1 Conestoga Public SchoolsAdvancED Accreditation Visit Standard 1: Purpose and Direction

2 Conestoga inspires and prepares students for life.

3 Indicator 1.1 Systematic, inclusive process to communicate school purpose Recognizable and known mission statement Website, social media, handbook, presentations, Board agenda Common language, two goals: Inspire Prepare

4 Indicator 1.2 Culture based on shared beliefs for learning, thinking and development of life skills Data-driven decision-making Open dialogue with Board of Education Practices and procedures to keep parents and families engaged in process Professional development, district leadership teams and professional learning groups

5 Indicator 1.3 Continuous improvement, clear direction and conditions that support learning 2012 AdvancED report directed the District to develop and pursue a systematic professional development strategy Model of Instruction Common language Evaluation and feedback

6 “A school of care.” “People don’t care how much you knowuntil they know how much you care.” --William Watson Purkey

7 Conestoga Public SchoolsInspires and Prepares students for life Standard 2: Governance and Leadership AdvancED Standards Presentation April 2017

8 Standard 2: Governance and LeadershipPolices & Practices Support District’s Purpose & Direction: -----Board Policies, Student & Staff Handbooks Support for Appropriate Student-Learning & Effective Instruction ---MTSS ---15 Days of Professional Development ----Model of Instruction ----District-wide Tiered Evaluation Tool; Connecting Direction ----Supports Continuous Improvement Process; Data Driven ---- Staff Input & Data Analysis ----Professional Growth Encourages Continuous Growth from All PD & Instruction Model provide the Common Language Financial Support to Thrive in the Classrooms for All

9 Standard 2: Governance and LeadershipOperates Responsibly & Functions Effectively: Systematic Compliance with Defined Roles, Code of Ethics, & Laws ---Monthly Board Meetings, Agendas Posted, Meeting Minutes ---Audits, Reviews, Legal Counsel, Compliance Data ----Policies on Board Goals, Code of Ethics, Conflict of Interest ----Embedded Trust in District Administration & Staff ----Evaluations of all Staff ----Keeps Public Informed of District’s Business ---- Open Meetings Law Act Quality Teachers Help Produce Quality Students Collaboration Enhances Productive Teaching Strategies Collegiality & Shared Leadership within the District Be a Model District for Other Schools The More We Learn, The More We Can Hold Ourselves to a High Standard

10 Standard 2: Governance and LeadershipEnsurance of Autonomous Leadership to Reach District Goals Trusts All Staff to Accomplish Achievement Goals ---District Strategic Plan ----Supports School Improvement Plans ----Surveys, Stakeholder Input & Feedback ----Shares Student Successes ----Supports Professional Development/ Model of Instruction ----Supports Data Evaluation & Application ----Supports District Collaboration Teams ----Believes that the School is the HEART of the Communities Evaluation Process Provides Feedback for Growth & Accountability Reveals Shiny Areas and Needs Improvement Areas Supports Students & Teachers in the Classroom

11 Standard 2: Governance and LeadershipConestoga Fosters a Culture Consistent with Mission Deliberate and Intentional Decision-making ---Encourage & Expect High Standards from All ---Encourage Collaboration, Innovation, & Rigor ----Encourages Stakeholder Groups to Share Decisions ----Encourages Improved Professional Practice ---- Supports SRB Staff Evaluation & District Supervision Finding the Way to Talk the Talk, and Walk the Walk District-wide Evaluation of Instruction and Programs are Spirally-Connected By SRB Tools

12 Teaching and Assessing for LearningStandard #3 Teaching and Assessing for Learning

13 3.1 Curriculum provides challenging learning experiencesK-12 all students assessed of reading, language arts, and math skills K-8 reading/language arts, math- all students placed in reading groups that accommodate specific learning needs. 9-12 array of choices in course work Evaluate the curriculum to ensure it is aligned to state standards.

14 3.2 Monitoring and adjusting learning from data collectedK-12- Standardized tests, formative assessments, classroom observations, state tests. K-12 Marzano model of instruction- Learning goals and scales K-6 grade level teams meet weekly to discuss data collected in the classroom. K-6 data team meetings held once a month to look at Aims web progress monitoring results. 7-12 meet in related subject-area teams to discuss instructional practices and assessment strategies. 7-12- In class exit tickets to assess for possible lesson plan changes to make sure targets are being met.

