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External Review

Hickory Ridge Elementary School

Memphis City Schools

Mrs. Regina E Nichols, Principal

3890 Hickory Hill Road Memphis, TN 38115

Dr. Tamecca s Fitzpatrick, Lead Evaluator

Date: October 24, 2012 - October 25, 2012

Document Generated On November 7, 2012

Copyright ©2012 by Advance Education, Inc. AdvancED grants to the Institution, which is the subjectof the External Review Team Report, and its designees and stakeholders a non-exclusive, perpetual,irrevocable, royalty-free license and release to reproduce, reprint and distribute this report inaccordance with and as protected by the Copyright Laws of the United States of America and allforeign countries. All other rights not expressly conveyed are reserved by AdvancED.

External ReviewHickory Ridge Elementary School

v.22 Page 1© 2012 AdvancED www.advanc-ed.org

TABLE OF CONTENTS

Introduction to the External Review Process 1 Part I: Findings 2

Accreditation Standards and Indicators 2

Learning Environment 14

Part II: Conclusion 15

Summary of the External Review 15

Required Actions 17

Part III: Addenda 19

Next Steps 19

Celebrating Accreditation 19

About AdvancED 19

Introduction to the External Review Process Accreditation is a voluntary method of quality assurance developed more than 100 years ago byAmerican universities and secondary schools, and designed primarily to distinguish schools adhering to aset of educational standards. Today the accreditation process is used at all levels of education, and isrecognized for its ability to effectively drive student performance and continuous improvement ineducation. Institutions seeking to gain or retain accreditation must meet AdvancED standards specified for theirinstitution, demonstrate high levels of or improvement of student performance if applicable, and provideevidence of stakeholder satisfaction with the operation of the institution. The accreditation standardsfocus on conditions and processes within a system that impact student performance and organizationaleffectiveness. The power of AdvancED Performance Accreditation lies in the connections and linkagesbetween and among the standards, student performance, and stakeholder feedback. Institutions participate in an External Review by a team of highly qualified evaluators who examine theinstitution's adherence and commitment to the accreditation criteria. The External Review is the hallmarkof AdvancED Performance Accreditation as it energizes and equips the leadership and stakeholders of aninstitution to achieve higher levels of performance and address those areas that may be hindering effortsto reach desired performance levels. External Review is a rigorous process that includes examination ofevidence and relevant data, interviews with stakeholders, and observations of instruction, learning, andoperations. The AdvancED External Review Team used the AdvancED Accreditation Standards and Indicators andrelated criteria to guide its evaluation, looking not only for adherence to standards, but also for how theinstitution functioned as a whole and embodied the practices and characteristics of quality. Using the evidence at their disposal, the AdvancED External Review Team arrived at a set of findingscontained in this report. The report is presented in three sections: Findings, Conclusion, and Addenda.



Part I: Findings The Findings section presents the External Review Team's evaluation of the AdvancED AccreditationStandards and Indicators. It also includes Powerful Practices and Opportunities for Improvementidentified by the External Review Team, observations of the Learning Environment, as well as RequiredActions.

Accreditation Standards and Indicators Standards help to delineate what matters. They provide a common language through which an educationcommunity can engage in conversations about educational improvement, system effectiveness, andachievement. They serve as a foundation for planning and implementing improvement strategies andactivities and for measuring success. AdvancED's Standards for Quality were developed by a committeecomprised of effective educators and leaders from the fields of practice, research, and policy who appliedprofessional wisdom, deep knowledge of effective practice, and the best available research to craft a setof robust standards that ensure excellence and continuous improvement. The standards were reviewedby internationally recognized experts in testing and measurement, teacher quality, and educationresearch. This section contains an evaluation of each of AdvancED's Accreditation Standards and Indicators,conclusions concerning Powerful Practices and Opportunities for Improvement related to each of thestandards, and a description of the evidence examined by the External Review Team. Indicators areevaluated and rated individually by the External Review Team using a four-level performance rubric. TheStandard Performance Level is the average of indicator scores for the standard. Standard 1: Purpose and Direction Purpose and direction are critical to successful institutions. A study conducted in 2010 by the London-based Chartered Institute of Personnel and Development (CIPD) reported that "in addition to improvingperformance, the research indicates that having a sense of shared purpose also improves employeeengagement" and that "...lack of understanding around purpose can lead to demotivation and emotionaldetachment, which in turn lead to a disengaged and dissatisfied workforce." AdvancED has found through its own evaluation of best practices in 30,000 institutions around the worldthat a successful institution commits to a shared purpose and direction and establishes expectations forstudent learning aligned with the institutions' vision that is supported by internal and externalstakeholders. These expectations serve as the focus for assessing student performance and overallinstitution effectiveness.

