriculum that is based on high expectations and prepares Needs
learners for their next levels. Improvement
2.7 Instruction is monitored and adjusted to meet individual learners’ needs and the Needs
institution’s learning expectations. Improvement
2.9 The institution implements, evaluates, and monitors processes to identify and Meets
address the specialized social, emotional, developmental, and academic needs of Expectation
students.
2.10 Learning progress is reliably assessed and consistently and clearly communicated. Emerging
2.11 Educators gather, analyze, and use formative and summative data that lead to Emerging
demonstrable improvement of student learning.
2.12 The institution implements a process to continuously assess its programs and Needs
organizational conditions to improve student learning. Improvement
3.1 The institution plans and delivers professional learning to improve the learning Emerging
environment, learner achievement, and the institution’s effectiveness.
3.2 The institution’s professional learning structure and expectations promote Needs
collaboration and collegiality to improve learner performance and organizational Improvement
effectiveness.
3.4 The institution attracts and retains qualified personnel who support the institution’s Emerging
purpose and direction.
3.7 The institution demonstrates strategic resource management that includes long- Needs
range planning and use of resources in support of the institution’s purpose and Improvement
direction.
3.8 The institution allocates human, material, and fiscal resources in alignment with the Needs
institution’s identified needs and priorities to improve student performance and Improvement
organizational effectiveness.
Every member of the Diagnostic Review Team was eleot certified and passed a certification exam that established
inter-rater reliability. Team members conducted 17 observations during the Diagnostic Review process, including
all core content learning environments. The following charts provide aggregate data across multiple observations
for each of the seven learning environments.
2.9 2.8
2.5
2.3
2.2 2.2
1.8
Environment Averages
Very Evident
Somewhat
Observed
Indicators Average Description
Evident
Evident
Not
Learners engage in differentiated learning opportunities
A1 1.9 53% 18% 12% 18%
and/or activities that meet their needs.
A3 3.0 Learners are treated in a fair, clear, and consistent manner. 0% 18% 65% 18%
Overall rating on a 4
point scale: 2.3
Very Evident
Somewhat
Observed
Indicators Average Description
Evident
Evident
Not
Overall rating on a 4
point scale:
2.2
Very Evident
Somewhat
Observed
Indicators Average Description
Evident
Evident
Not
Learners demonstrate a sense of community that is positive,
C1 2.8 6% 18% 71% 6%
cohesive, engaged, and purposeful.
Overall rating on a 4
point scale: 2.9
Very Evident
Somewhat
Observed
Indicators Average Description
Evident
Evident
Not
D3 2.9 Learners are actively engaged in the learning activities. 0% 29% 53% 18%
Very Evident
Somewhat
Observed
Indicators Average Description
Evident
Evident
Not
Learners monitor their own progress or have mechanisms
E1 1.8 41% 35% 24% 0%
whereby their learning progress is monitored.
Overall rating on a 4
point scale: 2.2
Very Evident
Somewhat
Observed
Indicators Average Description
Evident
Evident
Not
Overall rating on a 4
point scale: 2.8
Very Evident
Somewhat
Observed
Indicators Average Description
Evident
Evident
Not
Learners use digital tools/technology to gather, evaluate,
G1 2.1 35% 29% 24% 12%
and/or use information for learning.
Overall rating on a 4
point scale: 1.8
eleot Narrative
The Diagnostic Review Team collected data in 17 core content classrooms. Data from classroom observations
revealed strengths and areas of concern within the seven learning environments. The major strength identified
from observation data was in the Supportive Learning Environment. It was evident/very evident in 88 percent of
classrooms that “Learners demonstrate a congenial and supportive relationship with their teacher” (C4).
Additionally, it was evident/very evident in 76 percent of classrooms that “Learners are supported by the teacher,
their peers, and/or other resources to understand and accomplish tasks” (C3). Also, in 78 percent of classrooms,
students who “demonstrate a sense of community that is positive, cohesive, engaged, and purposeful” (C1) was
evident/very evident.
The second strength identified from the observation data was in the Well-Managed Learning Environment. It was
evident/very evident in 83 percent of classrooms, for example, that “Learners speak and interact respectfully with
teacher(s) and each other” (F1). Also, it was evident/very evident in 83 percent of classrooms that “Learners
demonstrate knowledge of and/or follow classroom rules and behavioral expectations and work well with others”
(F2).