15 3.3 Engagement K-12 plan lessons that uses instructional strategies require student collaboration, self-reflection, development of critical thinking skills. Marzano instructional model- Professional development days teachers are provided with ways to improve and develop their teaching craft aligned to the Marzano model of instruction. K-12- Learning coaches in both buildings- provide instructional support and guidance

16 3.4 Monitor and Support instructional practicesAdministration formally observations and walk-through observations using iObservation evaluation tool based on Marzano research. 7-12- documented lesson plans posted on the school website. K-6 lesson plans mailed in to the principal electronically. Professional development days tied to Marzano research strategies.

17 3.5 Collaborative learning communitiesK-6 grade level teams meet weekly to discuss lesson plans and student weekly data. K-6 Once a month grade level teams meet with the student assistance team to discuss reading and math data collected and student concerns K-6 every two weeks the MTSS team looks at progress monitoring data. 7-8 teachers meet to discuss student data monthly K-12 learning goals and scales posed to assess student learning and progress.

18 3.6 Model of Instruction K-12 Marzano Model of Instruction. Taught and evaluated using iObservation K-12 Learning goals and scales which guide students in learning expectations and standards of performance. K-12 Formative assessments done through teacher observations, bell work/bell ringer, exit tickets, quizzes and tests. K-12 timely feedback is given to all students about their learning. K-6 students have goals and the students graph their progress towards their goal

19 3.7 Mentoring Program K-12 new teachers are given a welcome manual that introduces to the Marzano teaching philosophy and instructional strategies that the new teacher reviews monthly with their mentor. Annually new posters detailing the Conestoga Model of Instruction are posted in the classrooms for teachers and students. Monthly professional development days that focus on Conestoga’s Model of Instruction. Non-tenured teachers are evaluated twice a year. Feedback and redirection of instructional delivery part of the feedback. Instructional coaches in both buildings to help teachers with instructional strategies.

20 3.8 Family Engagement K-12 Open houses in the fall to kick off the school year. K-12 Parent teacher conferences in the fall and spring K-6 curriculum night K-6 weekly newsletters sent home 7-12 Orientation night to introduce students and parent to procedures and expectations at the school. 7-12 posted lesson plans on the web page. K-12 PTO or booster club meetings once a month , parent phone calls, PowerSchool Year end awards, Veteran’s Day program, Speech Night, Fine Arts night, FFA and awards night. Music programs, Book Firs, One Act play

21 3.9 Adult advocates 7-12 This past year Cougar Connections was implemented. The is an opportunity for students to spend twenty minutes every Tuesday with an adult advocate who supports the student’s educational experience 7-12 in Cougar Connections quarter and semester goals are established and celebrations of classroom and attendance achievements. K-6 average class size is 16 students. Small class sizes adult advocates can be developed in the classroom. Teammates program

22 3.10 Grading and Reporting K-12 PowerSchool online grade book allows for students and parents to monitor daily progress. K-12- policies, processes, and procedures on grade and reporting are found in the student and teacher handbooks. K-12 Each teacher has their own grading procedures that are explained to their students in the course syllabi.

23 3.11 Professional DevelopmentK-12 teachers are provided with 13 days of professional development each year to support Conestoga’s Model of Instruction. Model of instruction provides directives, outlines and supports the district’s purpose for professional development days. Paraprofessionals have monthly trainings Learning coaches provide professional development throughout the year before and after school.

24 3.12 Learning supports for ALL studentsK-12 use of data walls to inform staff of current progress of students and their learning needs. K-12 progress monitoring of students. K-12 intervention teams meet to examine academic status of students K-6 SAP team and 7-12 SCIP team

25 Resources and Support SystemsStandard 4 District Rating 3.6 Standard 4, resources and support systems, includes fiscal resources, time, materials, technology, and support services throughout the district. Our mission is to inspire and prepare students for life. To us this means that we use our resources in such a way that each and every student walks out of these doors after graduation prepared for their life beyond school, whether that means going to college, starting a job, or starting a family.

26 Indicator 4.1 recruit, employ, and retain quality employeesThe BOE is supportive and progressive in their practices and beliefs to improve curriculum and program needs for students in the district. Staff engages in ongoing professional development to maintain and increase levels of qualified staff. Opportunities to hire new staff permits the district to improve and grow quality educators. Administrators attend recruitment fairs and place ads in various media outlets to fill any vacant positions.  The district has policy in place requiring certification and endorsements of teachers in accordance with the Nebraska Department of Education. The district uses a process of application procedures, screening processes, and consistent interview routines. Administration keeps the BOE update on student enrollment numbers and needs. When class sizes increase and/or student needs surface, the BOE will assesses the need, cost, and sustainability projections. When the district has determined the need to hire new staff or create additional programs, the administrators identify specific qualities that match the position being hired for. The yearly budget reflects the financial support to hire and retain quality employees. Through discussion and planning during the Budget and Finance Board Committee meetings, a balance of sustainability and funding are committed.

