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Exit Report�for �Blue Ridge Community District #18

January 28^th – January 31^st, 2020

Dr. S.E. Sargent, Lead Evaluator

On the following slides you will be provided with instructions in italics and talking points in normal font. Please note: Cognia is serious about maintaining brand integrity. Please do not changes colors, pictures, or fonts anywhere in this presentation!

Begin by thanking everyone present for being there, and for their commitment to continuous improvement through accreditation. You may or may not wish to provide some “norms” for the meeting that best suit your audience. For example:

Please turn off notifications your cell phones
I would like to finish the entire presentation, then I’ll take your questions (if you wish—taking questions in a public forum is not advisable! It is acceptable to say ”In this session, I’ll be presenting our major findings, so I’d prefer not to take questions. After you receive and study your report, I’ll be happy to walk with you through the entire report.”

These are just examples. You may not wish to provide anything other than a welcome and thank you. If there are questions about “I thought you were AdvancED” - reply that we simply changed our name to more accurately represent what we’re about: knowledge for improvement.

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We know schools because we’re in schools

Cognia™ is a global nonprofit that has the knowledge to help schools improve outcomes for all learners.

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What is Accreditation?

An international protocol for institutions committed to systematic and sustainable improvement:

Builds capacity of your institution to improve and sustain student learning
Stimulates and improves effectiveness and �efficiency throughout �your institution

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The role of the Engagement Review team

Gather first-hand information to evaluate your institution’s performance against the Cognia Performance Standards:

Interview stakeholder groups
Review documentation you provided
Observe and assess the quality of learning environments to gain insights about teaching and learning

Provide feedback to your institution that helps to focus and guide your improvement journey

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Interviews (N=107)��

Stakeholder Group	Number of Participants
Business Partners	7
Governing Body	5
Leaders	5
Parents	9
Students (3^rd-5^th)	21
Students (6^th -12^th)	28
Teachers/Staff	32

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eleot: Key Findings from Observations

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	Learning Environments	External Review	Cognia/Advanc-ED Average
	# of eleot’s	31	N/A
1	Equitable Learning Environment	3.04	2.82
2	High Expectations Environment	3.01	2.71
3	Supportive Learning Environment	3.22	3.15
4	Active Learning Environment	2.97	2.71
5	Progress Monitoring and Feedback Environment	3.02	2.63
6	Well-Managed Learning Environment	3.06	3.20
7	Digital Learning Environment	2.47	1.79

Notes:

Effective Learning Environments Observation Tool ™ (eleot™)

The purpose of eleot is to identify observable evidence of classroom environments that are conducive to learning. The focus of the tool is to ensure that learners are engaging, acting, reacting and benefiting from various contexts or environments that should be evident in all effective learning settings.

eleot™ focuses on student engagement not on what the teacher is doing.

Focuses on observed student engagement in their learning environment
Looks at patterns and trends, not individual classrooms
Used as one piece of evidence (to corroborate other evidence regarding learning)
Summary results are reported in Exit Report and External Review Report

The eleot averages by the External Review Team are listed next to the AdvancED Network (AEN) score. The AEN score is the averages of eleot scores (classroom observations) from all of the schools across the AdvancED network across the country.

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General Findings

The school has made it a priority to provide and maintain adequate resources and facilities that optimize learning. Observations of a new school building, materials for vocational programs, resources throughout the school sites, and athletic facilities all validate these findings. Adequate resources ensure students and teachers have the materials needed to optimize student achievement.

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General Findings

Faculty and staff of Blue Ridge Community District #18 have developed a rich comradery and cohesion as they work together. Interviews and observations found that teachers share a close bond and actively seek to help one another. A vibrant mentoring program for new teachers (and teachers new to the district) is an example. Such an environment allows for collaboration, sharing of ideas, and an optimal work environment.

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General Findings

Blue Ridge Community District #18 (BRCD) provides remarkable academic and extracurricular opportunities for students. Choices in core subjects, collegiate-level offerings, languages, electives, band, performing arts, and athletics rival those of any school in the region. Interviews, observations, and school artifacts document the plethora of selections made available to all students at BRCD School. Having such choices not only ensures students are college/career ready, but also provides a wonderful “hook” for students to safeguard that the individual needs of all students are met at BRCD.

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General Findings

Variations are evident for educational opportunities and learning among school sites. Observations, stakeholder interviews, and self-assessment validate these findings. Incongruous learning environments among school sites coupled with inconsistent expectations (behavioral and academic) will negatively impact student proficiency throughout the district.

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General Findings

Observations, interviews, and teacher lesson plans indicate data is being collected, analyzed, and used by some, but not all stakeholders. Explore ways to collect, study, and organize data so that multiple stakeholders use this information to enhance instruction. Research confirms that when multiple stakeholders (e.g. administrators, teachers, parents, students, etc…) use assessment data to guide instruction, learning improves.

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General Findings

Consistency in use of instructional strategies, high expectations of students, and level of rigor vary among classrooms throughout all subject areas. Observations, stakeholder interviews, and self-assessment validate these findings. Without equitable and consistent expectations and appropriate levels of rigor, student achievement will be negatively impacted.

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Final Thoughts��The External Review Team: ��*Appreciates your hospitality; ��*Respects and acknowledges the efforts to improve the quality of your institution.

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Knowledge is Opportunity

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