Standard StandardPerformance

Level

The school maintains and communicates a purpose and direction that commit to high expectations forlearning as well as shared values and beliefs about teaching and learning.

3.67



Standard 2: Governance and Leadership Governance and leadership are key factors in raising institutional quality. Leaders, both localadministrators and governing boards/authorities, are responsible for ensuring all learners achieve whilealso managing many other facets of an institution. Institutions that function effectively do so withouttension between the governing board/authority, administrators, and educators and have establishedrelationships of mutual respect and a shared vision (Feuerstein & Opfer, 1998). In a meta-analysis ofschool leadership research, Leithwood & Sun (2012) found that leaders (school and governing

Indicator Source of Evidence PerformanceLevel

1.1 The school engages in a systematic, inclusive, andcomprehensive process to review, revise, andcommunicate a school purpose for student success.

•Minutes from meetings related todevelopment of the school'spurpose

•Examples of communications tostakeholders about the school'spurpose (i.e. website, newsletters,annual report, student handbook)

•flyers

3

1.2 The school's leadership and staff commit to a culturethat is based on shared values and beliefs aboutteaching and learning and supports challenging,equitable educational programs and learningexperiences for all students that include achievementof learning, thinking, and life skills.

•Survey results

•Agendas and/or minutes thatreference a commitment to thecomponents of the school'sstatement of purpose

•The school's statement of purpose

•stakeholder interviews

4

1.3 The school's leadership implements a continuousimprovement process that provides clear direction forimproving conditions that support student learning.

•The school data profile

•Survey results

•Agenda, minutes from continuousimprovement planning meetings

•The school continuousimprovement plan

4

Powerful Practices Indicator

1. The leadership, faculty and staff have established expectations for studentlearning that align with the vision and mission then clearly communicated theselearning expectations to all stakeholdersInterviews and observations show a commitment to excellence in education with astrong emphasis on values, respect and responsibility while maintaining highexpectations. The school's web-site, Title I meetings, school assemblies, PTAmeetings, newsletters and other forms of communication are used to inform allstakeholders of this information.Setting learning expectations that align with the vision and mission thencommunicating those expectations ensures the direction for the school is focusedon student achievement and school improvement.

1.2



boards/authority) can significantly "influence school conditions through their achievement of a sharedvision and agreed-on goals for the organization, their high expectations and support of organizationalmembers, and practices that strengthen school culture and foster collaboration within the organization."With the increasing demands of accountability placed on institutional leaders, leaders who empowerothers need considerable autonomy and involve their school communities to attain school improvementgoals. Leaders who engage in such practices experience a greater level of success (Fink & Brayman,2006). Similarly, governing boards/authorities that focus on policy-making are more likely to allow schoolleaders the autonomy to make decisions that impact teachers and students and are less responsive topoliticization than boards/authorities that respond to vocal citizens (Greene, 1992). AdvancED has found through its own evaluation of best practices in 30,000 institutions around the worldthat a successful institution has leaders who are advocates for the institution's vision and improvementefforts. The leaders provide direction and allocate resources to implement curricular and co-curricularprograms that enable students to achieve expectations for their learning. Leaders encouragecollaboration and shared responsibility for school improvement among stakeholders. The institution'spolicies, procedures, and organizational conditions ensure equity of learning opportunities and support forinnovation.


Level

The school operates under governance and leadership that promote and support student performanceand school effectiveness.

3.67


2.1 The governing body establishes policies and supportspractices that ensure effective administration of theschool.

•School handbooks

•Governing body policies,procedures, and practices

•Staff handbooks

•Student handbooks

•budget, audit reports

4

2.2 The governing body operates responsibly andfunctions effectively.

•List of assigned staff forcompliance

•Governing body minutes relating totraining

•Communication plan to inform allstaff on code of ethics,responsibilities, conflict of interest

•Findings of internal and externalreviews of compliance with laws,regulations, and policies

3



2.3 The governing body ensures that the schoolleadership has the autonomy to meet goals forachievement and instruction and to manage day-to-day operations effectively.