27 Indicator 4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the district.  Instructional time is protected by policy and daily practice within the district.  High School students are now required to take 4 years of all core subject areas.  Dual credits are offered in science, English, and communications. Elementary students have access to iPads and interactive whiteboards during lessons Throughout the district, instructional time is valued and protected to ensure that students receive the appropriate amount of instruction daily. The BOE policy ensures a minimum amount of instructional hours are being met and sets forth expectations for a balance between academics and extra-curriculr activities. The High School continues to look at ways to increase the rigor of classes. The Elementary ensures that their material provides various ways for students to learn, including resources for iPads and interactive whiteboards.

28 INDICATOR 4.3 THE SCHOOL MAINTAINS FACILITIES, SERVICES, AND EQUIPMENT TO PROVIDE A SAFE, CLEAN, AND HEALTHY ENVIRONMENT FOR ALL STUDENTS AND STAFF. Regular meetings to review safety and crisis plans Expectations of cleanliness are reviewed with all staff and students Learning environments are inspected regularly for any issues All who enter our schools are cognizant of a sense of order and well-being The district crisis team meets on a regular basis to evaluate safety drills and to plan for any crisis situations that may arise. Safety drills are conducted frequently to ensure that students and staff are familiar with the protocols. Annually, the BOE conducts walkthroughs of all district buildings and prioritizes any projects that need to be done.

29 Indicator 4.4 The district demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the district.  When projects are approved, strategic plans are implemented and schedules are created to ensure work completion Innovative ideas, proposed programs, and facilities management concepts are share with the District administration and staff Pay schedules for programs are followed to guarantee completion of contracted projects The role of the board is to establish and maintain school facilities and other resources.   Conestoga manages its resources prudently and purposefully. The role of the board is to establish and maintain school facilities and other resources. This is carried out by the Board through Committee meetings, strategically planning future programs and funding sources, as well as listening to administration and staff about district needs. The Board appropriates funds to specific projects and programs the district needs and will also develop a financial plan to relocate funds to accrue the appropriate reserves to support future projects.

30 Indicator 4.5 The district provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the district.  Qualified staff manage our media resources Access to variety of online media collections Resources and services are evaluated on an ongoing basis Training is conducted to ensure staff are aware of and know how to use media resources Educational programs are supported by additional informational resources and staff in the district. All staff, students, and patrons have access to a variety of media collections, both online and had copies. Instructional staff receives training on media resources, instructional materials and procedures, and data programs. We evaluate our resources and services on an ongoing basis and make changes in those services as needed. Qualified staff manage our media resources and are available to teachers and students throughout the day.

31 Indicator 4.6 The district provides a technology infrastructure and equipment to support the system's teaching, learning, and operational needs.  Evaluation of infrastructure  Upgrades to provide quality programs State of the art equipment Network server recently updated All classrooms have Promethean Boards. Policies determine student/staff internet use, social media guidelines, and iPad usage. Added technology-based courses, including media production and digital design The BOE has created and supported a strategic plan to provide an excellent technology program. The district systematically evaluates the infrastructure of the buildings and makes upgrade to ensure we can continue to provide quality programs through technology. The strategic technology plan was supported by 3 consecutive years of Technology Bonds. Conestoga has a one-to-one program with iPads. All 5-12 students have an iPad and all K-4 students have regular access to them as well. Each teacher has a Macbook Air as well as an iPad. The district continues to evaluate technology needs and revisits the Technology Plan for funding resources and program implementation. The district employees a full time technology coordinator who maintains hardware and software, along with monitoring online system requirements and funding requests.

32 INDICATOR 4.7 THE DISTRICT PROVIDES, COORDINATES, AND EVALUATES THE EFFECTIVENESS OF SUPPORT SYSTEMS TO MEET THE PHYSICAL, SOCIAL, AND EMOTIONAL NEEDS OF THE STUDENTS BEING SERVED. Conestoga implements a support system for students through MTSS. The MTSS team evaluates and plans programming requirements to meet the physical, social, and emotional needs of each student. Professional development and support staff training is held to ensure each team member is able to serve their students and their needs. Our MTSS teams evaluate students needs. Teams help plan and carry out professional development sessions, support staff trainings, and revisit evaluation techniques for program effectiveness. Student data is gathered and analyzed, which helps drive instruction and types of programming and interventions needed.