Another strength was noted in the Active Learning Environment. In 77 percent of classrooms, it was evident/very
evident that “Learners’ discussions/dialogues/exchanges with each other and teacher predominate” (D1). Lastly, it
was evident/very evident in 77 percent of classrooms that “Learners demonstrate and/or verbalize understanding
of the lesson/content” (E3).
While the Diagnostic Review Team identified items needing improvement in all seven of the learning
environments, two of the lowest-rated items were in the Equitable Learning Environment and the Active Learning
Environment. It was evident/very evident in 12 percent of classrooms that “Learners demonstrate and/or have
opportunities to develop empathy/respect/appreciation for differences in abilities, aptitudes, backgrounds,
cultures, and/or other human characteristics, conditions and dispositions” (A4). Likewise, it was evident/very
evident in 12 percent of classrooms that “Learners make connections from content to real-life experiences” (D2).
Another area of concern was in the High Expectations Learning Environment. In 41 percent of classrooms, it was
evident/very evident that learners “engage in rigorous coursework, discussions, and/or tasks that require the use
of higher order thinking (e.g., analyzing, applying, evaluating, synthesizing)” (B4) and “take responsibility for and
are self-directed in their learning” (B5). It was evident/very evident that “Learners demonstrate and/or able to
describe high quality work” (B3) in 18 percent of classrooms. Additionally, it was evident/very evident in 35
percent of classrooms that “Learners strive to articulate the high expectations established by themselves and/or
the teacher” (B1).
An additional area of concern of the team was that it was evident/very evident in 24 percent of classrooms that
“Learners monitor their own progress or have mechanisms whereby their learning progress is monitored” (E1). It
was also evident/very evident in 24 percent of classrooms that “Learners understand and/or are able to explain
how their work is assessed” (E4).
Finally, in the area of the Digital Learning Environment, it was evident/very evident in 12 percent of classrooms
that “Learners use digital tools/technology to conduct research, solve problems, and/or create original works for
learning” (G2). Likewise, it was evident/very evident that “Learners use digital tools/technology to communicate
and work collaboratively for learning” (G3) in 24 percent of the classrooms.
These findings could serve as levers to increase the instructional capacity of core content teachers through
professional learning opportunities focused on implementing a rigorous curriculum and using a formative and
summative assessment system that informs instruction to ensure student growth. School and district leaders are
encouraged to carefully review these findings in order to identify and leverage additional areas for improving
student learning and establishing priorities for improvement.
Findings
Improvement Priorities
Improvement priorities are developed to enhance the capacity of the institution to reach a higher level of
performance and reflect the areas identified by the Diagnostic Review Team to have the greatest impact on
improving student performance and organizational effectiveness.
Improvement Priority #1
Revise and implement a systematic process to monitor the quality and fidelity of a rigorous curriculum framework
that is horizontally and vertically aligned to the Kentucky Academic Standards. Create an intentional focus on rigor
and a commitment to high learning expectations that prepare students for their next level of learning. Establish an
annual process that involves all teachers in the analysis of data for the review and potential revision of the
curriculum. (Standard 2.5)
Evidence:
The Measures of Academic Progress (MAP) data were used for three years, and teachers reported they had an in-
depth understanding of how these data can help guide instruction. The 2017-2018 end-of-year MAP data showed
significant growth for kindergarten and first-grade students in both reading and math. There was also significant
growth in math for second-grade and fourth-grade students and slight growth for fifth-grade students in both
reading and math.
The team found that a vertical alignment tool was used to assess the current Multi-Tiered System of Support
(MTSS) process in kindergarten through fifth-grade math and reading. Results from the process showed several
gaps and inconsistencies. The school is encouraged to continually evaluate the process (e.g., to ensure students
are appropriately grouped and regrouped, instruction meets the needs of students, staff members are assigned to
students based on their strengths).
The Diagnostic Review team found evidence that PowerWalks were used to monitor the delivery of instruction
regarding the “how,” rather than the curriculum expectations about the “what.” Within the Scope and Sequence
documents created in the school year 2018-2019, there was little evidence of monitoring curriculum
implementation. During the principal overview presentation, however, this process was described as a “work in
progress.”
