Standards Assessment Report

AdvancED District Accreditation

September 15, 2009

Board Of Education Members Mrs. Donna Minich, Chairman Mr. Doug Goodin, Vice Chairman Dr. Michael Busman Mrs. Willa Fitzpatrick Ms. Alice Green Ms. Edith Ann Green Mr. Michael Mock Mr. Mark Waddell Ms. Carolyn Whitehead

Dr. Dennis McMahon, Superintendent

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 1 Section 1: Executive Summary

 Our Purpose: Vision, Mission, Commitments  SCS Continuous Improvement Cycle and System Improvement Plan with Goals  Background Information Including a Description of Programs and Services  Demographics and Community Characteristics  Summary of Student Performance  Overview of Major Trends and Issues Impacting the System  Perception Data  Summary of Major Strengths and Needs

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 2 Mission: Vision: To graduate all To improve the quality of the community by providing students opportunities that produce ethical workers, global thinkers, and productive citizens

Commitments We will: foster a partnership among the home, school, and the community. use accurate and current data to plan and deliver instruction to all learners. base all decisions on the needs of stakeholders, provide a caring, safe, and orderly environment that is vital to learning. hold high expectations for students, parents, teachers and leaders, and we will provide support to reach those expectations. strive consistently to create an atmosphere of excellence. Backgroundtake Information responsibility for learning, for both our In 1994,students Americus voters and approved ourselves. a referendum to abolish the Americus City School System and toi nstillmerge intothe the belief Sumter thatCounty learning School System is operateda life-long by the SCSS Board of Education. Effective January 1, 1995, Sumter County Schools (SCS) became the new name of this newly process. Strategic Improvement Pla

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 3 Continuous Improvement Plan

System Strategic Goal Area 1.1 Improve Performance Curriculum Objectives Mastery Improvemen 1.2 Reduce the Achievement Gap t Plan 1.3 Improve the 1 - Academic Achievement for Completion/Graduation Rate all Students

2.1 Increase Student Engagement 2.2 Increase Parent Engagement Mission Statement 2 - Student and Stakeholder 2.3 Increase Community Engagement Engagement 3.1 Improve Resource Allocation The Mission of 3.2 Ensure Effective and Efficient Sumter County Financial Process Schools is to 3 - Resource Management graduate all 4.1 Ensure Effective and Efficient Personnel Processes 4.2 Ensure Effective Instructional Processes 4 - Organizational Effectiveness 4.3 Ensure Effective and Efficient Operational Processes

5.1 Build a Positive Organizational 5 - Learning and Growth Climate 5.2 Develop a Competent Accountable Workforce 5.3 Improve Communications

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 4 Background Information

In 1994, Americus voters approved a referendum to abolish the Americus City School System and to merge into the Sumter County School System operated by the SCSS Board of Education. Effective January 1, 1995, Sumter County Schools (SCS) became the new name of this newly merged system of city and county schools. Cherokee Elementary and Sumter County Primary serve students in grades P-2. Sarah Cobb Elementary and Sumter County Elementary serve students in grades 3-5. Staley Middle School and Sumter County Middle School serve students in grades 6-8. In 2004, Americus High and Sumter County High merged to become Americus Sumter High School North Campus (ASHS-N) which serves ninth graders and Americus Sumter High School South Campus (ASHS-S) which serves students in grades 10-12. Two of the system’s alternative education programs, SCS Performance Learning Center and Cross Roads Alternative School are housed on the ASHS-N Campus. The Sumter County Schools-Georgia Southwestern (GSW) Early College program is located in the Education Building on the GSW campus.

Sumter County Schools strives to respect a rich tradition and history while working to establish its own identity as a truly united system of schools providing equal educational opportunities to all children in the city-county area. The AdvancED District Accreditation process provides the structure necessary to truly ensure the alignment of our schools, central office, and Board of Education.

Our Purpose: Vision, Mission, Commitments and Goals

Sumter County Schools is committed to improving the quality of the community by providing opportunities that produce ethical workers, global thinkers and productive citizens. With that, the SCS mission is to graduate all students. In order to realize our purpose, the system has committed to the following: We will: foster a partnership among the home, school, and the community. use accurate and current data to plan and deliver instruction to all learners. base all decisions on the needs of stakeholders. provide a caring, safe, and orderly environment that is vital to learning. hold high expectations for students, parents, teachers and leaders, and we will provide support to reach those expectations. strive consistently to create an atmosphere of excellence. take responsibility for learning, for both our students and ourselves. instill the belief that learning is a life-long process.

The SCS Improvement Plan goals include the areas of student achievement, stakeholder engagement, organizational effectiveness, resource management, and learning and growth. To meet these goals, the system has specific initiatives, such as implementing the characteristics of standards-based classrooms and developing professional learning communities to support teaching and learning.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 5 Demographics and Community Characteristics Population: The Sumter County’s 2000 census population of 33,200 fell to an estimated 32,449 in 2008, reflecting a negative population growth rate of 2.3% over the eight-year period. Census forecasts project that county population growth will not reach the 2000 census levels by 2015.

Percent of Enrollment P-12

SCS FY05 FY06 FY07 FY08 *FY09

No. Students: 5,330 5,303 5,223 5,186 5160

Population Racial Distribution Asian 1% 1% 1% 1% 1%

Black 74% 74% 75% 74% 74% Area White Black Hispanic Other Hispanic 3% 4% 4% 5% 6% Sumter 45.5% 49.6% 3.7% 1.2% County White 21% 20% 20% 19% 18%

Multiracial 1% 1% 1% 1% 1% Georgia 58.1% 30.0% 8.0% 3.9% Georgia FY05 FY06 FY07 FY08 FY09 U.S. 65.6% 12.8% 15.4% 6.2% Not Asian 3% 3% 3% 3% Available Source: U.S. Census 2008 Estimates Not The population of the city of Americus, the Black 38% 38% 38% 38% Available county seat, was 17,013 in 2000 which is Not over half of the entire county’s 2008 Hispanic 8% 8% 9% 10% Available population. Americus is the home of Habitat for Humanity's International Not White 49% 48% 47% 46% Available Headquarters, the famous Windsor Hotel (from 1892), Fuller Center for Housing Not international headquarters, The Rosalynn Multiracial 2% 2% 3% 3% Available Carter Institute for Care Giving, and Glover Source: Governor's Office of Student Achievement Foods. *SCS Full-Time Equivalent Report for March 2009

Other incorporated cities include Andersonville, DeSoto, Leslie, and Plains. The rural county covers 485.28 square miles with a density of 68.5 persons per square mile compared to a Georgia density of 141.4 and a U.S. density of 79.6. Census 2008 estimates project the county racial distribution to be 45.5% white, 49.6% black, 3.7% Hispanic, and 1.2% other races. While the Hispanic population has increased in recent years, the black population has remained stable and the white population has declined. Sumter County Schools tracks patterns of change in both the county population and the state of Georgia. Over the past four years, both Sumter County and Georgia schools experienced a decline in the percentage of white students and an increase in the percentage of Hispanic students.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 6 Population Age: Census 2008 projections indicate 19% of the county population of 32,449, or 6,198 children are school age – between the ages of 5 and 18 and 7.6% or 2,466 are under age 5. This represents a total of 26.7% of the county population. Residents aged 65 and older represent 13.1% of the population and females comprised 52% of the population. The 2000 Census reported 13.3% of Sumter County's households were headed by females with children under 18 years of age, compared with 9.0% statewide. Total households with children under 18 represented 34.5% of all households in the county, compared to 35.0% statewide.

Education: Postsecondary education opportunities are available locally through Georgia Southwestern State University and South Georgia Technical College. Both institutions experienced record breaking enrollment in the spring of 2009. GSW reports a student waiting list in virtually every discipline. In addition to Sumter County Schools, the pre-K through 12th grade public school system, educational choice is provided by two private schools – Southland Academy and Kings Academy. The Georgia Department of Labor reports the educational attainment of the Sumter County Labor Force as follows:

 31.3% of residents have completed some high school,  34.0% of residents hold a high school diploma or GED,  22.1% of residents have completed some college experience,  7.9% of residents hold a four-year college diploma, and  4.7% of residents have participated in post graduate studies.

Economy: The economic downturn facing our nation has dealt a decisive blow to Sumter County. Sumter County lies within a rural region of Southwest Georgia experiencing increasing unemployment rates that are among the highest in the nation. The declining automotive industry and NAFTA regulations have had a detrimental impact on the community’s largest employers. In 2007, a Textron Automotive plant closed its doors after once employing over 1,300 citizens. Closure of Lockheed-Martin Aerospace Center, the Tog Shop clothing manufacturing plant, and Caravel Boats manufacturing plant followed as well as significant labor force reductions by other manufacturing facilities. In March 2007 an EF-3 tornado swept through Sumter County destroying dozens of homes, businesses, physician offices, and Sumter Regional Hospital, the community’s only hospital and third largest employer. Community job losses resulting from these closures and downsizing of a number of manufacturing plants total approximately 2,000 jobs. The civilian labor force has declined 3.9% from 15,390 at the 2000 census to 14,796 by the end of 2008.

Poverty: Sumter County lies within the 2nd Congressional district, the 34th poorest district of 435 in the nation. Economically, Sumter County is classified as a Tier 1 County, the designation for the lowest economically developed counties in Georgia. In June 2009, the unemployment rate

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 7 was 13.4% compared to a state average of 10.1% and a per capita income of $25,059 which is $8,916 below the state per capita income of $33,975. In 2008, 83.61% of Sumter County students qualified for free lunch which reflects community poverty. Compared to 182 Georgia school districts, Sumter County has the 18th highest percentage of students living in poverty. Sumter County Schools serves a rural, high-poverty district facing serious challenges with limited resources. The student population of 5,160 is 74% black and 18% white while the racial makeup of the county 2008 population of 32,449 is relatively equal. Reduction in student enrollment has reduced funding available to the system.

The community has remained at a standstill while most of Georgia enjoyed economic prosperity that propelled the state into the nation’s top 10 most populated states. Between 2000 and 2006, Georgia experienced a 14.4% population growth rate while Sumter County experienced a population decline of 2.1%. The impact is most detrimental for those living in poverty with limited mobility, education, or workforce skills.

Sumter County Schools Community Profile

FY09 FY08 FY07 FY06 FY05 FY04

Sumter County Schools Enrollment 5160 5,186 5,223 5,303 5,330 5,401

Students Eligible for Migrant Educ. Svc. 51 64 56 96 133 156

Ave. Monthly Food Stamp Households Not Available 3,446 3,376 3,280 3,103 2,958 until December Ave. Monthly TANF Families 2009 201 243 373 486 641

Per Capita Income $ 25,059 $ 24,431 $ 22,875 $ 22,811 $ 22,647

Unemployment Rate 13.4% 7.1% 8.1% 6.9% 4.8% 5.9%

2000 Census Population 33,200 33,200 33,200 33,200 33,200 33,200

Census Population Estimate Not Available 32,449 32,613 32,523 32,376 32,695

Governor'sSumter OfficeCounty of Student Achievement Sumt Risk Factors Risk Factor Affecting Children and Youth er Georgi Affecting Children Count a y The following Low birth rate (2006) 12.0 9.6% table reports the % incidence of risk Teen Births, age 15 – 19 Per 1000 (2006) 79.1 54.1 factors that the Annie E. Casey Students who graduate from high school (2007) 55.% 72.3% Foundation Substantiated incidents of child abuse/ per 1000 16.1 10.3 (2006) Incidence of STDs for youth age 15 – 19 per 1000 64.3 26.0 Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 8 Unemployment (2007) 8.6% 4.7% Source: 2007/2008 Georgia Kids Count Data Center identified as having significant potential to detrimentally impact a child’s well being. For most of these risk factors, Sumter County’s frequency of occurrence significantly exceeds the state average.