33 Indicator 4.8 The district provides, coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students.  Child Find: starting at birth, children who are identified as needing additional support are provided services through our Early Childhood Program. Students who are identified with a disability are served through individualized plans to meet their academic, social, and emotional needs. Teams that meet on a regular basis to discuss and problem solve student needs: MTSS, SCIP, SAP, and the Early Childhood Team.  The district's system of student identification needs begins with the Early Child Find program, which supports early involvement with educational resources for students. Children are screened and assessed for educational intervention services. If qualified, the student and family have specific educational plans developed to support their needs. Students who are identified as needing special education services are served through their IEP, focusing on individual goals and objectives to help assist them in being successful. Students with additional needs beyond education are provided counseling and career development planning with our guidance counselors, building administrators, classroom teachers, and out of the district career experts. Specific in-house teams, including MTSS, SCIP, SAP, and the Early Childhood Team, are in place to evaluate the needs of all students and refer individuals for additional support. Teams all work together to provide support and direction for educational, emotional, social, and physical needs. The secondary guidance counselor works directly with every 7th-12th grade student to develop junior high educational program of courses and a four-year plan for high school classes. Parents are a vital part of all of the above teams and supports.

34 Welcome to Conestoga Public Schools! We are thrilled that you have the chance to see the remarkable students, staff, parents, and community that we are privileged to serve day in and day out. Enjoy your visit!

35 Using Results for Continuous Improvement

36 Classroom Assessments -Formative and Summative.State Assessments Nebraska State Accountability (NeSA) and the American College Testing (ACT). ELPA 21- ELL District Assessments Northwest Evaluation Association (NWEA) Measure of Academic (MAP’s). AIMSweb-used in Multi-Tiered Systems of Support (MTSS) in grades K-8. Classroom Assessments -Formative and Summative. NeSA- grades 3-8 formally 11th. ELA- English Language Arts formally reading which hast a TDA embedded with passages to compare or an argument essay writing built in that has replaced the previous required Statewide Writing. Math 2 sessions of the Legacy standards and next year will be only the new College and Career Ready (CCR) Standards. Science 2 sessions for grades 5 and 8. The State discontinued 11th grade NeSA and replaced it with the ACT. The ACT contains assessments of English, reading, math, science, and writing. The state pays for the cost and offered all Juniors an online program of preparation. We had every junior present to take the test last week. Students can pick up to 4 colleges to submit scores to with no cost. You must appeal to the ACT to approve any accommodations to students who require them. MAP’s is a computer adaptive interim assessment that measures growth to inform instruction. We Map test K-12 students which makes it an assessment all students take as a district. We use these average scores as our National Assessment Instrument (NAI) reporting source for grades 4,8,and 11. The advantage to using MAP’s as a reliable source of data is that it is immediate in results and can be given up to three times a year. AIMSweb is a tier one universal screener that identifies students at risk to identify students at risk, personalizes instruction, evaluates student progress, and demonstrates growth. Classroom Assessments- Learning Goals and Scales, Projects, Unit/Chapter Tests, quizzes, activities, weekly reading data, IXL, Corrective Reading Data, Benchmarks, Common Assessments 5.1 The system establishes and maintains a clearly defined and comprehensive student assessment system.

37 State-NeSA-yearly analysis- not timely/lacks skills info. District-MAP’s rich reports. AIMSweb=Data Wall info. Progress monitoring practices gives us an accurate updated picture of students, to personalize their learning, and for us to evaluate our programs. Classroom-IXL, intervention and enrichment curriculum, LSI Tracker, teacher grade books, data portfolios. Instruction and PD from all accumulated sources. Teachers have access to online data sources- NeSA, MAP’s, Aimsweb, LSI Standards Tracker data, IXL, and teacher grade books. Through our Model of Instruction we are currently emphasizing the power of classroom data and ways to monitor and process data Our staff know that data is more than test scores, they are connecting data to questions, and dialoging with data. Assessment data should be every aspect of our planning, thinking, and doing instead of that once a year compliance of data of the past. It should not be what students know at one point in time, but how they know and understand and to help guide and inform them through their own data. NeSA – Look at Percentages, we use the indicators, state averages, scale score averages- PD made a list of students on the bubble between below, meeting, and exceeding and made a list of students that teachers worked with more intensely. Look at subgroup data, alternate scores, move to subjects –Number Sense for areas of concerns. MAP’s reports- strengths and weaknesses- now produces personalized results for students and parents to see information besides just RIT scores to track growth, Our District Leadership (DLT) Data Team is beginning to see all the new report change possibilities. Their task was to develop a District wide data plan to use to track progress. The new Continuum Report takes an entire class or grade and places them on their RIT score by skill-based areas to determine where students lie and then could be grouped for intervention. Another report can project student proficiency in both NeSA and ACT. We use Map’s, NeSA, and AIMSweb in our MTSS Teams to determine placement in leveled reading groups. NeSA is used for placement in our JH advanced courses as well as a HS reading support class. AIMSweb is used to progress monitor and determine intervention. All grades use a variety of these assessment scores for the student Data Walls. LSI Tracker- iPad program to monitor student progress toward standards-based learning targets. IXL- iPad program for students for intervention or enrichment skills in math and reading and reports progress. With the new programs coming out where we used to analyze all data, now looking at already analyzed data we can adjust instruction quicker 5.2 Professional and support staff continuously collect, analyze, and apply learning from a range of data sources , including comparison and trend data about learning , instruction, program evaluation, and organizational conditions.