A review of the Comprehensive School Improvement Plan (CSIP) for 2018-2019 showed that a proficiency goal was
to ensure congruency among standards, lesson frames, and assessment measures through implementation of the
“Fundamental Five” that included the identification of Essential Standards and Common Formative Assessments at
each grade level.
Improvement Priority #2
Develop, implement, and monitor a process that involves all grade-level teams in the development of formative
and summative assessments that can be used to track all students and ensure their academic growth. Refine
professional learning community (PLC) meetings to include regular checks of multiple forms of data in order to
monitor and adjust, if necessary, instructional strategies. (Standard 2.11)
Evidence:
The school used the Six Essential Systems for a Strong Learning Climate. System Two (Effective Use of Data) was
rated two out of four by the school. Evidence showed inconsistent systems for monitoring student data (transition
readiness from grade to grade). The team found a lack of a systematic approach to committee work related to the
analysis of school data. In addition, classroom or grade-level team rubrics and protocols were rarely used in PLC
meetings to ensure quality. Within System Three (Instructional Planning and Practice for Deeper Learning), there
was evidence that teachers sometimes created common formative assessments that demonstrated mastery of
skills and standards to provide clarity and feedback to the learner. System Four (Progress Monitoring and Analysis
of Student Work) showed that multiple and varied sources of data were sometimes collected, monitored, and
analyzed to inform progress toward meeting mastery of standards and ensure equitable opportunities. During PLC
meetings, staff members sometimes used a protocol to analyze student work in order to identify trends and needs
for determining effective, equitable, and varied instructional practices.
Engagement is the level of involvement and frequency with which stakeholders are engaged in the desired
practices, processes, or programs within the institution. Implementation is the degree to which the desired
practices, processes, or programs are monitored and adjusted for quality and fidelity of implementation. Results
represent the collection, analysis, and use of data and evidence to demonstrate attaining the desired result(s).
Sustainability is results achieved consistently to demonstrate growth and improvement over time (minimum of
three years). Embeddedness is the degree to which the desired practices, processes, or programs are deeply
ingrained in the culture and operation of the institution.
Strengths:
PowerWalks and the book, The Fundamental Five, The Formula for Quality Instruction, by Sean Cain and Mike
Laird, strengthened teacher confidence in their instructional practices and provided opportunities for
improvement and reflection. The focus on high-yield instructional strategies was an effective use of staff member
time and resources. In addition, leadership provided meaningful feedback to teachers in a timely fashion. Most
teachers discussed student-goal-setting activities as a method used to increase student awareness of and
knowledge about personal and stretch goals. Celebrations and activities were implemented to recognize those
students who achieved their stretch goals.
A Backpack for Success Skills Program was implemented this year for fifth-grade students. The interview data
indicated that stakeholders reported the program was a driving force in maintaining a student-centered focus.
Fifth-grade students generally indicated that the program was a challenging but worthwhile activity.
The principal is an energetic, positive force within the school. The majority of staff members espoused the mission
and vision for improving the culture and climate of the school. The team found staff members collaborating to
create a “family atmosphere,” with a focus on building positive relationships among staff and students. Many
stakeholder comments included the description that the school had a “family atmosphere.” The principal
implemented, with support from community partners, a program to meet the social and emotional needs of
students, as well as to provide strategies for Teacher Child Interaction Training (TCIT). This program is two-fold, as
it is designed to improve student behavior and enhance student-adult relationships.
Many stakeholders expressed the need to increase rigor for students in all grades. The School Quality Factors
2018-2019 document showed that “Some learners experience rigorous and challenging tasks, activities, and
projects that focus on developing higher order thinking skills and problem solving” (C1). Also, the document
showed that sometimes “parents, families and legal guardians support their children in their pursuit of challenging
goals” (C9).
Results from the Kentucky Performance Rating for Educational Progress (K-PREP) assessment data showed a
negative trend in all areas and grade levels in 2016-2017 and 2017-2018. The Diagnostic Review Team suggests
that each grade level team set goals for each student in each grading period and consistently use formative
assessments to monitor progress toward mastering the standards being taught. The team suggests that
instructional coaches help teachers increase their use of high-yield instructional strategies, especially for standards
that students have had difficulty mastering.