Georgia State University funded an Incentive Planning and Development Grant in 2007 to evaluate the impact of risk indicators in each of Georgia’s 159 counties. A Prevention Needs Assessment Profile was developed for each county. Thirty-three risk indicators were related to alcohol and drug abuse, sexual behavior, school commitment, family conflict, community crime, and poverty. The profile ranked Sumter County 149 with only 10 counties rated as having higher risk. Two of those counties, Dooly and Crisp, are adjacent to Sumter County.

Juvenile Court Trends: The number of juvenile offenders admitted to the Sumter County Juvenile Justice System increased 16.2% in 2006. This increase was slightly less than the total increase in cases for the previous two years combined of 7.3% and 10.1% respectively. In 2008 the increasing trend reversed with a 26.6% decrease in students served. The most significant decreases were in cases involving public disorder, traffic, and property. The number of juvenile offenses was reduced by 265 cases.

The 731 juvenile offenders served in 2008 included 472 males (64.6%), 259 females (35.4%), 113 whites (15.5%), 606 blacks (82.9%), and 10 Hispanics (1.4%). Nine percent (68) were age 12 or under, 56.6% (414) were between the ages of 13 to 15, and 34.1% (249) were age 16 and over. Over 20% of 2008 juvenile crimes committed involved public disorder followed by crimes involving property at 17.5% and crimes involving violence at 17.4%. State-wide over half of all juvenile crimes committed were by black males. The reduction in juvenile cases reflects the benefits of the work of the school system administrators and teachers and a broad spectrum of community partners. These professionals are dedicated to breaking the cycle of poverty and correlated at-risk behaviors in order to provide students with a high-quality education that prepares them for successful entry into the labor force.

Summary of Student Performance

No Child Left Behind (NCLB and Adequate Yearly Progress (AYP) Status

The federal NCLB law holds public schools accountable for student performance and provides parents with options when schools do not meet high academic standards. Schools that fail to make AYP for two or more consecutive years are placed in “Needs Improvement” (NI) status. These schools must offer Public School Choice. This option gives students the opportunity to attend a higher-performing school, and certain NI schools will offer Supplemental Educational Services, such as tutoring for eligible students.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 9 In Georgia, AYP is determined by the Georgia Department of Education using results from the Criterion-Referenced Competency Tests (CRCT) for grades 1-8 and the Georgia High School Graduation Test (GHSGT) for high school. Non-traditional high schools like ASHS-N must meet Annual Measurable Objectives for the End of Course Test (EOCT).

For AYP purposes, schools are judged on 11+ criteria in three areas to include test participation, academic performance, and a second indicator. To make AYP, each system must meet the following criteria: 95% Participation, Academic Performance (Annual Measurable Objectives), and Second Indicator. In the summer of 2009, five of the system’s eight schools (62.5%) met AYP on the first calculation. Based on system data, we believe that seven out of eight schools will make AYP on the second calculation which will be official at the end of September. The system understands that the first AYP calculation is used by the Department of Education for rewards and consequences. Two schools-Cherokee Elementary and Staley Middle School achieved Title I Distinguished Schools status and joined ranks with Sumter County Primary which has maintained the distinction for ten years.

Following the second AYP calculation, the system and one school did not make AYP. The system did not make AYP based on Academic Performance of students with disabilities, economically disadvantaged and black students. When data are disaggregated by programs and demographics, it shows a significant achievement gap between students with disabilities and regular students and black and white students. Gaps are being addressed in system and school improvement plans.

Americus Sumter High School South Campus met AYP in six out of nine categories as well as for criteria for Test Participation, and Second Indicator. ASHS-S did not meet AYP criteria in math for all students, students with disabilities, economically disadvantaged and black students. This school is in Needs Improvement Year 3. This school must offer both Public School Choice and Supplemental Education Services.

Academic Performance: Criterion-Referenced Competency Test (CRCT)

The CRCT measures the knowledge and skills students are expected to have mastered by the end of the school year. Based on standards set by Georgia, student scores are categorized either: does not meet, meets, or exceeds standard.

Sumter County Schools’ CRCT Spring 2007-2009 Reading ELA Math Science SS Percent Percent Percent Percent Percent Meets and Exceeds Meets and Exceeds Meets and Exceeds Meets and Exceeds Meets and Exceeds System 2007 2008 2009 2007 2008 2009 2007 2008 2009 2007 2008 2009 2007 2008 2009 Grade 1 89 83 81 75 84 79 Grade 2 94 92 86 87 83 84 Grade 3 83 83 85 83 51 67 62 69 84 63 Grade 4 81 78 83 84 57 60 53 53 84 36

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 10 Grade 5 79 80 88 90 54 68 48 54 76 44 Grade 6 90 87 87 90 53 50 50 45 No No data data Grade 7 82 86 83 87 75 74 45 60 No No data data Grade 8 89 88 85 88 49 49 37 37 41 49

Represents first time tested with GPS Represents gains from previous year Represents percentages that have remained the same from previous year Represents losses from previous year

Sumter County Achievement Gap Indicators for the CRCT Percent of All 1st-5th Grade Students Meeting Expectations

Grade 1 Black White Gap Regular Program Special Ed. Gap 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 Reading 89% 80% 93% 97% 4% 17% 91% 85% 82% 69% 9% 16% English/Lang Arts 81% 71% 86% 89% 5% 18% 85% 78% 62% 47% 23% 31% Mathematics 82% 75% 92% 91% 10% 16% 85% 82% 73% 57% 12% 25% Social Studies Science

Grade 2 Black White Gap Regular Program Special Ed. Gap 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 11 Reading 94% 91% 93% 95% 1% 4% 96% 94% 78% 70% 18% 24% English/Lang Arts 85% 85% 91% 91% 6% 6% 89% 90% 67% 61% 22% 29% Mathematics 80% 81% 95% 94% 15% 13% 88% 88% 57% 57% 31% 31% Social Studies Science

Grade 3 Black White Gap Regular Program Special Ed. Gap 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 Reading 79% 81% 94% 93% 15% 12% 85% 87% 62% 53% 23% 34% English/Lang Arts 82% 80% 94% 92% 12% 12% 87% 86% 67% 62% 20% 24% Mathematics 44% 59% 73% 89% 29% 30% 54% 71% 24% 11% 30% 60% Science 55% 63% 79% 86% 24% 23% 63% 72% 43% 38% 20% 34% Social Studies 80% 57% 96% 82% 16% 25% 85% 66% 79% 31% 6% 35% Regular Grade 4 Black White Gap Program Special Ed. Gap 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 Reading 79% 74% 93% 90% 14% 16% 85% 81% 58% 37% 27% 44% English/Lang Arts 81% 82% 90% 90% 9% 8% 86% 87% 53% 48% 33% 39% Mathematics 51% 55% 77% 77% 26% 22% 61% 63% 23% 26% 38% 37% Science 44% 47% 90% 75% 46% 28% 55% 54% 33% 29% 22% 25% Social Studies 82% 30% 92% 49% 10% 19% 86% 36% 63% 30% 23% 6%

Regular Grade 5 Black White Gap Program Special Ed. Gap 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 Reading 75% 77% 95% 89% 20% 12% 83% 84% 40% 38% 43% 46% English/Lang Arts 86% 90% 92% 93% 6% 3% 93% 94% 40% 41% 53% 53% Mathematics 49% 64% 66% 79% 17% 15% 57% 72% 21% 22% 36% 50% Science 39% 48% 77% 76% 38% 28% 52% 57% 13% 25% 39% 32% Social Studies 71% 41% 92% 53% 21% 12% 79% 47% 41% 16% 38% 31%

Sumter County Achievement Gap Indicators for the CRCT Percent of All 6th-8th Grade Students Meeting Expectations

Regular Grade 6 Black White Gap Program Special Ed. Gap 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 Reading 88% 85% 95% 93% 7% 8% 94% 90% 62% 47% 32% 43% English/Lang Arts 84% 90% 93% 91% 9% 1% 91% 94% 47% 52% 44% 42% Mathematics 47% 46% 72% 68% 25% 22% 57% 54% 9% 9% 48% 45% Science 42% 38% 74% 75% 32% 37% 54% 50% 15% 9% 39% 41% Social Studies No Data No Data

Regular Grade 7 Black White Gap Program Special Ed. Gap 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 Reading 81% 84% 87% 91% 6% 7% 88% 91% 38% 47% 50% 44%

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 12 English/Lang Arts 81% 86% 88% 90% 7% 4% 89% 91% 42% 44% 47% 47% Mathematics 72% 74% 86% 75% 14% 1% 81% 78% 32% 35% 49% 43% Science 38% 56% 71% 75% 33% 19% 49% 65% 15% 15% 34% 50% Social Studies No Data No Data

Regular Grade 8 Black White Gap Program Special Ed. Gap 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 2008 2009 Reading 88% 88% 100% 89% 12% 1% 92% 94% 52% 39% 40% 55% English/Lang Arts 84% 88% 93% 89% 9% 1% 89% 95% 29% 35% 60% 60% Mathematics 46% 46% 63% 58% 17% 12% 52% 53% 4% 14% 48% 39% Science 32% 29% 66% 63% 34% 34% 39% 41% 5% 14% 34% 27% Social Studies 37% 46% 62% 64% 25% 18% 44% 55% 5% 13% 39% 42%

Academic Performance: Georgia High School Graduation Tests (GHSGT)

Students must pass the GHSGT to graduate high school. The Georgia Department of Education requires students to pass all five content areas: writing, English/language arts, math, social studies, and science.