•School improvement plandeveloped by the school

•Communications regarding boardactions

•Agendas and minutes of meetings

4

2.4 Leadership and staff foster a culture consistent withthe school's purpose and direction.

•Examples of collaboration andshared leadership

•Survey results

•Examples of decisions in supportof the school's continuousimprovement plan

4

2.5 Leadership engages stakeholders effectively insupport of the school's purpose and direction.

•Communication plan

•Minutes from meetings withstakeholders

•Survey responses

•Involvement of stakeholders in aschool improvement plan

3

2.6 Leadership and staff supervision and evaluationprocesses result in improved professional practice andstudent success.

•Governing body policy onsupervision and evaluation

•Supervision and evaluationdocuments with criteria forimproving professional practice andstudent success noted

4


1. The administrative staff operates as a true instructional leadership team providingthe support needed to implement a research-based curriculum, respecting thefaculty's expertise, and allowing for trust and autonomy to improve schooleffectiveness.Interviews reveal the administrative staff actively solicits and purposefully engagesfaculty and staff expertise in developing and monitoring the school improvementplan, implementing instructional delivery as deemed necessary and sharingresponsibility for these tasks allowing a team approach to accomplishing thesetasks.Meaningful instructional leadership teaches responsibility as it buildscapacity, confidence, autonomy and trust.

2.3

Opportunities for Improvement Indicator

1. Involve a larger number of parent and community stakeholders in the schoolsdecision-making processes.A review of meeting attendance logs and interviews show a lack of parent andcommunity stakeholder involvement in the decision-making process. Involvementin the decision-making process creates a sense of ownership and deepensrelationships with parents, teachers, community members and students thatultimately enhance teaching and learning.

2.5



Standard 3: Teaching and Assessing for Learning A high-quality and effective system has services, practices, and curriculum that ensure teachereffectiveness. Research has shown that an effective teacher is a key factor for learners to achieve to theirhighest potential and be prepared for a successful future. The positive influence an effective educator hason learning is a combination of "student motivation, parental involvement" and the "quality of leadership"(Ding & Sherman, 2006). Research also suggests that quality educators must have a variety ofquantifiable and intangible characteristics, which include strong communication skills, knowledge ofcontent, and knowledge of how to teach the content. The school's curriculum and instructional programshould develop learners' skills that lead them to think about the world in complex ways (Conley, 2007)and prepare them to have knowledge that extends beyond the academic areas. In order to achieve thesegoals, teachers must have pedagogical skills as well as content knowledge (Baumert et al, 2010). Theacquisition and refinement of teachers' pedagogical skills occur most effectively through collaboration andprofessional development. These are a "necessary approach to improving teacher quality" (Colbert et al,2008). According to Marks, Louis, & Printy (2002), school staff that engage in "active organizationallearning also have higher achieving students in contrast to those that do not." Likewise, a studyconducted by Horng, Klasik, & Loeb (2010), concluded that leadership in effective schools, "supportsteachers by creating collaborative work environments." Institutional leaders have a responsibility toprovide experiences, resources, and time for educators to engage in meaningful professional learning thatpromotes student learning and educator quality. AdvancED has found through its own evaluation of best practices in 30,000 institutions around the worldthat a successful institution implements a curriculum based on clear and measurable expectations forstudent learning that provides opportunities for all students to acquire requisite knowledge, skills, andattitudes. Teachers use proven instructional practices that actively engage students in the learningprocess. Teachers provide opportunities for students to apply their knowledge and skills to real worldsituations. Teachers give students feedback to improve their performance.


Level

The school's curriculum, instructional design, and assessment practices guide and ensure teachereffectiveness and student learning.

3.42


3.1 The school's curriculum provides equitable andchallenging learning experiences that ensure allstudents have sufficient opportunities to developlearning, thinking, and life skills that lead to success atthe next level.

•Survey results

•Course schedules

•Lesson plans

•Posted learning objectives

•Course descriptions

3



3.2 Curriculum, instruction, and assessment are monitoredand adjusted systematically in response to data frommultiple assessments of student learning and anexamination of professional practice.

