Lewiston Independent School District #1 AdvancED Accreditation Review, April 17 - 20, 2017

Strive...Achieve...Succeed...Go Beyond!

Standard 1: Purpose and Direction

Team members include:

  • Debbi Baerlocher, Webster Elementary, Grade 2
  • JoAnne Greear, Jenifer Junior High, Principal
  • Tim Sperber, Whitman Elementary, Principal
  • Kathy Witt, Tammany Alternative Center, English and Drama

The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise and communicate a system-wide purpose for student success

1.2 The system ensures that each school engages in a systematic, inclusive and comprehensive process to review, revise and communicate a school purpose for student success.

1.3 The school leadership and staff at all levels of the system commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking and life skills.

1.4 Leadership at all levels of the system implement a continuous improvement process that provides clear direction for improving conditions that support student learning.

Standard 1 Areas of Strength

  • Collaborative district committees focused on student improvement
  • Commitment to professional development--buildings and district wide
  • Communication with stakeholders at all levels
  • Continuous Improvement Plan guides professional practice and student achievement

Standard 1 Opportunities for Improvement

  • Better two-way communication between district, schools and stakeholders

Standard 2: Governance and Leadership

Team members include:

  • Alex Church, Webster Elementary, Principal
  • Dorinda Gilliam, Centennial Elementary, Grade 5
  • Phil Uhlorn, Sacajawea Junior High, Principal

The system operates under governance and leadership that promote and support student performance and system effectiveness.

2.1 The governing body establishes policies and supports practices that ensure effective administration of the system and its schools.

2.2 The governing body operates responsibly and functions effectively.

2.3 The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.

2.4 Leadership and staff at all levels of the system foster a culture consistent with the system’s purpose and direction.

2.5 Leadership engages stakeholders effectively in support of the system’s purpose and direction.

2.6 Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success.

Standard 2 Areas of Strength

  • Board policies and practices
  • Strong culture at the district and school levels
  • Support of innovation
  • Collaboration
  • Shared leadership

Standard 2 Opportunities for Improvement

  • Inclusion of all staff with regard to continuous improvement decisions
  • Evaluation tools to identify strengths/areas of improvement to assist with developing professional development

Standard 3: Teaching and Assessing for Learning

Team members include:

  • Karla Carper, Camelot Elementary, Principal
  • Liz Davenport, Jenifer Junior High, PE and Health
  • Mary Ann Funk, Lewiston High School, English Department Chair
  • Jennifer Gomez, Orchards Elementary, Principal
  • Courtney Kolb, McSorley Elementary, Grade 5
  • Jill Ralstin, Camelot Elementary, Grade 1

The system’s curriculum, instructional design and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses.

3.1 The system’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking and life skills that lead to success at the next level.

3.2 Curriculum, instruction, and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice.

3.3 Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectations.

3.4 System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success.

3.5 The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels.

3.6 Teachers implement the system’s instructional process in support of student learning.

3.7 Mentoring, coaching and induction programs support instructional improvement consistent with the system’s values and beliefs about teaching and learning.

3.8 The system and all of its schools engage families in meaningful ways in their children’s education and keep them informed of their children’s learning progress.

3.9 The system designs and evaluates structures in all schools whereby each student is well known by at least one adult advocate in the student’s school who supports that student’s educational experience.

3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.

3.11 All staff members participate in a continuous program of professional learning.

3.12 The system and its schools provide and coordinate learning support services to meet the unique learning needs of students.

Standard 3 Areas of Strength

  • Technology integration, K-12
  • Professional learning opportunities
  • State leaders in science--Next Generation Science Standards
  • Math team work, K-6 and secondary
  • Standards-based grading and grading for learning

Standard 3 Opportunities for Improvement

  • Time allowing for vertical and horizontal alignment in all curriculum areas
  • Consistent monitoring of curriculum and assessment, making adjustments based on student data
  • Consistent focus on Dufour's four questions for student learning
  • Consistent implementation of standards-based grading and grading for learning
  • Provide ongoing feedback regarding student progress
  • Inclusion of classified staff with professional learning
  • Meaningful building PD focused on student-centered learning

Standard 4: Resources and Support Services

Team members include:

  • Warren Akin, Whitman Elementary, Grade 6
  • Greg Kramasz, Tammany Alternative Center, Principal
  • Amanda Remacle, Orchards Elementary, Title
  • Mary Wells, McGhee Elementary, Principal

The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students.