Sumter County Achievement Gap for the GHSGT

Percent of All Students Not Meeting Black White Gap Expectations 2008 2009 2008 2009 2008 2009

English/Lang Arts 16% 21% 7% 5% 9% 16%

Mathematics 16% 19% 7% 5% 9% 14%

Social Studies 30% 29% 13% 14% 17% 15%

Science 23% 27% 12% 10% 11% 17%

Spring 2005-2009

Grade 11 First Time Test Takers- Regular Program

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 13 2008 & 2009 ELA and Science scores represent GPS curriculum 2008 & 2009 Social Studies scores represent Transitional (common QCC & GPS standards tested) 2005-2009 Math scores represent QCC

ELA--GHSGT

Spring 2005-2009

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 14 Curriculum % Pass % Pass Plus Inc. Pass + Spring 05 QCC 95 52 State 97 69 Spring 06 GPS/QCC 94 61 State 98 73 Spring 07 GPS/QCC 97 62 State 98 76 % Basic, Prof. & Honors % Honors NEW! Spring 08 GPS 89 3 New System/State System % correct State % correct report ! by domain Reading Comp. 71 75 Literary Analysis 76 78 Conventions & 83 86 Writing % Basic, Prof. & Honors % Honors Spring 09 GPS 88 10 System/State System % correct State % correct by domain Reading Comp. 71 77 Literary Analy. 74 76 Conven. & Writing 81 86

* System/State comparison data reported by domain

Math--GHSGT

Spring 2005-2009

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 15 Curriculum % Pass % Pass Plus Inc. Pass + Spring 05 QCC 89 33 State 95 54 RepresentsSpring 06 first timeQCC tested with GPS 90 37 RepresentsState gains from previous year 95 58 RepresentsSpring 07 percentagesQCC that have remained89 the same from previous year 35 RepresentsState losses from previous year 95 57 Spring 08 * QCC 92 39 New System/State by System % correct State % correct report ! domain Numb & Comp 76 79 Data Analysis 82 84 Meas. & Geo. 74 79 Algebra 76 81 *

Spring 09 * QCC 91 38 System/State by System % correct State % correct domain Numb & Comp 77 81 Data Analy. 79 82 Meas. & Geo. 69 76 Algebra 78 83 System/State comparison data reported by domain

Science-- GHSGT

Spring 2005-2009

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 16 Curriculum % Pass % Pass Plus Inc. Pass + Represents first time tested with GPS RepresentsSpring 05 gains fromQCC previous year 49 9 RepresentsState percentages that have remained71 the same from previous year 19 RepresentsSpring 06 losses fromGPS/QCC previous year 55 10 State 76 23 Spring 07 GPS/QCC 60 12 * State 77 23

% Basic, Prof. & Honors % Honors

NEW! Spring 08 * GPS 83 5 New System/State by System % correct State % correct report ! domain Cells & Hered. 60 67 Ecology 69 75 Struct. & Prop of 64 67 Matter Energy Tranfor. 65 72 Forces, Waves, & 61 69 Elect. % Basic, Prof. & Honors % Honors Spring 09 * GPS 84 7 System/State by System % correct State % correct domain Cells & Hered. 56 65 Ecology 68 78 Struct. & Prop of 67 68 Matter Energy Tranfor. 72 76 Forces, Waves, & 62 65 Elect. System/State comparison data reported by domain

Social Studies-- GHSGT

Spring 2005-2009

Curriculum % Pass % Pass Plus Inc. Pass + Spring 05 QCC 77 25 State 87 44 Spring 06 QCC 79 28

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 17 State 89 46 Spring 07 QCC 83 28 State 91 44 NEW! Spring 08 * GPS/QCC 84 30 New System/State by System % correct State % correct report ! domain Amer. Gov’t./Civics 66 70 US Hist. to 1865 63 65 US Hist since 1865 65 69 World Geography 68 76 World History 57 68

Spring 09 * GPS/QCC 82 23 System/State by System % correct State % correct domain Amer. Gov’t./Civics 56 60 US Hist. to 1865 60 65 US Hist since 1865 66 71 World Geography 67 75 World History 51 65

* System/State comparison data reported by domain

Fall 2005-2008

Georgia High School Writing Test

All First Time 11th Grade Test Takers- Regular Program

499-below 500-514 Over 514

% Pass DNM Meets Exceeds

Fall, 2005 System % 93% 7% 30% 63% State % 95% 4% 15% 81%

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 18 Fall, 2006 System % 83% 16% 33% 50% State % 94% 6% 19% 75%

NEW! GPS Fall, 2007 System % 80% 20% 79% 1% State % 89% 11% 84% 5%

Fall, 2008 System % 85% 15% 84% 0% State % 94% 6% 86% 8%

Academic Performance: SAT Scores

This is the third year students tested using the revised SAT which includes “critical reading” instead of “verbal” and an added writing section. A perfect score on the new SAT is 2,400 versus the 1,600 of past years in math and verbal. SAT scores, along with the ACT scores, are used by colleges to help determine whether a student will be admitted to an institution of higher learning. Results are provided for the system, state and nation. Although we are behind the state and nation, SCS students posted gains in all three areas.

SAT 2005-2009

Totals for Critical Reading and Math Writing

2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

System 856 854 869 848 875 System NA 438 432 408 440

State 993 990 889 984 981 State NA 487 483 482 479

Nation 1028 1021 1017 1017 1016 Nation NA 497 494 494 493

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 19 Critical Reading Math

2005 2006 2007 2008 2009 2005 2006 2007 2008 2009

System 423 435 439 424 430 System 433 419 430 424 445

State 497 494 494 491 490 State 496 496 495 493 491

Nation 508 503 502 502 501 Nation 520 518 515 515 515

Represents gains from previous year Represents percentages that have remained the same from previous year Represents losses from previous year

Overview of Major Trends and Issues Impacting the System

Over the past five years, SCS has had a decline in enrollment that has negatively impacted funding. Coupled with state and federal budget cuts, our system continuously strives to do more with less. Declining enrollment may lead to the consolidation of schools and/or programs in the future. The unemployment rate in Sumter County far exceeds the rate for the state of Georgia. The impact on our high-poverty district is sure to be negative as indicated in the chart below which compares the unemployment rate to incidents of child abuse and neglect.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 20 Over the past fourteen years, Sumter County Schools has truly developed into an aligned system rather than a system of city and county schools. Upon completion of the Standards Assessment Report, we realized and validated that we are a united entity with a single purpose- to graduate all students. All seven standards reflect our commitment to continuous improvement by providing structures and processes necessary to obtain feedback, monitor progress and report results.

Aligned with the system vision and mission, and guided by data, a trend emerged indicating that all of our decisions are tied to our System Improvement Plan. We have found that to graduate all students, it is essential that all departments at the system level consistently work together as a cohesive group. For example, instructional, operational and financial decisions are based on systematic analysis of data.

The system has successfully established a focus on the importance of implementing standards- based classrooms. Vertical Alignment Teams (VATs) and Student Performance Teams (SPTs) work to implement and ensure support for implementing standards-based classrooms in all content areas across the system.

A prevalent trend in all standards is the use of the school and system websites and email as vital tools to provide information to internal and external stakeholders. These tools provide direct communication and serve as outlets for news, community events and staff and student stories.

Perception Data

In an effort to solicit stakeholder input, students, parents, and community members participated in a SCS Stakeholder Inventory. The areas analyzed were the instructional program, support for student learning, school climate/environment for learning, and school-home relationships. Students, parents, and community members were surveyed. Fifty-six percent of parents agreed that their child is always accepted and liked at school. Thirty-one percent indicated that sometimes they feel that their child is accepted and liked at school.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 21 Sixty-three percent of stakeholders indicated that they always feel welcome in schools. Twenty- nine percent indicated that they sometimes feel welcome in schools. Only 4% indicated that they never feel welcome at school. Fifty-nine percent of stakeholders indicated that they feel welcome at the central office, while 26% sometimes feel welcome, and 6% indicated that they never feel welcome at the central office.

While 33% of those surveyed agreed that they always have the opportunity to participate in the decision-making process for the effective operation of the school, 47% agreed that they sometimes have the opportunity to participate in decision-making. Fifteen percent indicated that they never have the opportunity to participate in the decision-making process.

Stakeholders indicated that they receive adequate information regarding progress toward the mastering of curriculum standards; 53% responded always and 34% responded sometimes. Only 4% of parents indicated that the system never adequately communicates expectations for learning to students and parents, and only 4% of parents indicated they believe that teachers never pay attention to all students. Forty-six percent of parents agreed that the school system always makes decisions in the best interests of students and forty-six agreed that the system sometimes makes decisions in the best interests of students.

Summary of Strengths and Needs

Sumter County Schools’ strengths originate with its teachers, support staff, students and administrators. The greatest strength of the system is the commitment of internal stakeholders to improve student achievement. All stakeholders are accountable and play a vital role in the continuous improvement process.

Sumter County Schools allocates and protects time for planning and engaging in continuous improvement. The system provides direction and assistance to its schools and operational units to support their continuous improvement efforts.

The system establishes and implements a comprehensive assessment system, aligned with the system's expectations for student learning as evidenced by TestGate/Elements and teacher developed common assessments.

Sumter County Schools provides technology infrastructure and equipment that is up-to-date and sufficient to accomplish the system's goals as highlighted by the three recent conversions to enhanced networking, email, and student information systems. Although the conversions caused a temporary disruption in some services, our stakeholders see almost limitless possibilities that will allow us to maximize our use of technology to achieve system goals.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 22 Sumter County Schools is committed to its vision, mission and commitments as evidenced by the establishment and monitoring of system leadership expectations (see standard 1 question 3). These expectations provide a focus for assessing student and staff performance throughout the year.

One of the greatest challenges is the system’s need to increase feedback and input from our students, parents, and community stakeholders. SCS will need to make every effort to solicit the knowledge and skills of stakeholders to enhance the work of the system. The system will need to expand ways to assess and address community expectations and stakeholder satisfaction.

Sumter County Schools will need to develop, implement and monitor student engagement in the learning process, including opportunities for students to explore application of higher order thinking skills and investigate new approaches to applying their learning. The system’s schools will need to improve interventions in order to reduce and eliminate student achievement gaps between African-American and white students and between regular education students and students with disabilities. The system will need to continue efforts to improve student achievement in all content areas in order to graduate all students.

Sumter County Schools will continue to improve processes to recruit, employ, retain, and mentor qualified professional and support staff to fulfill assigned roles and responsibilities. The system will improve professional development and ensure participation by all faculty and staff. Finally, as we strive to do more with less, we will persist in our efforts to find and create effective cost-cutting measures that do not directly impact student achievement.

Section 2: Review of Standards  Standard and Impact Statement  The Indicators Rubric  Focus Questions  Overall Assessment Rubric

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 23

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 24 Standards Review Standard One: Vision & Purpose

STANDARD: The system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the system.

Impact Statement: A system is successful in meeting this standard when it commits to a purpose and direction that is shared system-wide. The leadership establishes expectations for student learning aligned with the system’s vision that is supported by system and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and district effectiveness. The system’s vision guides allocations of time and human, material, and fiscal resources.

Indicators Rubric Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions. l l t g a a n n i n n e g o o d i i r i t t

INDICATORS e v c a E r

n m t e E u o p F

N O y l h g i H In fulfillment of this standard, the system: 1.1 Establishes a vision and purpose for the system in X collaboration with its stakeholders 1.2 Communicates the system’s vision and purpose to X build stakeholder understanding and support 1.3 Identifies system-wide goals and measures to X advance the vision 1.4 Develops and continuously maintains a profile of the X system, its students, and the community 1.5 Ensures that the system’s vision and purpose guide X the teaching and learning process and the strategic direction of schools, departments, and services 1.6 Reviews its vision and purpose systematically and X revises them when appropriate

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 25 Definitions Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus Questions Please respond to the following questions regarding the processes that are in place to support the school system’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school system’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. What is the process for establishing and building understanding of and commitment to the vision statement among the school system and its stakeholders?