•Lesson plans aligned to thecurriculum

•Standards-based report cards

•Surveys results

•Common assessments

•Curriculum guides

•A description of the systematicreview process for curriculum,instruction, and assessment

4

3.3 Teachers engage students in their learning throughinstructional strategies that ensure achievement oflearning expectations.

•Professional development focusedon these strategies

•Examples of teacher use oftechnology as an instructionalresource

•Interdisciplinary projects

•Surveys results

•Student work demonstrating theapplication of knowledge

•Authentic assessments

•Examples of student use oftechnology as a learning tool

3

3.4 School leaders monitor and support the improvementof instructional practices of teachers to ensure studentsuccess.

•Supervision and evaluationprocedures

•Surveys results

•Peer or mentoring opportunitiesand interactions

•Curriculum maps

•Examples of improvements toinstructional practices resultingfrom the evaluation process

•Documentation of collection oflesson plans and grade books

4

3.5 Teachers participate in collaborative learningcommunities to improve instruction and studentlearning.

•Calendar/schedule of learningcommunity meetings

•Survey results

•Agendas and minutes ofcollaborative learning committees

3



3.6 Teachers implement the school's instructional processin support of student learning.

•Survey results

•Examples of learning expectationsand standards of performance

•Samples of exemplars used toguide and inform student learning

3

3.7 Mentoring, coaching, and induction programs supportinstructional improvement consistent with the school'svalues and beliefs about teaching and learning.

•Personnel manuals withinformation related to new hiresincluding mentoring, coaching, andinduction practices

•Professional learning calendar withactivities for instructional support ofnew staff

• Survey results

•Records of meetings and walkthrus/feedback sessions

4

3.8 The school engages families in meaningful ways intheir children's education and keeps them informed oftheir children's learning progress.

•List of varied activities andcommunications modes withfamilies, e.g., info portal, online,newsletters, parent centers,academic nights, open house, earlyrelease days

•Survey results

•Calendar outlining when and howfamilies are provided information onchild's progress

4

3.9 The school has a formal structure whereby eachstudent is well known by at least one adult advocate inthe school who supports that student's educationalexperience.

•List of students matched to adultadvocate

2

3.10 Grading and reporting are based on clearly definedcriteria that represent the attainment of contentknowledge and skills and are consistent across gradelevels and courses.

•Survey results

•Policies, processes, andprocedures on grading andreporting

•Samples communications tostakeholders about grading andreporting

•Evaluation process for grading andreporting practices

4

3.11 All staff members participate in a continuous programof professional learning.

•Survey results

•Brief explanation of alignmentbetween professional learning andidentified needs

3



Standard 4: Resources and Support Systems Institutions, regardless of their size, need access to sufficient resources and systems of support to beable to engage in sustained and meaningful efforts that result in a continuous improvement cycle.Indeed, a study conducted by the Southwest Educational Development Laboratory (Pan, 2003)"demonstrated a strong relationship between resources and student success...both the level of resourcesand their explicit allocation seem to affect educational outcomes." AdvancED has found through its own evaluation of best practices in 30,000 institutions around the worldthat a successful institution has sufficient human, material, and fiscal resources to implement a curriculumthat enables students to achieve expectations for student learning, to meet special needs, and to complywith applicable regulations. The institution employs and allocates staffs who are well qualified for theirassignments. The institution provides a safe learning environment for students and staff. The institutionprovides ongoing learning opportunities for all staff to improve their effectiveness. The institution ensurescompliance with applicable governmental regulations.

3.12 The school provides and coordinates learning supportservices to meet the unique learning needs ofstudents.

•Data used to identify uniquelearning needs of students

•Survey results

•Training and professional learningrelated to research on uniquecharacteristics of learning

•List of learning support servicesand student population served bysuch services

4


1. The school has a comprehensive system for data collection and is committed toutilize data to drive instructional and improvement initiatives.

Data review shows the school has developed and implemented a rigorousassessment system to obtain critical information on student progress and growth.Instructional decisions are data driven and more precise learning strategies areutilized to assist students. Purposeful data collection and analysis enhances aschool's ability to ascertain patterns of outcomes and design specific strategies toenhance student learning and sustain improvement efforts.