38 We look at the NeSA data at the beginning of every year. Staff sees growth and celebrates the success. Special recognition is given for at or over benchmark. Dr. Johnsen establishes new district Benchmarks yearly. Staff involved in MTSS and AIMSweb are well versed in data. Elementary Data Teams meet weekly. Instructional coaches meet and train best practices. Trainings in MAP’s reports, LSI Tracker, AIMSweb, C4L DLT Data Team looking at continuums for a district plan. Data Wall work by staff using data. Created Curriculum guides which identify progress monitoring and assessment modes. All staff are highly professional and take responsibility of own data results to improve their instruction. Walk the Walk- Instructional Leadership- Model of Instruction NeSA data- Welcome back first meeting day. Benchmarks- visible in the district. Both building Coaches -are supported and trained by a contracted ESU3 Instructional coach/staff developer MAP’s Reports – NWEA and ESU3 trainers, LSI Tracker- Learning Sciences International , C4L – Curriculum Director Walk the Walk-In PD trainings we use Learning goals and Scales for the training to staff. 150 Writing essays-sent parent letters/skittle party/find out writing performance before the state assessment. 5.3 Professional and support staff are trained in the evaluation, interpretation, and use of data.

39 Board policy requires a report of data student performance. Reading and math placement meetings. District Model of Instruction of common language District Model has increased rigor. Learning goals and scales Celebrate successes. Data conversations with students, involved in their own data and tracking. Student assessment portfolios. Look at data studies, trend data studies, instructional strategies and learning activities. HS school wide subject standards of non-core areas of assistance in core areas was created and put into action plan. Universal screeners and interventions to be on target Share vision/celebrate success/set expectations. 5.4 The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.

40 Administrators review district student data at board meetings. Annual Report. Administrators monitor and communicates the data. MTSS summer meetings evaluates results and make decisions. Data results of student performance is mailed home for individuals, and publishes district, and building results on the website. Academic awards, assemblies and pep rallies. Set high expectations to students and staff. The Board expects staff to provide best learning opportunities for student learning. The Board vision of by 2020, Conestoga student performance in standardized academic measures will rank in the of Nebraska districts. Administrators have and use acess to all data sources to monitor and share and discuss results with staff. 5.5 Leadership monitors and communicates comprehensive information about student learning, and the achievement of school improvement goals to stakeholders.

41 Student Performance Thoughts/ Next StepsNeSA scores were all up and all above state average. Reading 6/7 grades over 90%. Most notable 7th reading 96% - 5thscience 96% - 4th math 96% 11th grade positive trend –Reading 93%, Math 89%, Science 89% Highest averages in combined Math and Reading: 4th grade 95% average 5th grade 93% average Free and reduced and Special Education increasing performance trend in reading. Elementary Math scores still shows a gap. MAP’s data shows increases in reading and math. Next emphasis will be to apply as many of the actions that we have done with reading, to strengthen our math performance. Student Performance Thoughts/ Next Steps

42 Stakeholder Survey Next StepsParents rated us the highest overall with 4’s in Teaching and Learning and Using Results. The highest average of 3.77 for all stakeholders was in Purpose and Direction. Each group also rated the purpose question the highest. Students rated the district the lowest. Grades 4-6. We will look at the areas of concern of staff mentoring, asking students opinions, and student induction program needs. Technology and implementation of student advocacy programs have vastly improved since our previous surveys. They seemed to answer the “I’m not sure” often. Not sure if we have given the elementary a survey with that choice before. We will be curious if it stays the same with another attempt. Cougar Connections ongoing and are now a chapter for TeaMMates at the elementary. Stakeholder Survey Next Steps