The process for establishing and building understanding of and commitment to the vision and mission statements among the Sumter County Schools (SCS) and its stakeholders is an ongoing process managed in a variety of ways. First, members of the SCS Board of Education (BOE) review the vision, mission and commitment statements during the annual fall retreat. Board members consider whether or not the carefully selected and strategically placed words represent the collective expectations of SCS stakeholders. Next, the system's Leadership Team comprised of assistant principals, principals, district program coordinators and directors, assistant superintendents and the Superintendent review and propose changes to the statements during the fall Leadership Academy. Then, after extensive discussion and consideration, SCS Board members make changes as agreed and finalize a draft for stakeholders’ review and input. The system's Leadership Team reviews the statements and shares them with SCS stakeholders. Leadership Team members ensure that feedback is obtained from students, parents, SCS employees, civic groups, and other community organizations. Leadership Team members compile, review and consider changes to the statements based upon stakeholders’ input. Finally, SCS BOE members review stakeholders' input, consider changes and gain consensus with regard to the final selection and sequence of words that represent the system's expectations.

The creation and evolution of our current mission and vision proved to be a long but thought- provoking process. Seeking to ensure the input of stakeholders, the SCS BOE finalized the current vision, mission and commitment statements in June, 2009, after eight months of

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 26 review, input, and deliberation. The process allowed SCS stakeholders the opportunity to prepare collaboratively-developed mission and vision statements for Sumter County Schools. In addition, the SCS BOE changed its tradition of making statements of belief to making statements of purpose or action noted in the, “We will” commitment statements.

We will:

foster a partnership among the home, school, and the community. use accurate and current data to plan and deliver instruction to all learners. base all decisions on the needs of stakeholders. provide a caring, safe, and orderly environment that is vital to learning. hold high expectations for students, parents, teachers and leaders, and we will provide support to reach those expectations. strive consistently to create an atmosphere of excellence. take responsibility for learning, for both our students and ourselves. instill the belief that learning is a life-long process.

To help ensure an understanding of and dedication to the SCS mission, vision and commitments, they are:

 shared by the Superintendent during the district's annual system-wide preplanning meeting.  shared by the system's Leadership Team with stakeholders in schools and community meetings.  reviewed by the Superintendent with stakeholders during advisory committee meetings.  shared by principals with stakeholders at School Council meetings, Parent-Teacher Organization (PTO) meetings, Open House, and parent workshops.  shared by staff on the local community television program, “Kids Under Construction.”  displayed in the central office, schools, local businesses, churches, and organizations.  announced at athletic events.  addressed in system administrative and professional learning meetings.  published on the district's Web site, www.sumterschools.org. 2. What is the system’s process for maintaining and using information that describes the school system, its programs, services, and schools and their performance?

Since 2006, the system's Summer Leadership Institute has provided the structure and process for maintaining and using information related to the SCS Improvement Plan (SIP) including summative assessment results, program evaluation results, and updates and changes to services and programs. Over the years, data have been gathered, maintained, distributed, and analyzed in a variety of ways. In 2009-2010, a new system expectation requires each school and the central office to maintain a data notebook. The system's assessment coordinator ensures the data notebooks provide pertinent data including demographics, and results and analysis of

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 27 standardized tests. In addition, schools are expected to maintain an updated data room to display current formative and summative assessment results. In addition, the system is in the process of developing a Balanced Scorecard (BSC) to track and monitor progress toward meeting system goals for achievement, programs and services.

A website is maintained by SCS to provide parents and students access to relevant information on topics ranging from demographics and Adequate Yearly Progress (AYP), curriculum information, nutrition, assessment, and the dress code policy. Further, each school maintains a website of its own. Information ranges from school vision and mission statements to information updates, special events and other items of interest specific to the school.

3. How does the leadership ensure that the system’s vision, purpose, and goals guide the work of the school system and its schools?

Sumter County Schools' leadership ensures that the system's vision, purpose and goals guide the work of the school system and its schools in a variety of ways. Our mission statement, "To graduate all students," emphasizes the expectation of student achievement in the system. The vision statement, "To improve the quality of the community by providing opportunities that produce ethical workers, global thinkers, and productive citizens," promotes the expectation that SCS graduates, through their individual contributions, will make the community a better place.

Annual system Leadership Expectations (see list below) are reviewed at the Summer Leadership Institute. Members of the SCS Leadership Team, comprised of assistant principals, principals, district program coordinators and directors, assistant superintendents and the Superintendent, clarify and discuss the expectations to ensure understanding. System leaders plan annually for three Leadership Academies and one Leadership Institute. The plan of work for the academies and institute is designed to ensure focus on work that supports the system's vision, mission and goals.

2009-2010 Leadership Expectations

ensure school’s or program’s alignment to and promotion of the system’s mission, vision, and commitments; ensure that the School Improvement Plan (SIP) is implemented; implement the SCS’ Continuous Improvement Framework; use the Keys to Quality Implementation Resource to guide school-based work; facilitate monthly Leadership Team (LT) meetings; participate in weekly Student Performance Team (SPT) meetings; ensure SPT and LT action plans are developed and implemented; plan, organize and facilitate SPT and LT meetings;

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 28 spend a minimum of 1 hour daily in classrooms monitoring instruction; ensure implementation of the “SCS’ Way ~ Ten Steps to Success”; use Ewalk/results from focus walks to monitor classroom observations and walk- throughs and plan celebrations, support and next steps; attend weekly study group, department, and/or grade level meetings; ensure that at least one focus walk per month is completed by the SPT and/or LT; understand and communicate SPT recommendations to the staff during LT and faculty meetings; attend school and system professional learning activities; seek involvement and ensure open communication with all stakeholders (students, parents, community members, school councils, faculty and staff, sister schools and partner schools); use data, including student work, to monitor student and adult learning - data room; ensure development and implementation of Response to Interventions (RtI); informally touch base with SPT members daily ( i.e., Academic & Graduation Coaches); ensure that SPT and LT minutes are kept and emailed to the Superintendent and assistant superintendents; use the GADOEs Leader Keys to self-evaluate at least quarterly; ensure administrative team completes test talks with students – 1st-8th grade before mid-January; 9th grade by the end of September and February; 11th grade by the end of August for GHSGWT and the end of January for the GHSGT; establish and maintain the routine of sending all written communication home in the courier/folder every Wednesday; ensure that school’s /program’s professional learning is aligned to system and state standards; and plan vertical alignment meetings with sister schools at least quarterly.

Georgia's Leadership Institute for School Improvement (GLISI) is a partnership devoted to the success of Georgia's education leaders in meeting elevated expectations for student achievement and school performance. Two core teams of principals, assistant principals, and district coordinators and directors have participated in GLISI. Our GLISI experiences helped us to focus on school and system work through the structures of the Student Performance Team (SPT) and Leadership Team.

The system's Student Performance Team (SPT) ensures the system's vision, mission, commitments, and goals guide the work of the system and schools by visiting a school each week to monitor progress toward implementing "The SCS Way - Ten Steps for Success" and leadership expectations. "The SCS Way" contains the system's annual expectations for standards-based classrooms and schools.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 29 The ‘SCS Way – Ten Steps for Success”

1. A caring, safe and orderly environment is evidenced by students who are actively engaged in meaningful activities aligned to state and local standards. 2. Every lesson is planned using the instructional framework including an opening, work session and closing. Teachers will use SCS’ Subject Area Frameworks to ensure implementation of best practices for standards-based instruction. Reading First lessons are designed using RF research-based best practices. 3. Expectations for learning are communicated. Georgia Performance Standards are posted and referenced visually and verbally throughout instructional time by students and teachers (Language of the Standards ~ L.O.T.S.) 4. Essential Questions (EQs)are used to ensure rigor and relevance. They are designed to integrate higher order thinking into daily instruction. EQs are posted and referenced visually and verbally throughout instructional time by students and teachers. 5. Differentiated activities aligned to student needs based on formative assessment information are evident during the work session. Activities are in the context of real- world situations. 6. Effective reading comprehension and writing strategies are integrated into every content area lesson daily. The ‘Read a Million Words Campaign’ should be used to integrate reading and writing across the curriculum and build student responsibility for monitoring achievement growth. 7. Effective feedback on student performance based on mastery of GPS is evidenced by written commentary, mastery checklists or rubrics, and conferencing. 8. Analyzed student work aligned to current standards is posted and referenced visually and verbally during instructional time. Student work is pervasive throughout classrooms, hallways and schools. 9. A sample summative assessment item is modeled or discussed at the close of every lesson. The sample item should directly relate to the standard or element of focus for each lesson each day. 10. Meaningful homework is assigned daily to provide practice or extend elements or standards that have been taught. All students should read, read to or be read to a minimum of twenty minutes daily. Additional practice should be expected for foundational mathematics skills including addition, subtraction, division, and multiplication facts. Additional practice in letter formation and handwriting is expected.

Following a walk-through of classrooms, the system’s SPT debriefs and aggregates evidence related to "The SCS Way." The Assistant Superintendent for Student Performance reviews the evidence and provides feedback for the principal to share at the school's weekly SPT meeting. In addition, teachers who are observed by the SPT receive a copy of the feedback form completed by the SPT while observing in their classroom. Results from system SPT focus walks often validate and support school-based SPT focus walks. This process ensures alignment

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 30 of school and system work, provides a vital source of communication, and focuses on the system’s purpose and goals.

4. What process is used to ensure that the vision and purpose of the school system remain current and aligned with the system’s expectations in support of student learning and the effectiveness of the school system and its schools?

Following is a list of processes and/or procedures used to ensure that the vision and purpose of the system remain current and aligned with expectations for student learning:

Members of the SCS BOE, the Superintendent and assistant superintendents meet for an annual retreat to gauge the status of meeting system goals. The mission, vision, commitments, and goals are formally reviewed at least once a year.

Monthly SCS BOE agenda items are specifically designed to address annual system goals. This routine allows the tracking and monitoring of progress toward achieving the goals.

System goals are annually designed or adjusted to ensure high expectations for student and adult learning that are attainable. System leaders use compiled data, AYP annual measurable objectives (AMOs) and high-impact best practices to guide and support the improvement process. Sumter County Schools uses Georgia’s Keys to Quality to support and guide the improvement process.

System and school Student Performance Teams (SPTs) meet weekly to monitor the implementation of the System/School Improvement Plan (SIP). Teams plan and implement action plans with next steps to ensure the school or system is on target for accomplishing SIP goals.

The system SPT performs a weekly focus walk in a school to monitor and support progress toward implementation of standards-based classrooms. The SPT uses “The SCS Way” to monitor progress and provide specific feedback to schools. The standards-based classroom is one in which the environment, resources, instructional practices, and assessments are aligned to student knowledge and demonstration of articulated state standards.

Nine Weeks Expectations for Learning for every course are distributed to every student during the first week of each nine weeks. These expectations describe what students are supposed to know, understand and be able to do. Nine Weeks Expectations are standards and elements from the state’s curriculum that have been locally mapped or chunked into four nine weeks and one or two semesters.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 31 The ‘I CARE’ parental involvement program provides opportunities for parents of children in grades P-9th to engage in meaningful involvement activities to support learning throughout the year.

System Leadership Expectations, used as part of the evaluation of the district’s principals, help ensure alignment of school and system expectations. The expectations provide a laser-like focus on implementing best practices that improve student achievement.

Superintendent’s advisory and administrative meetings provide opportunities for discussion that improve clarity, focus and alignment of system and school expectations.

The Balanced Scorecard will help ensure that all goals and actions are aligned to both school and system level performance data.