3.2


Level

The school has resources and provides services that support its purpose and direction to ensure successfor all students.

3.86




4.1 Qualified professional and support staff are sufficientin number to fulfill their roles and responsibilitiesnecessary to support the school's purpose, direction,and the educational program.

•Survey results

•Policies, processes, proceduresand other documentation related tothe hiring, placement and retentionof professional and support staff

•Documentation of highly qualifiedstaff

•evaluation policies, Title I budget

4

4.2 Instructional time, material resources, and fiscalresources are sufficient to support the purpose anddirection of the school.

•School schedule

•Survey results

•Examples of efforts of schoolleaders to secure necessarymaterial and fiscal resources

•School calendar

•Alignment of budget with schoolpurpose and direction

4

4.3 The school maintains facilities, services, andequipment to provide a safe, clean, and healthyenvironment for all students and staff.

•Survey results

•Documentation of compliance withlocal and state inspectionsrequirements

•Documentation of emergencyprocedures such as fire drills,evacuation and other emergencyprocedures.

•Maintenance schedules

•System for maintenance requests

4

4.4 Students and school personnel use a range of mediaand information resources to support the school'seducational programs.

•Survey results

•Budget related to media andinformation resoutce acquisition

3

4.5 The technology infrastructure supports the school'steaching, learning, and operational needs.

•Technology plan and budget toimprove technology services andinfrastructure

•Survey results

•Assessments to informdevelopment of technology plan

4



Standard 5: Using Results for Continuous Improvement Systems with strong improvement processes are moving beyond anxiety about the current reality andfocusing on priorities and initiatives for the future. Using results, that is, data and other information, toguide continuous improvement is key to an institution's success. A study conducted by Datnow, Park, &Wohlstetter (2007) from the Center on Educational Governance at the University of Southern Californiaindicated that data can shed light on existing areas of strength and weakness and also guideimprovement strategies in a systematic and strategic manner (Dembosky et al., 2005). The study alsoidentified six key strategies that performance-driven systems use: (1) building a foundation for data-drivendecision making; (2) establishing a culture of data use and continuous improvement; (3) investing in aninformation management system; (4) selecting the right data; (5) building school capacity for data-drivendecision making; and (6) analyzing and acting on data to improve performance. Other research studies,though largely without comparison groups, suggested that data-driven decision making has the potential

4.6 The school provides support services to meet thephysical, social, and emotional needs of the studentpopulation being served.

•Schedule of family services, e.g.,parent classes, survival skills

•Social classes and services, e.g.,bullying, character education

•Survey results

•Student assessment system foridentifying student needs

•List of support services availableto students

4

4.7 The school provides services that support thecounseling, assessment, referral, educational, andcareer planning needs of all students.

•Description of referral process

•List of services available related tocounseling, assessment, referral,educational, and career planning

•Survey results

•Budget for counseling,assessment, referral, educationaland career planning

•Description of IEP process

4

Opportunities for Improvement Indicator

1. Increase the embedded use of technology across all grade levels to increasestudent achievement.

Educational use of technology was not consistently observable across gradelevels, during the learning environment observations. The team sporadicallyobserved the effective use of educational technology, and the excitement ofstudents who expressed pleasure with the use of various teaching mediums. Theschool is aware of this need and has earmarked budget dollars to extend theeffective use of technology consistently. When technology is used as aninstructional tool, research indicates students take on a more active role in theeducational process through performing authentic tasks, defining goals, makingdecisions, and evaluating progress.

4.4



to increase student performance (Alwin, 2002; Doyle, 2003; Lafee, 2002; McIntire, 2002). AdvancED has found through its own evaluation of best practices in 30,000 institutions around the worldthat a successful institution uses a comprehensive assessment system based on clearly definedperformance measures. The system is used to assess student performance on expectations for studentlearning, evaluate the effectiveness of curriculum and instruction, and determine strategies to improvestudent performance. The institution implements a collaborative and ongoing process for improvementthat aligns the functions of the school with the expectations for student learning. Improvement efforts aresustained, and the institution demonstrates progress in improving student performance and institutioneffectiveness.


Level

The school implements a comprehensive assessment system that generates a range of data aboutstudent learning and school effectiveness and uses the results to guide continuous improvement.