4.1 The system engages in a systematic process to recruit, employ and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools and educational programs.

4.2 Instructional time, material resources and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs and system operations.

4.3 The system maintains facilities, services and equipment to provide a safe, clean and healthy environment for all students and staff.

4.4 The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system.

4.5 The system provides, coordinates and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system.

4.6 The system provides a technology infrastructure and equipment to support the system’s teaching, learning and operational needs.

4.7 The system provides, coordinates and evaluates the effectiveness of support systems to meet the physical, social and emotional needs of the student population being served.

4.8 The system provides, coordinates and evaluates the effectiveness of services that support the counseling, assessment, referral, educational and career planning needs of all students.

Standard 4 Areas of Strength

  • Recruiting, employment, and retention of staff
  • Maintenance and custodial
  • Fiscal responsibility
  • Informational Technology

Standard 4 Opportunities for Improvement

  • Professional development
  • Communication with stakeholders
  • Sustainability program with technology
  • Evaluation tools for measuring program effectiveness

Standard 5: Using Results for Continuous Improvement

Team members include:

  • Tim Coles, Centennial Elementary, Principal
  • Kevin Driskill, Lewiston High School, Principal
  • Lacey Hardin, Sacajawea Junior High, Health
  • Rob Hoffman, McSorley Elementary, Principal
  • Janene Johnson, McGhee Elementary, Grade 4

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

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

5.2 Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation and organizational conditions that support learning.

5.3 Throughout the system professional and support staff are trained in the interpretation and use of data.

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

5.5 System and school leaders monitor and communicate comprehensive information about student learning, school performance and the achievement of system and school improvement goals to stakeholders.

Standard 5 Areas of Strength

  • Comprehensive assessment system from multiple courses and grade levels
  • Mileposts as a central data warehouse
  • Annual Principal Summits
  • Data utilized to determine readiness for the next level
  • Communication of state assessment results shared with stakeholders

Standard 5 Opportunities for Improvement

  • Consistent training for certified and classified instructional staff
  • Proactive communication from schools to home
  • Improve understanding of data analysis to guide instruction and ensure consistency among principals, certified and classified staff

Student Performance Data 2015 - 2016

During the 2015-2016 school year, the following grade levels surpassed the state's proficiency percentages for ELA and Math:

  • ELA--5th, 6th, 7th and 10th grades
  • Math--3rd, 4th, 5th, 6th, 7th, 8th, and 9th grades
  • Math--10th grade proficiency was equal to the state's proficiency percentage.

In addition to the above assessments, the district uses a variety of assessments in which data is formally collected. Theses assessments include:

  • K-5 Bookshop (district reading curriculum) assessments are given three times a year
  • K-6 Units of Study (district writing curriculum) assessments are given three times a year
  • DRP (Degrees of Reading Power) assessment is given to grade 6 and grade 8 students two times a year

Stakeholder Feedback Data

Communication is key

  • What's your story? Share it!
  • Focus on the "why", the "how", and then the "what"
  • Incorporate new and old ways to communicate

Focused on learning

  • According to parents, their child(ren) knows the expectations for learning in all classes.
  • According to staff members, our schools' purpose statements are focused on student success.
  • According to students, principals and teachers want and have high expectations for learning.

Room to grow

When looking at the lowest levels of satisfaction, there was not a common theme among all three stakeholder groups. Yet, each group's feedback is important and should be recognized as areas in which we can improve.

Our parent stakeholder group is asking for:

  • Better communication and feedback with regard to a child's learning, progress, and manner in which they are being graded.
  • Teachers to meet the learning needs of their child by individualizing instruction.

Our staff stakeholder group is asking for:

  • A formal process to support new staff members in their professional practices.
  • Professional learning, designed to build capacity among all professional and support staff members, including being trained in the evaluation, interpretations and use of data.
  • Sufficient material resources to meet student needs.

Our student stakeholder group is asking for:

  • Respect among students.
  • Respect between teachers and students.

Thank you for your time and being part of our accreditation review! We look forward to growing from this experience!


Created with images by Wokandapix - "read learn school" • Wokandapix - "read learn school" • skeeze - "mars rover robot exhibit" • Unsplash - "pencil crayon colored" • Talie79 - "school pen ink" • ost2 - "lab chemistry research" • Dai Lygad - "Lewiston Grade"

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