Overall Assessment Rubric

Not Evident The school system has not committed to a shared purpose and direction. The system has little or no evidence that expectations for student learning are aligned with the system's vision with little support by system and school personnel and external stakeholders. Expectations for student learning do not serve as the focus for assessing student performance, system and school effectiveness. The vision has little influence on allocations of time and human, material, and fiscal resources. Emerging The school system has begun the process of engaging its stakeholders to commit to a shared purpose and direction. The system is developing expectations for student learning aligned with the system's vision that is supported by system and school personnel and external stakeholders. These expectations will serve as the focus for assessing student performance, system and school effectiveness but the process is not fully in place. The vision has some influence on allocations of time and human, material, and fiscal resources. Operational The school system has committed to a shared purpose and direction. The system and its schools have clearly defined expectations for student learning aligned with the system's vision that is supported by system and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance, system and school effectiveness. The vision guides allocations of time and human, material, and fiscal resources. Highly Functional The school system has achieved a wide commitment by all groups of stakeholders to a shared purpose and direction. The system and its schools have clearly defined expectations for student learning aligned with the system's vision that is fully supported by system and school personnel and external stakeholders. These expectations serve as the focus for assessing student performance, system and school effectiveness. The vision guides allocations of time and human, material, and fiscal resources.

Standard Two: Governance & Leadership

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 32 STANDARD: The system provides governance and leadership that promote student performance and system effectiveness.

Impact Statement: A system is successful in meeting this standard when it has leaders who are advocates for the system’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders function with clearly defined authority and responsibility and encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.

n m t e E u o p F

N O y l h g i H In fulfillment of this standard, the system operates under the jurisdiction of a governing authority that: 2.1 Establishes and communicates policies and procedures X that provide for the effective operation of the system 2.2 Recognizes and preserves the executive, administrative, X and leadership authority of the administrative head of the system 2.3 Ensures compliance with applicable local, state, and X federal laws, standards, and regulations

2.4 Implements policies and procedures that provide for the X orientation and training of the governing board 2.5 Builds public support, secures sufficient resources, and X acts as a steward of the system’s resources

2.6 Maintains access to legal counsel to advise or obtain X information about legal requirements and obligations 2.7 Maintains adequate insurance or equivalent resources to X

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 33 protect its financial stability and administrative operations In fulfillment of this standard, the system has leadership that: 2.8 Provides for systematic analysis and review of student X performance and school and system effectiveness 2.9 Creates and supports collaborative networks of X stakeholders to support system programs

2.10 Provides direction, assistance, and resources to align, X support, and enhance all parts of the system in meeting organizational and student performance goals 2.11 Provides internal and external stakeholders meaningful X roles in the decision-making process that promote a culture of participation, responsibility, and ownership 2.12 Assesses and addresses community expectations and X stakeholder satisfaction 2.13 Implements an evaluation system that provides for the X professional growth of all personnel Definitions Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively implemented

1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school system and its schools?

The Sumter County Board of Education (SCS BOE) is the elected governing body of Sumter County Schools (SCS). The SCS BOE consists of nine members elected from districts to staggered, four-year terms. The public is invited to attend all SCS BOE meetings which are

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 34 announced through the system’s website and the local media. A monthly work session is held the Monday prior to the regular meeting at 6:00 p.m. Regular SCS BOE meetings are held the second Thursday of each month at 7:00 p.m.

Sumter County Board of Education members adopt policies and procedures to guide the administration of the school system in accordance with federal and state laws, state BOE rules and the educational needs of the people of Sumter County. The SCS BOE utilizes the structure of committees to help ensure appropriate focus of SCS BOE work. Committees include: policy, finance, property, curriculum, technology, and personnel. Committee chairpersons facilitate the work of the committees. These meetings are open to the public and are regularly scheduled prior to the Board’s monthly meeting.

The SCS BOE Policy Committee, composed of SCS BOE members and system administrative staff, uses information and updates provided by the Georgia School Boards Association (GSBA), in association with the National School Boards Association (NSBA), to inform and guide SCS policies and procedures. Finalized policies must be approved by the Board of Education. In addition, the SCS BOE works closely with system-contracted attorneys to ensure that all policies and procedures are in compliance with local, state and national laws. While new policy or changes in policy are usually generated by change in law or state BOE rules, they may be generated at the request of the administration, the Board or community stakeholders. All new policies are presented as part of the monthly SCS Board agenda and left for review for a period of thirty days. Changes in policy may be voted on when presented to the SCS BOE or may be left for review until the next monthly meeting. Stakeholder meetings are organized to garner participation in the decision-making process when considering new policies such as the dress code and the system’s calendar.

It is the responsibility of the Superintendent and staff to communicate and implement BOE policies and procedures. Various means of media are utilized to communicate information to stakeholders. The means include media press releases generated by the Administrative Assistant to the Superintendent and accessed through the system’s website to GSBA’s eBoard Solutions. The system’s policy manual can be accessed and searched online by anyone with internet access. The Superintendent provides opportunities for discussion regarding system policies and procedures during advisory and administrative meetings. Proposed policies and policy changes are communicated through letters, memos, or brochures, in newspaper articles, at PTO or School Council meetings, and on the local television program, Kids Under Construction. Essential policies and procedures are included in administrative handbooks and student handbooks. It is the responsibility of the staff to review policies and procedures at the beginning of each year.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 35 2. What process does the system’s leadership use to evaluate system effectiveness and its impact on student performance?

The system’s leadership requires all Sumter County schools to have a school improvement plan (SIP) aligned with the system’s improvement plan. The system’s plan includes goals that are based upon current data and trends in data over time. In order to evaluate system effectiveness and impact on student performance, the Superintendent and Assistant Superintendent for Student Performance meet at the beginning of the year with each principal to review the SIP for each school. School SPT members provide a mid-year progress report to district administrators in January. This helps to ensure that schools are on track to achieve school and system goals. In addition, the process helps ensure adherence to federal, state and local program policies and procedures including NCLB.

The summer Leadership Academy provides the platform for annual evaluation of effectiveness and impact on student achievement. Since June 2008, school leadership team members have provided a year-end review and summary of their SIP. Members devise ways to share celebrations and present possible areas for school improvement focus for the upcoming year. All schools and the system are represented at this two-day event. This established routine provides the structure to assess the impact on student performance and build understanding of the system’s strengths and needs.

The system’s SPT provides formative data regarding the implementation of system expectations. In order to achieve system goals, SPT members, representing the areas of curriculum, instruction, assessment, professional learning, technology, Special Education, Career-Technical-Agriculture Education (CTAE), extended day and year programs, and federal programs, work to ensure resources are provided and barriers are removed.

In the fall of 2009, the system will use the Balanced Scorecard (BSC) as a tool to communicate, track and monitor progress in targeted areas of improvement. The BSC will ensure that all goals and actions are aligned to both schools and system level performance data. To fulfill the SCS’ mission and commitments, all facets of the school system must work as a cohesive unit. Every system department and committee must be grounded in and guided by the system’s expectations.

3. In what ways are stakeholders, including system and school staff, given opportunities to provide leadership and to contribute to the decision-making process?

The SCS BOE provides an opportunity for system staff to contribute to the decision-making process during the annual SCS BOE Administrative meeting. SCS BOE members and system administrators, including principals and central office directors, meet to discuss areas related to

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 36 the system’s improvement plan. SCS BOE members strive to understand school and system- based needs and remove barriers and roadblocks impeding progress.

The Superintendent’s administrative team meetings provide monthly opportunities for assistant superintendents, directors, coordinators and principals to have meaningful dialogue as it relates to system, school, student expectations and needs. In addition, monthly principals’ meetings provide a forum for school-based contributions to the decision-making process.

Regularly scheduled Superintendent’s Advisory Committee meetings afford each stakeholder group the opportunity to provide leadership and contribute to the decision-making process. Each Advisory Committee meets separately with the Superintendent. Groups include representatives from the high school Student Government Organization, bus drivers, parents, teachers, and support staff. During these meetings, school and system-based representatives provide feedback and opinions regarding issues such as: dress code, system calendar, curriculum, assessment, professional learning, technology, and payroll.

School and system Leadership Teams and SPTs provide the structure for open channels of communication and opportunities for decision-making. School Councils provide yet another structure to allow for leadership and decision-making. School Council members consist of schools administrators, teacher representatives, parent representatives and community partners.

System Vertical Alignment Teams (VATs) include teacher representatives and academic coaches. Core content areas VATs meet quarterly to guide system-wide decisions and provide guidance for curriculum, instruction, assessment and professional learning.

Community involvement in the SCS decision-making process is made possible through partnerships with community organizations. For example, the Archway Project affords school system representatives, including the Superintendent and SCS BOE members, an opportunity for dialogue with community leaders in order to share information, solicit support and develop plans and priorities aligned with SCS mission, vision and commitments. In addition, the SCS Performance Learning Center was originally initiated by the community-based Learning for Everyone Avenues to Progress (LEAP)-Communities in Schools (CIS) mentoring partnership.

4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation?

Embedded within the brief statement that is the SCS mission, “To graduate all students,” is the fundamental premise that all students must be ensured access to and participate in high quality educational experiences. The first level of the state’s Pyramid of Interventions (Response to Intervention-RTI) specifies that all students will have access to standards-based instruction. All

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 37 students receive instruction aligned to the Georgia Performance Standards (GPS) or Quality Core Curriculum (QCC). Equity is assured through allocations based on student enrollment and program needs. The system strives to recruit and retain highly qualified teachers and paraprofessionals who are committed to educating all children, regardless of race, class or gender. The system and community struggle to attract large numbers of educators who have a “no excuses” attitude and are able to demonstrate care, concern, and commitment for all students.

System leaders equitably provide direction, assistance, and resources to align, support, and enhance all parts of the system in meeting organizational and student performance goals. The system’s SPT works closely with school administrators and teachers in the implementation of standards-based instruction as evidenced by feedback provided for the school-based implementation of ‘The SCS Way.’ Based on the High-Impact Best Practices for Standards Based Classroom Rubric in the Georgia Keys to Quality, ‘The SCS Way,’ provides a structure for the system to communicate non-negotiable expectations that apply to all grade levels and content areas. Feedback derived from monitoring ‘The SCS Way’ implementation provides guidance for professional learning focus in addition to serving as an evaluation tool that informs the professional growth of personnel.

The system ensures equity of learning opportunities and support for innovation. One way the system strives to achieve its mission, thus ensuring equity, is by providing programs and processes for alternative education. The Sumter County Schools–Georgia Southwestern Early College Program, the Sumter County Performance Learning Center, and the CrossRoads alternative school provide the additional structures to regular education so that it is possible for all students to achieve and graduate. Further, these programs contributed to a combined total of approximately sixty graduates in May 2009.