3.8


5.1 The school establishes and maintains a clearly definedand comprehensive student assessment system.

•Evidence that assessments arereliable and bias free

•Brief description of studentassessment system including rangeof data produced from standardizedand local assessments on studentlearning and school performance

•Survey results

•Documentation or description ofevaluation tools/protocols

4

5.2 Professional and support staff continuously collect,analyze, and apply learning from a range of datasources, including comparison and trend data aboutstudent learning, instruction, program evaluation, andorganizational conditions.

•Examples of use of data to design,implement, and evaluatecontinuous improvement plans andapply learning

•Survey results

•List of data sources related tostudent learning, instruction,program effectiveness, andconditions that support learning

•Written protocols and proceduresfor data collection and analysis

•reteaching calendar, weekly PLCfocus

4



5.3 Professional and support staff are trained in theevaluation, interpretation, and use of data.

•Professional learning schedulespecific to the use of data

•Training materials specific to theevaluation, interpretation, and useof data

•Survey results

•Documentation of attendance andtraining related to data use

•compstat data

4

5.4 The school engages in a continuous process todetermine verifiable improvement in student learning,including readiness for and success at the next level.

•Examples of use of results toevaluate continuous improvementaction plans

•Agendas, minutes of meetingsrelated to analysis of data

•Student surveys

•Evidence of student growth

3

5.5 Leadership monitors and communicatescomprehensive information about student learning,conditions that support student learning, and theachievement of school improvement goals tostakeholders.

•School quality control proceduresfor monitoring information aboutstudent learning, conditions thatsupport learning, and theachievement of schoolimprovement goals

•Survey results

•Sample communications tostakeholders regarding studentlearning, conditions that supportlearning, and achievement ofschool improvement goals

•NCLB AYP

4



Learning Environment Every learner should have access to an effective learning environment in which she/he has multipleopportunities to be successful. The Effective Learning Environments Observation Tool (ELEOT)measures the extent to which learners are in an environment that is equitable, supportive, and well-managed. An environment where high expectations are the norm and active learning takes place. Itmeasures whether learners' progress is monitored and feedback is provided and the extent to whichtechnology is leveraged for learning. Observations of classrooms or other learning venues are conducted for a minimum of 20 minutes perobservation. External review team members conduct multiple observations during the review process andprovide ratings on 30 items based on a 4 point scale with 4=very evident, 3=evident, 2=somewhatevident, and 1=not observed. The following provides the aggregate average score across multipleobservations for each of the 7 learning environments included in ELEOT. Effective Learning Environments Observation Tool (ELEOT)

Environments Level

Enter the Equitable Learning Environment value from the EffectiveLearning Environments Observation Tool (ELEOT).

3.2

Enter the High Expectations Environment value from the EffectiveLearning Environments Observation Tool (ELEOT).

3.3

Enter the Supportive Learning Environment value from the EffectiveLearning Environments Observation Tool (ELEOT).

3.3

Enter the Active Learning Environment value from the EffectiveLearning Environments Observation Tool (ELEOT).

3.3

Enter the Progress Monitoring and Feedback Environment valuefrom the Effective Learning Environments Observation Tool(ELEOT).

3.0

Enter the Well-Managed Learning Environment value from theEffective Learning Environments Observation Tool (ELEOT).

3.4

Enter the Digital Learning Environment value from the EffectiveLearning Environments Observation Tool (ELEOT).