Next Steps
The results of the Diagnostic Review provide the next step for guiding the improvement journey of the institution
with their efforts to improve the quality of educational opportunities for all learners. The findings are aligned to
research-based criteria designed to improve student learning and organizational effectiveness. The feedback
provided in the Diagnostic Review Report will assist the institution in reflecting on current improvement efforts
and adapting and adjusting their plans to continuously strive for improvement.
Upon receiving the Diagnostic Review Report, the institution is encouraged to implement the following steps:
• Review and share the findings with stakeholders.
• Develop plans to address the Improvement Priorities identified by the Diagnostic Review Team.
• Use the findings and data from the report to guide and strengthen the institution’s continuous improvement
efforts.
• Celebrate the successes noted in the report.
Team Roster
Diagnostic Review Teams comprise professionals with varied backgrounds and professional experiences. All Lead
Evaluators and Diagnostic Review Team members complete AdvancED training and eleot® certification to provide
knowledge and understanding of the AdvancED tools and processes. The following professionals served on the
Diagnostic Review Team:
Addenda
Student Performance Data
Section I: School and Student Proficiency and Separate Academic Indicator Results
Content Area %P/D School %P/D State %P/D School %P/D State
(16-17) (16-17) (17-18) (17-18)
“All Student Group” “All Student Group”
Reading 3rd 26.5 55.8 21.9 52.3
Plus
Delta
• The percentage of students who scored Proficient/Distinguished was below the state average in all
content areas and all grade levels in 2016-2017 and 2017-2018.
• The percentage of students who scored Proficient/Distinguished declined in all tested areas from 2016-
2017 to 2017-2018.
EL - 31.9
Plus
Delta
• The growth indices in reading and math and the overall growth indicator were below the 2017-2018 state
indices.
• The growth index in reading was nearly five points below the state average in 2017-2018.
Military
English Learner (EL)
English Learner plus
Monitored
Economically 27.8 27.3 2.8 25.8 12.9
Disadvantaged
Gifted/Talented
Disability-With IEP 7.1 4.8 0.0 0.0 0.0
(Total)
Disability-With IEP (No 5.9 5.9
Alt)
Disability (no ALT) with 4.3 4.3
Accommodation
Consolidated Student 26.4 23.6 1.5 26.2 14.8
Group
Plus
• The percentage of Hispanic students who scored Proficient/Distinguished was higher than the All-
Students group in math.
• The percentage of Economically Disadvantaged students who scored Proficient/Distinguished was higher
than the All-Students group in math and science.
Delta
• The percentage of African-American students who scored Proficient/Distinguished was lower than the All-
Students group in all content areas.
• The percentage of African-American students who scored Proficient/Distinguished was lower than white
students in reading, math, science, and social studies.
• The percentage of students with disabilities with an IEP who scored Proficient/Distinguished was lower
than the All-Student group in all content areas.
Schedule
Date March 4, 2019
Time Event Where Who
4:00 p.m. – Team Meeting Hotel Diagnostic
4:30 p.m. Conference Review Team
Room Members
4:30 p.m.– Principal/Superintendent Presentation Hotel Diagnostic
5:15 p.m. Conference Review Team
Room Members
5:15 p.m.– Team Work Session #1 Hotel Diagnostic
9:00 p.m. Conference Review Team
Room Members
About AdvancED
professionals in the world. Founded on more than 100 years of work in continuous improvement,
AdvancED combines the knowledge and expertise of a research institute, the skills of a management
consulting firm and the passion of a grassroots movement for educational change to empower
Pre-K-12 schools and school systems to ensure that all learners realize their full potential.
©Advance Education, Inc. AdvancED® grants to the Institution, which is the subject of the Engagement Review Report,
and its designees and stakeholders a non-exclusive, perpetual, irrevocable, royalty-free license, and release to
reproduce, reprint, and distribute this report in accordance with and as protected by the Copyright Laws of the United
States of America and all foreign countries. All other rights not expressly conveyed are reserved by AdvancED.