Sumter County Schools actively pursues avenues for the provision of innovative activities. The system’s grant writer has been successful in securing grant funding for alternative education programs. In addition, the system receives grant funding for extended day and extended year learning opportunities. For example, the 21st Century PASS after school and summer school programs provide credit recovery opportunities for high school students. In June 2009, six students recovered credit and were included as summer graduates. Another example of the system’s support for innovation involves our P-5 academy-concept. The Core Knowledge Academy at Cherokee Elementary, the Fine Arts Academy at Sumter County Primary School, the MicroSociety Academy at Sarah Cobb Elementary, and the Math, Science and Technology Academy at Sumter County Elementary continue to provide parents with options that best meet the needs of individual children.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 38 The Sumter County Board of Education supports summer school for all students in grades one through eight. This allows for targeted remediation of instructional content for students who struggle the most. Federal, state and local funding is combined to provide the additional learning opportunity. In addition, the system provides the locally-funded ASTEP afterschool program. Sumter County will expand its K-8 after school program with federal grant funds from the 21st Century initiative during the 2009-2010 school year.

Overall Assessment Rubric Not Evident The school system has leaders who have not established or are currently establishing processes to develop the system's vision and improvement efforts. The leaders' process of allocating resources provides little support to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders do not encourage or promote collaboration and shared responsibility for system and school improvement among stakeholders. The system's policies, procedures, and organizational conditions have little influence and impact on equity of learning opportunities and support for innovation. Emerging The school system has leaders who have established processes to develop the system's vision and improvement efforts. The leaders allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders allow collaboration and shared responsibility for system and school improvement among stakeholders. The system's policies, procedures, and organizational conditions attempt to create equity of learning opportunities and support for innovation, but implementation of these processes and conditions is sporadic, and results are varied. Operational The school system has leaders who are advocates for the system's vision and improvement efforts. The leaders provide direction and systematically allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for system and school improvement among stakeholders. The system's policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation. While these processes and conditions are being implemented, the implementation is not systemic across the system, and the results are varied. Highly Functional The school system has leaders who are advocates for the system's vision and improvement efforts. The leaders provide direction, lend support, and systematically allocate resources for systemic and sustainable implementation of curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders ensure collaboration and shared responsibility for system and school improvement among stakeholders with clearly defined expectations for each stakeholder group. The leaders provide stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership. The system's policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation and are deeply embedded in the way the system and its schools functions.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 39 Standard Three: Teaching & Learning

STANDARD: The system provides research-based curriculum and instructional methods that facilitate achievement for all students.

Impact Statement: A system is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. The system ensures that teachers use proven instructional practices that actively engage students in the learning process; provide opportunities for students to apply their knowledge and skills to real world situations; and give students feedback to improve their performance.

n m t e E u o p F

N O y l h g i H In fulfillment of this standard, the system: 3.1 Develops, articulates, and coordinates curriculum X based on clearly- defined expectations for student learning, including essential knowledge and skills 3.2 Establishes expectations and supports student X engagement in the learning process, including opportunities for students to explore application of higher order thinking skills and investigate new approaches to applying their learning 3.3 Ensures that system-wide curricular and instructional X decisions are based on data and research at all levels 3.4 Supports instruction that is research-based and X reflective of best practice 3.5 Supports a curriculum that challenges and meets the X needs of each student, reflects a commitment to equity, and demonstrates an appreciation of diversity

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 40 3.6 Allocates and protects instructional time to support X student learning 3.7 Maintains articulation among and between all levels of X schooling to monitor student performance and ensure readiness for future schooling or employment 3.8 Supports the implementation of interventions to help X students meet expectations for student learning 3.9 Maintains a system-wide climate that supports student X learning 3.10 Ensures that curriculum is reviewed and revised at X regular intervals 3.11 Coordinates and ensures ready access to instructional X technology, information and media services, and materials needed for effective instruction

Definitions Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively implemented

1. How does the system ensure the alignment and articulation of curriculum, instructional strategies, and assessments in support of the expectations for student learning?

Sumter County Schools ensures the alignment and articulation of the curriculum, instructional strategies and assessments through various professional learning structures throughout the year. The focus of curriculum in all areas is the Georgia Performance Standards (GPS) or the Quality Core Curriculum (QCC). Many staff members participated in the initial “unpacking” of the standards and other professional learning related to the GPS, and the information has been redelivered to teachers at each school in the district through the use of grade level groups, study groups, department or other team meetings.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 41 During the 2008-2009 school year, system Vertical Alignment Teams (VATs), composed of K-12 teachers and academic coaches, developed curriculum maps for the core content areas. Curriculum maps are provided to ensure that teachers have an organized framework to teach the standards. Common planning time, professional learning days, early-release days and after school meetings provide the structures necessary to study best practices related to curriculum, instruction, and assessment. For the past four years, the system has used the TestGate/Elements program to assess elementary and middle school students in GPS content areas and high school students in End-of-Course Test (EOCT) courses. The tests are developed by system personnel and are aligned to the GPS. Results are used to plan and inform instruction. In addition, Subject Area Instructional Frameworks are used to provide teachers and administrators with research-based activities for standard-based instruction in each content area.

Georgia Performance Standards are organized into curriculum maps; curriculum maps are broken down further into Nine Week Expectations for Learning. Learning expectations are sent home during the first week of each nine weeks, usually in the form of brochures or letters, with all students for all courses. Since 2006, SCS has used Nine Week Expectations to outline for students and parents what students are supposed to know, understand and be able to do. Parent conferences, as well as student conferences, are held periodically throughout the year to discuss student performance related to progress toward the mastery of standards.

Vertical and horizontal articulation of the curriculum is achieved through the work completed by teams of teachers, grade-level groups, and content-area groups during weekly study groups, grade-level, and subject area and department meetings. Middle school grade level teachers and high school content-area teachers have common planning time built-in to their daily schedules to facilitate collaboration, alignment, and articulation of the curriculum. Middle school teachers in the core content areas, along with middle school administrators and academic coaches, meet monthly to address curricular and instructional issues. Elementary and high school leaders coordinate times for their grade level and department groups to meet each year. When adjustments are made by the state to GPS/QCC or locally to curriculum maps or nine week expectations, teachers and coaches work to ensure alignment of what is taught to what is assessed. Assessment results are used to inform instruction; adjustments are made, when necessary, based upon consensus of VATs.

Job-embedded professional learning is provided to ensure the articulation of the curriculum, instructional practices and assessments in support of expectations for student learning. Both school and system-level Student Performance Teams (SPTs) meet on a weekly basis to collaborate on issues related to curriculum instruction, assessment, differentiation, data

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 42 utilization and other important topics. Data rooms have been developed at both the central office and schools to maintain the focus on data-driven decision making.

2. In what ways does the system promote and support the implementation of research- based instructional strategies, innovations, and activities that facilitate achievement for all students?

Sumter County Schools promotes and supports the implementation of research-based instructional strategies through various professional learning opportunities afforded to teachers, administrators, and other staff members. The system’s SPT works closely with school administrators and teachers in the implementation of standards-based instruction as evidenced by feedback provided regarding school-based implementation of ‘The SCS Way’ (outlined in focus question one, item number two). Based on the High-Impact Best Practices for Standards Based Classroom Rubric in the Georgia Keys to Quality, ‘The SCS Way’ provides a structure for the system to communicate non-negotiable expectations, regardless of grade level or content, for the year.

System-based professional learning opportunities include standards-based instruction and assessment, standards-based writing, professional learning communities, decomposing standards, and Reading First. Teachers and staff members in grades K-3 have been trained using the Reading First Model, which includes best practices in the teaching of reading in the following dimensions: phonemic awareness, phonics, vocabulary acquisition, fluency, and comprehension.

The system and schools designate federal funds to provide job-embedded professional learning by placing at least one academic coach in every school (and up to three in some schools) to ensure the necessary support for research-based instructional strategies, innovations, and activities that facilitate student achievement. Academic coaches provide assistance to teachers by planning and demonstrating standards-based best practices, facilitating communication, and identifying gaps and overlaps in the curriculum from grade to grade. A system-wide Coaches Academy provides professional learning to coaches four times a year to ensure that system expectations are communicated and implemented in every school throughout the system. Academic coaches use the system’s subject area frameworks to plan and monitor areas for professional learning. Subject area frameworks, comprised of high impact standards-based best practices from GADOE’s Keys to Quality, provide teachers a graphic organizer to help with understanding key components of standards-based instruction.

Instructional decisions are based on both formative and summative data including: teacher- created classroom assessments, performance tasks, subject/course common assessments, system benchmark assessment -TestGate/Elements, Criterion Reference Competency Test

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 43 (CRCT), End-of Course Tests (EOCT), Georgia High School Graduation Test (GHSGT), and ACCESS. Teachers in grades K-3 use the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), and Peabody Picture Vocabulary Test (PPVT) to form needs-based groups for instruction. In addition, teachers in K-8 use Renaissance Place Accelerated Reading and Math to support instruction.

The system’s SPT theme for 2009-2010 is ‘Rigor, Relevance and Relationships.’ Data from summative and formative assessments and reviews of school improvement plans indicate the need to provide opportunities for students to apply higher order thinking skills and new ways to apply their learning. Faculty and staff are working to improve their understanding of how to provide what students need. System leaders are working to design professional learning opportunities to meet this need.

Special Education (SWD), Gifted Education, Migrant and English Language Learners (ELL) Education, Career Technical and Agricultural Education (CTAE) and Response to Intervention (RtI) are used to help facilitate achievement for all students. Both regular education and special education teachers have been trained using the co-teaching model; this model has been implemented in many classrooms throughout the district. In addition, a SWD Accountability Specialist position was created to specifically support teachers in their efforts to improve student achievement for students with disabilities.

In raising expectations for all learners in order to achieve the mission, “To graduate all students,” many lower level courses in both middle and high schools have been dropped. Additional learning opportunities sometimes referred to as ‘double-dosing,’ have been added to targeted students’ daily schedules. Middle school students explore various career pathways in order to choose their personal pathway upon entry into ninth grade. Advanced Placement classes and Dual Enrollment at both Georgia Southwestern State University (GSW) and South Georgia Technical College (SGTC) provide additional options to ensure all students graduate.

The system demonstrates its support of innovations and activities that facilitate achievement for all students by providing school-based academies designed to meet varying interests of students and by providing alternative education programs to provide system-wide safety nets that help ensure all students achieve and graduate on time.

3. What processes are implemented to ensure that all staff members are well-prepared to support and implement the district’s expectations for student learning?

System leaders work collaboratively with school administrators to ensure structures and processes are provided for high quality job-embedded professional learning. For example, the system’s calendar was specifically designed to include designated time for professional learning and teacher work time during preplanning, professional learning days, early-release days and

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 44 post planning. In addition, academic coaches ensure support for and implementation of system expectations for student learning.

Sumter County Schools is fortunate to be located just twelve miles from the Georgia Department of Education-sponsored Chattahoochee-Flint Regional Education Service Agency (Chatt-Flint RESA) and Educational Technology Training Center (ETC). System and school administrators work with Chatt-Flint RESA to provide professional learning and specific training to support and promote student learning, including content-specific standards-based classroom instructional strategies, response to intervention, continuous improvement, technology utilization and integration, classroom management, and providing effective feedback. Further, school and system personnel work in coordination with RESA staff to provide teachers the opportunity to obtain certification through the Georgia Teachers Alternative Preparation Program (GaTAPP). Coursework for Gifted Endorsement and Reading Endorsement are also available through RESA.