2.5



Part II: ConclusionSummary of the External Review In off-site and on-site review sessions, the AdvancED External Review Team examined artifacts andevidence provided by the institution. During the on-site portion of the review, the team reviewed additionalartifacts, collected and analyzed data from interviews, and conducted observations. The internal and external stakeholders of Hickory Ridge Elementary were both prepared and enthusiasticto host the two day External Review Team. Internal Stakeholders' provided the team with an accurate andhonest self-reflection through their reports, artifacts interviews and evidence collated to support their self-scoring. Thirteen external stakeholders were interviewed and offered several examples in support of theschools effective fulfillment of the mission and contribution to overall student success. Teacher interviewsprovided the team with additional insight into the schools nurturing and learning rich environment fosteredby shared leadership, mutual respect and a camaraderie that is evident to the students, parent andadopters. The school's curriculum, instructional design, and assessment practices guide ensure teachereffectiveness and student learning. A valid, comprehensive, research-based curriculum promotesexploration and higher-order thinking skills leading students to develop responsibility for learning andincreases academic success. The school maintains and communicates a purpose and directioncommitted to high expectations for learning as well as shared values and beliefs about teaching andlearning. Hickory Ridge Elementary is prepared and will continue a cyclical process of improving studentachievement and professional development as well as fostering a sense of ownership and support. Whilethe school provides several opportunities for current stakeholders to share in the decisions that impact theschool's effectiveness, the External Review Team noted the school must increase the number of parentsand community members who are actively participating on decision making committees. Using the evidence collected, the team engaged in dialogue and deliberations concerning the degree towhich the institution met the AdvancED Accreditation Standards and Indicators. The leadership and staff of Hickory Ridge Elementary are committed to a culture that is based on sharedvalues and beliefs about teaching and learning and is evident in documentation and decision-making.The school has effectively implemented policies and practices requiring and giving direction, professionalgrowth of staff and policies regarding fiscal oversight. The governing body has mechanisms for monitoringeffective instruction and the daily operations of the school. The leaderships and staff have fullyimplemented evaluation processes and use those results to analyze and monitor professional practicesand ensure student achievement and learning. In an effort to effectively communicate with a diverse student body Hickory Ridge producescorrespondence in both Spanish and English. The school provides copies of policies and practices to



document the effective administration of the school promote effective instruction, produce equitable andchallenging learning experiences. The governing body ensures that the school leadership has autonomyto meet goals for achievement, instruction and daily operations. Stakeholders are provided leadershipopportunities on various committees including, yet not limited to: School Based Management Committee,Professional Learning Communities (PLC), School Improvement Planning, the Self-Assessment onAdvancED standards, grade level chairs, advisor to student clubs and activities. All of the stakeholder groups are involved in the collaborative efforts to foster a school culture consistentwith the school's purpose and direction. There are numerous programs in place that effectively engagestakeholders in the school's activities. Programs such as Family Literacy night, Family Math and Science,Muffins for Moms and Doughnuts for Dads provide external stakeholders with opportunities to share theirideas and concerns. Interviews revealed that there are a small but dedicated number of externalstakeholders actively involved in the schools activities and decision-making committees, a revelationconfirmed by the teams' review of documents. In an effort to increase buy-in on the schools continuingimprovement efforts, the team suggests that the number of external stakeholders actively involved in theschools and decision-making activities be increased. During the on-site review, members of the External Review Team evaluated the learning environment byobserving classrooms and general operations of the institution. Using data from these observations, theteam evaluated the quality of instruction and learning that took place classified around seven constructsor environments: equity, high expectations, support, engagement, progress monitoring and feedback,management, and use of technology. In our observations of the learning environment at Hickory Ridge Elementary the team confirmed thatteachers provide equitable learning environments for the entire student body. Differentiated learningopportunities were evident and used effectively to ensure each student the opportunity to resources,discussions, activities and support. It was evident that students were aware of classroom and schoolprocedures and self regulated accordingly. The team found that students were asked higher orderthinking questions and provided exemplars of high quality work. Students achieved and/or exceeded the state achievement levels in this supportive learning environmentwhich allows them a safe place to take educational risk and demonstrate positive attitudes about thelearning process under the guidance of their teachers, staff and administration. The students of HickoryRidge are active in their learning environment and are provided several opportunities to engage instudent-teacher and student-student dialogue. Student progress is monitored and guides instructionalpractices with teachers continuously providing feedback to improve student learning. Hickory Ridge's well-managed learning environments foster the collaborative efforts and commitment to the educationalprocess of the students, teachers, staff and leadership. The learning environment observations revealedthat while a number of students used digital tools and technology, this number was not significant acrossgrade levels. The school is implementing a process to improve consistent use of the digital learningenvironment.