Central office administrators design professional learning activities based on analyzed data to ensure all staff members are well prepared to support and implement system expectations for student learning. For example, the Assistant Superintendent for Personnel and Student Services works with a team to implement the SCS Teacher Induction Program. The Induction Program begins with the SCS New Teacher Orientation the week before preplanning for all new teachers to the system. The Induction Program consists of monthly opportunities with specific focus in the areas of classroom management, research-based instructional strategies, curriculum, data analysis, and technology. In addition, the Assistant Superintendent for Student Performance facilitates the quarterly Leadership Academies and Institute to ensure professional learning opportunities for system administrators as well as professional learning for coaches through the SCS Coaches Academies.

System Leadership Expectations are designed to ensure structures and processes are implemented to support and implement expectations for adult and student learning. For example, study groups meet regularly at each school to facilitate understanding of curriculum, instruction and assessment and to facilitate communication among staff members. Both school and system SPTs meet weekly to discuss the implementation of best practices for student learning. System-wide VATs also meet quarterly to ensure alignment of curriculum, instruction, and assessment and to provide K-12 communication between staff members.

In addition to local training, system personnel, including school, maintenance and transportation personnel, are provided financial support to attend state and national conferences related to standards and best practices in education. Professional learning funds are available for each school to establish professional learning activities tailored to the needs of the teachers at their school. School leaders design school-based professional learning based

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 45 upon analyzed data for their buildings. Once professional learning applications are reviewed to ensure alignment to system goals, they are approved by the Professional Learning Coordinator. This process provides yet another way to ensure administrators, teachers, and paraprofessionals are well-prepared to support and implement system expectations.

All system-provided professional learning is evaluated using the SCS Professional Learning Evaluation Form. The form includes research-based questions designed to obtain feedback to improve the quality of professional learning in the system.

4. How does the system ensure that all students and staff have access to comprehensive information, instructional technology, and media services?

The system has media and technology plans that are designed to provide ways for students and staff to access information, instructional technology and media services. The plans are reviewed and updated every three years and/or as needed.

The system provides students and staff access to comprehensive information through internet access and the district’s website. The web page includes the system’s demographic information, news bulletins, information updates, BOE policy and helpful links to support curriculum, instruction, assessment, and professional learning.

Sumter County Schools’ technology department includes a director, two student information specialists and two technicians. Recent budget cuts forced the district to reduce this department by 2.5 positions. In spite of the reductions, the technology department oversees operations for all technology programs in the system. Recently, this department has facilitated the transition from one student information system (SASI) to another (Infinite Campus), from one email system (eChalk) to another (School Insites), and from the Novell network system to the Microsoft network system. The district provided for additional contracted personnel to complete the transitions.

Combined Special Local Option Sales Tax (SPLOST) and other local, federal and state funds are used to provide schools and programs with 21st Century technologies, including classroom computers, LCD projectors, interactive white boards, student electronic response systems, computer labs, mobile laptop units and airliners. The system is working to provide a minimum of an interactive white board, projector and teacher workstation in addition to student workstations in every classroom.

Students attending alternative education programs, including the Performance Learning Center and CrossRoads Alternative School, have special access to technology. Students use classroom computers that access Education 20/20 (E2020). This web-based program, aligned to the GPS,

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 46 allows students to work at their own pace in every academic subject area. Georgia Virtual Schools (GVS) provides web-based instruction for both regular and alternative education programs. The GVS program allows students the opportunity to obtain academic credits in addition to those available within their regular school or schedule.

Each school in the system provides media services that are comprehensive and support district expectations for teaching and learning. Media centers offer flexible scheduling to allow planning between teachers and media specialists. Each school has a full-time media specialist who provides services, guidance and access to technology and information resources. Primary, elementary and middle schools use federal dollars to provide a school-based instructional technology paraprofessional.

Overall Assessment Rubric Not Evident The school system implements a curriculum based on expectations for student learning that has not been fully aligned with the requisite knowledge, skills, and attitudes. The system demonstrates little or no evidence of alignment between the curriculum and instructional practices. Teachers use instructional practices that reflect little engagement of students in the learning process. Teachers provide few opportunities for students to apply their knowledge and skills to real world situations. Teachers give students limited feedback to improve their performance. Emerging The school system implements a curriculum based on expectations for student learning that provides opportunities for most students to acquire requisite knowledge, skills, and attitudes. The system demonstrates some evidence of alignment between the curriculum and instructional practices, but implementation is not systematic across the system. Teachers use instructional practices that actively engage some students in the learning process. Teachers provide limited opportunities for students to apply their knowledge and skills to real world situations. Teachers give students random or periodic feedback to improve their performance. Operational The school system implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. The system demonstrates evidence of alignment between the curriculum and instructional practices with systematic implementation across the system. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide frequent opportunities for students to apply their knowledge and skills to real world situations. Teachers give students regular feedback to improve their performance. Highly Functional The school system implements a curriculum based on clear and measurable expectations for student learning that provides multiple opportunities for all students to acquire requisite knowledge, skills, and attitudes. The system has a formalized process to align instructional practices with the curriculum and demonstrates results through systemic and sustainable implementation across the system. Teachers use proven, research-based, instructional practices that actively engage students in the learning process and encourage students to take ownership of their learning. Teachers consistently provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students frequent feedback using a variety of methods to improve their performance.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 47 Standard Four: Documenting & Using Results

STANDARD: The system enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and system effectiveness.

Impact Statement: A school system is successful in meeting this standard when it uses a comprehensive assessment system based on clearly-defined performance measures. The assessment system is used to assess student performance on expectations for student learning, identify gaps between expectations for student learning and student performance, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to system and school leaders, teachers, and other stakeholders in understanding student performance, system and school effectiveness, and the results of improvement efforts.

n m t e E u o p F

N O y l h g i H In fulfillment of this standard, the system: 4.1 Establishes and implements a comprehensive assessment X system, aligned with the system’s expectations for student learning, that yields information which is reliable, valid, and bias free 4.2 Ensures that student assessment data are used to make X decisions for continuous improvement of teaching and learning 4.3 Conducts a systematic analysis of instructional and X organizational effectiveness, including support systems, and uses the results to improve student and system performance 4.4 Provides a system of communication which uses a variety of X

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 48 methods to report student performance and system effectiveness to all stakeholders 4.5 Uses comparison and trend data from comparable school X systems to evaluate student performance and system effectiveness 4.6 Demonstrates verifiable growth in student performance X that is supported by multiple sources of evidence 4.7 Maintains a secure, accurate, and complete student record X system in accordance with state and federal regulations

Definitions Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively implemented

1. How is the assessment system currently used throughout the school system and its schools to guide analysis of changes in student performance?

Sumter County Schools uses a variety of assessments to guide and monitor student achievement. Analysis and evaluation of formative and summative assessment results are used to guide instructional, curriculum, and professional learning decisions made by system and school leaders.

Summative results, generated by state and national assessments, include the: Iowa Test of Basic Skills (ITBS), Criterion Referenced Competency Test (CRCT), End of Course Test (EOCT), Georgia High School Graduation Test (GHSGT), Georgia Kindergarten Assessments (GKIDS), Georgia Alternative Assessment (GAA), 3rd, 5th, Middle Grades Writing Assessments, Georgia High School Writing Test (GHSWT) and the ACCESS test for English Language Learners. Formative assessment results include: m-Class (K-2), Dynamic Indicators of Basic Early Literacy

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 49 Skills (DIBELS), Peabody Picture Vocabulary Test (PPVT), Georgia’s Online Assessment System (OAS), mock CRCT assessments, and supplemental writing assessments.

Teachers utilize student work, performance on classroom quizzes and tests, informal observations, and diagnostic assessments to provide a framework for understanding individual student’s progress toward mastery of grade level or course curriculum. Teachers use assessment results to plan and adjust instructional activities in order to meet individual needs of students.

The systematic analysis of students’ strengths and weaknesses allows the system to provide schools with information for diagnosing gaps in student learning. To determine strengths and weaknesses, the system analyzes student performance on national, state, and local assessments at the system, school, and grade level. The system uses these results to analyze the gains made by sub groups and to gauge gaps between student groups. These analyses help guide the development of annual goals and action steps for the System’s Improvement Plan.

Since 2006, the system has used a district benchmark assessment in grades 1-5 for reading, ELA, and math, 6-8 reading, ELA, math, science and social studies, and for EOCT courses in high school. TestGate/Elements assessments are pre and post tests that are given each nine weeks; tests are based on grade level or course Georgia Performance Standards (GPS). Benchmark assessments are created in the web-based TestGate/Elements site by academic coaches, department chairpersons, and lead teachers. TestGate/Elements assessments are aligned with each grade level’s Nine Weeks Expectations for Learning. The program is used to generate a variety of reports that provide disaggregated student performance data down to the element level of the GPS. In addition, the program allows for reports to be generated by sub group populations such as special education, race, and gender.

TestGate/Elements results are reviewed and studied to determine strengths and weaknesses. Teachers use the results to form needs-based groups in order to differentiate and to remediate or extend instruction by class, course, and grade. Since 2006, the SCS BOE has had the expectation for the TestGate/Elements results to be posted and easily accessible in each school. Also, the SCS BOE receives and reviews post test results each nine weeks for the entire system.

2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by the system, its schools, and stakeholders to aid the performance of individual students?

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 50 Communicating timely and relevant assessment results is vital to improving student achievement. The SCS Assessment Coordinator strives to provide school test coordinators with state assessment results within 24 hours of their release. Once data are released, the Assessment Coordinator works to disaggregate and display student data in a format that is easily understood by stakeholders. As a part of the system’s improvement process, system results are shared with system administrators so that the most current data are used to plan for improvement and celebrations.

Since June 2008, the Assessment Coordinator presents assessment results at the Summer Leadership Academy (usually in June) or Institute (usually in July) depending upon state release of results. In addition, each participant receives a set of data for school data notebooks which includes a three year trend analysis of CRCT, EOCT, and GHSGT data for each grade, school, the system, and state. Schools use assessment results to set learning targets for grade levels and classrooms. With support from federal and local funding, each school holds its own summer leadership academy. School administrators, along with leadership team members, use the academy time to study and communicate student achievement and school improvement results. School Leadership Team members share results with teachers at the beginning of each school year.

The most important data for improving student learning are the most recent results available for the current grade level or course. The TestGate/Elements program allows teachers, academic coaches, and school and system administrators to track and monitor student achievement each nine weeks. Results are used to plan for extended learning time during and after school.

District Vertical Alignment Teams (VATs) review K-12 assessment results during the first semester annually. Teams work to identify trends and celebrate successes. Academic Coaches, in coordination with building administrators and the Professional Learning Coordinator, use results to plan for professional learning.

In addition to communicating student performance results internally through Student Performance Teams (SPTs), VATs, Leadership Teams, academic coaches, and teacher study groups, SCS strives to communicate assessment results and feedback towards mastering grade level/course GPS/QCC. The system expects feedback including student work and classroom assessments to be sent home weekly in P-12 Wednesday communication folders. In addition, parents whose children take TestGate/Elements assessments receive pre test results in 4 ½ week progress reports and post test results in report cards at the end of each nine weeks. Parents are kept informed through informal and formal parent conferences and phone calls. Various school and system data are reported to the SCS BOE in monthly Superintendent’s

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 51 reports. Parents and other stakeholders receive data and results at School Council meetings, Civic Club meetings, PTO meetings, and in the local newspaper.