The learning environment created by teachers, fostered by the administration and supported by thestakeholders has greatly contributed to student success and the schools Annual Yearly Progress (AYP)gains. The time shared with the stakeholders of Hickory Ridge Elementary was an enjoyable experience. Theteam was greeted by the faculty, staff, leadership team and school board representatives. The principaland instructional facilitator ensured that the team's needs were met and expectations were exceeded.Interviews provided the team with details of how the leadership fosters an environment of sharedleadership, teachers provide students with the tools necessary for success and the staff partners in theeducational process. Students greeted the team with impromptu hugs and pleasantries in the halls. Our observations gave the opportunity to experience the nurturing learning environment in which studentswere actively engaged with their teachers and classmates.The team enjoyed an eventful working lunchwith several of the community members, parents and school adopters, who confirmed that the schoolmaintains and communicates a purpose and direction committed to high expectations for learning as wellas shared values and beliefs about teaching and learning. The team discovered a need to include a largernumber of stakeholders in the decision-making processes. When all stakeholders feel invested in makingdecisions to improve the school, challenges to improvement and excellence are reduced and everyonecan focus on ensuring student achievement. Internal stakeholder interviews with teachers, staff and support specialist confirmed that the school'scurriculum, instructional design, and assessment practices guide and ensure teacher effectiveness andstudent learning. The comprehensive, research-based curriculum promotes exploration and higher-orderthinking skills and leads Hickory Ridge students to develop responsibility for learning and increasesacademic success. In an effort to ensure sustainable and continuous school improvement, Hickory Ridgehas written plans in place to guide all activities, ensure that the goals and activities are data-based,implement research-based practices and evaluate progress towards the goals on a regular basis. The school has committed to the continual process of improving student achievement and professionaldevelopment as well as fostering a sense of ownership and support. The team notes that the currentstakeholders should share in any review, development and revision to the vision, mission and beliefs, aswell as actively participate in the decision making process. On behalf of the team, I wish to thank HickoryRidge Elementary for hosting the External Review Team and am happy to make a recommendation toAccredit.

Required Actions

1. Develop a management document that clearly delineates an adult advocate for eachstudent to insure that each student has an adult advocate who supports theireducational, social and emotional development. Implement a systematic process forannual revisions and analysis to keep the improvement effort current as the student andor faculty populations change.



Primary Indicator or Assurance: 3.9

Interviews and documents indicated that while a number of students are aware of andmeet with their adult advocates, the vast majority of the student population was not ableto name an adult, other than the principal and counselor, in the building who is anadvocate for their needs . While a possible informal structure exist through the use of"homerooms" there is a need to provide clarity as to the roles and responsibilities, aswell as the structure of a adult-student advocacy program.



1.

2.

3.

4.

5.

6.

Part III: Addenda

Next Steps The institution should:

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 Powerful Practices

section to maximize their impact on the institution.

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 institution's efforts to improve student performance and

system effectiveness.

Following the External Review, submit the Accreditation Progress Report detailing progress made

toward addressing the Required Actions. Institutions are required to respond to all Required

Actions. The Required Actions should be completed before the Accreditation Progress Report is

submitted. The report will be reviewed at the state and national level to monitor and ensure that

the system has implemented the necessary actions to complete the Required Actions. The

accreditation status will be reviewed and acted upon based on the completion of the Required

Actions and the resulting improvement.

Continue to meet the AdvancED accreditation standards, submit required reports, engage in

continuous improvement, and document results.

Celebrating Accreditation Following the External Review, the Team submits the final report to AdvancED for review and for actionby the AdvancED Accreditation Commission, which confers accreditation and upon the institution. Uponreceiving its accreditation, the institution should share its achievement with internal and externalcommunities.

About AdvancED In 2006, the North Central Association Commission on Accreditation and School Improvement (NCACASI), the Southern Association of Colleges and Schools Council on Accreditation and SchoolImprovement (SACS CASI), both founded in 1895, along with the National Study of School Evaluation(NSSE) came together to form AdvancED: one strong, unified organization dedicated to education quality.In 2011, the Northwest Accreditation Commission (founded 1917) joined NCA CASI and SACS CASI aspart of AdvancED. AdvancED is the world's largest education community, representing 30,000 public andprivate schools and systems across the United States and in 75 countries worldwide and educating 16million students. The Northwest Accreditation Commission joined the AdvancED network in 2011.



Today, NCA CASI, NWAC, and SACS CASI serve as accreditation divisions of AdvancED. ThroughAdvancED, NCA CASI, NWAC, and SACS CASI share research-based accreditation standards that crossstate, regional, and national boundaries. Accompanying these standards is a unified accreditation processdesigned to help educational institutions continuously improve.



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