3. How are data used to understand and improve overall effectiveness of the school system and its schools?

Performance, process, and perception data are used to make data-driven decisions. Data-driven decisions are made to plan, monitor, and adjust accordingly throughout the continuous improvement process. Disaggregated data are used to track and monitor school and system improvements in student achievement, organizational effectiveness, leadership, and curriculum implementation. The SCS BOE uses data to develop, monitor and track system improvement goals. School and system SPTs, school leadership teams, and grade level/department teams regularly discuss data regarding implementation of standards-based classrooms, student performance data on teacher-created common assessments, as well as, state and local benchmark assessment results. System SPT feedback, based on focused walks and provided to schools regarding the implementation of ‘The Sumter County Way,’ helps system and school administrators plan professional learning for staff members.

School Leadership Teams use data to plan school improvement goals and benchmarks. School and system leaders allocate funds based on needs identified in SIPs. Funds are used to support continuous improvement efforts. Schools provide data necessary to support the need for staff, resources, supplies, incentives, and professional learning. Also, to honor our commitment to strive consistently to create an atmosphere of excellence, the system pays for all ninth graders to take the PSAT.

The system’s Assessment Coordinator provides an annual report which compares the local TestGate/Elements benchmark results to results from high-stakes assessments for grades 1-12. The annual report shows the comparisons of post test results to results for CRCT and GHSGT for the previous year. This process helps the system adjust alignment of the benchmark assessments to the GPS. Also, it helps us understand where our local assessments are more rigorous than state assessments.

Principals are expected to keep updated data rooms to help track and monitor student achievement and other school improvement goals. Academic coaches in grades K-8 use the data to help teachers flexibly group for instruction based upon needs identified in formative reading and math assessments.

In fall 2009, the system will implement the Balanced Scorecard (BSC). The BSC will serve as a system tool to capture, monitor, and report data pertaining to student achievement, resource management, organizational effectiveness, involvement, and support.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 52 4. How are staff members across the system and its schools trained to understand and use data to impact teaching and learning in the classroom?

The system uses Leadership Academies, Leadership Institute, Coaches Academy, Reading First conferences, teacher study groups, SPT meetings, and Leadership Team meetings to provide the core structures for training administrators, teachers, and academic coaches to use data to impact teaching and learning. All professional learning sessions are expected to be evaluated using the system’s Professional Learning Evaluation form. Evaluation results are used to plan professional learning based upon needs identified by participants. In June 2009, a cadre of system administrators, teacher leaders, and academic coaches completed a two-year Assessment for Learning focus. This cadre, representing all schools and system administrators, redelivered professional learning activities in the schools. Many activities included how to understand and use student performance data in the standards based classroom to impact teaching and learning. In addition, The Chattahoochee-Flint RESA staff provides support and guides data reviews for the system and schools.

The system’s Assessment Coordinator works with TestGate/Elements leaders, or ‘chiefs’, to ensure that teachers understand Testgate/Elements results and identify ‘silver bullets’ (focused questions) in order to improve instruction and learning. The Assessment Coordinator works closely with school test coordinators to ensure proper training for assessments and utilization of assessment results. Teachers and support staff are guided through the use and analysis of system, school, and personal data to support professional and personal growth in addition to improving student achievement. Sumter County Schools is making a concerted effort, evidenced in ‘The Sumter County Way,’ to help teachers and administrators use analyzed student work to improve student understanding of progress toward mastering key standards and elements.

Overall Assessment Rubric Not Evident The school system is currently using assessments that are not aligned with student expectations or has no comprehensive assessment system based on clearly defined performance measures. The assessment system has limited capability to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessments do not yield timely and accurate information that is meaningful and useful to system/school leaders, teachers, and other stakeholders in understanding student performance, school and system effectiveness, and the results of improvement efforts.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 53 Emerging The school system is currently using assessments that have limited alignment with student expectations and/or is developing a comprehensive assessment system based on clearly defined performance measures and plans to administer the assessments in the near future. The assessment system will be used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. When fully operational, the assessment system will yield timely and accurate information that is meaningful and useful to system/school leaders, teachers, and other stakeholders in understanding student performance, school and system effectiveness, and the results of improvement efforts. Operational The school system uses a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results. The assessment system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to system/school leaders, teachers, and other stakeholders in understanding student performance, school and system effectiveness, and the results of improvement efforts. Highly Functional The school system uses a comprehensive assessment system based on clearly defined performance measures that yield valid and reliable results, including multiple measures of individual student achievement that assess higher order thinking skills and are of adequate technical quality. The assessment system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, design and improve instructional strategies and practices, and determine interventions to improve and enhance student performance. The assessment system yields timely and accurate information that is meaningful and useful to system/school leaders, teachers, and other stakeholders in understanding student performance, system and school effectiveness, and the results of improvement efforts for individual students and groups and subgroups of students.

Standard 5: Resource & Support Systems

STANDARD: The system has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.

Impact Statement: A system is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that: enables students to achieve expectations for student learning, meets special needs, and complies with applicable

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 54 regulations. The system employs and allocates staff well-qualified for their assignments. The system provides ongoing learning opportunities for all staff to improve their effectiveness. The system ensures compliance with applicable local, state, and federal regulations.

n m t e E u o p F

N O y l h g i H In fulfillment of this standard, the system: Human Resources 5.1 Establishes and implements processes to recruit, X employ, retain, and mentor qualified professional and support staff to fulfill assigned roles and responsibilities 5.2 Establishes and implements a process to assign X professional and support staff based on system needs and staff qualifications as may be required by federal and state law and regulations (i.e., professional preparation, ability, knowledge, and experience) 5.3 Establishes and implements a process to design, X evaluate, and improve professional development and ensures participation by all faculty and staff 5.4 Ensures that staff are sufficient in number to meet the X vision and purpose of the school system and to meet federal and state law and regulations, if applicable Financial Resources 5.5 Engages in long-range budgetary planning and annually X budgets sufficient resources to support its educational programs and to implement its plans for improvement 5.6 Ensures that all financial transactions are safeguarded X through proper budgetary procedures and audited accounting measures Physical Resources 5.7 Maintains sites, facilities, services, and equipment to X

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 55 provide a safe, orderly, and healthy environment 5.8 Establishes and implements written security and crisis X management plans with appropriate training for stakeholders 5.9 Implements processes and plans for maintaining and X improving sites, facilities, and equipment 5.10 Provides technology infrastructure and equipment that X is up-to-date and sufficient to accomplish the system’s goals Support Systems 5.11 Provides and coordinates support services that meet X the health, counseling, nutrition, safety, co-curricular, transportation, and special learning needs of all students 5.12 Provides student support services coordinated with the X school, home, and community Definitions Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively implemented

1. What is the school system’s process for recruitment, induction, placement, development, evaluation, and retention of qualified professional and support staff across the system and its schools?

Recruitment The Assistant Superintendent for Personnel and Student Services and system administrators strive to identify, obtain, develop and retain individuals who best meet the needs of SCS students. Recruitment of the most highly qualified candidates is an overlying priority in the system. The system has a public relations representative who markets the individual schools as

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 56 well as district level events in an effort to attract candidates to the system. The Assistant Superintendent for Personnel and Student Services and a building level representative attend college job fairs. Preliminary interviews are held on the day of the college job fairs. The Assistant Superintendent reviews the information gathered from the preliminary interviews, and checks certification of the candidates and then forwards the information to the principals and directors for consideration. Principals, directors and members from school leadership teams interview prospective candidates and make recommendations to the Assistant Superintendent for Personnel and Student Services. The Assistant Superintendent makes a recommendation to the Superintendent who then makes a recommendation to the SCS BOE. The SCS website and the www.teachgeorgia.org website are also utilized.

Induction The system's program for induction begins with the early identification of new teachers, whether new to the profession, county or state, by the Personnel Department. This early identification process assists the system in planning appropriately to meet the teachers' individual needs. The department provides an induction program that includes a new teacher orientation, mentoring, and monthly professional learning activities that focus on areas of need for new teachers.

The New Teacher Orientation is a one day session that provides new teachers with a foundation of knowledge about Sumter County Schools, steps for initial success in the classroom and a welcome to Sumter County Schools and the teaching profession. During a portion of this day the teachers are given an introduction to the "Sumter County Way" in regards to our system's mission, teaching and learning expectations, standards-based curriculum, programs, and support services.

All new teachers are assigned mentors by their principals. Mentors may be assigned and reassigned to teachers regardless of years of experience should the need for assistance and support be determined. New hires with zero to three years of teaching experience are required to attend professional learning activities that take place during their first year. Professional learning takes place once a month from 3:00 to 5:00 p.m. at the district office. The topics that are discussed during these sessions are based on the needs of the new teachers. Professional learning units are given at the end of the eight day program during a completion celebration.

Placement

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 57 Each year the building level administrators and district level administrators meet to make projections for the next school year. These projections are based on growth and decline of student populations. Principals can view all applicants through www.teachgeorgia.org. The Personnel department forwards resumes and applications to principals and directors when the job descriptions and the skills of an applicant match. Principals then interview and select staff based on their approved available openings. Paperwork for new employees is then sent to the Personnel Department to ensure that teachers are highly qualified (Hi-Q) within their assigned area. The system makes every effort to work toward 100% Hi-Q.

Year Teacher Title I HiQ Teacher Non Title I Paraprofessionals HiQ HiQ 2009 96.3% 88.2% 100% 2008 93.9% 91.8% 90.7% 2007 93.9% 78.1% 98.6%

Evaluation The state evaluation system is used to evaluate teachers and administrators. The Georgia Teacher Observation Instrument is used for teachers. Informal classroom observations as well as student performance data are components of certified staff end-of-the-year evaluations. The Georgia Leadership Evaluation Instrument is used for assistant principals. Principals’ evaluations are based upon a locally-approved process which focuses upon principals’ successful implementation of the school improvement plan, system expectations, and personal improvement goals. All certified staff must receive their annual evaluation by April 1st of each year.

Retention The annual retention rate for Sumter County teachers ranged from 80.4% in 2007-2008 to 66.5% in 2008-2009. Multiple factors impacted the decline from FY 2008 to FY 2009 including a Reduction in Force and an administrative move of math teachers in high school to match teacher strengths with student needs for Math I at the ninth grade campus. The system strives to recruit and retain highly qualified teachers and paraprofessionals who are committed to educating all children, regardless of race, class or gender. SCS struggles to attract an abundance of educators who have a “no excuses” attitude and are able to demonstrate care, concern, and commitment for all students. Given the challenge to increase retention and decrease turnover, the professional learning opportunities and support offered to our teachers has an even greater level of importance.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 58 2. How does the leadership ensure that the allocation of financial resources is supportive of the school system’s vision, programs, services, and its plans for continuous improvement?

Sumter County Schools’ leaders follow a process for annual budget development to help ensure that the allocation of financial resources is supportive of the school system’s vision, programs, services, and its plans for continuous improvement. The system uses zero-based budgeting where the costs of operating the system are recalculated each year. Both Assistant Superintendents meet with principals by December to review current enrollment and trends over time to make enrollment projections for the upcoming year. Zero-based staffing forms are utilized to track and monitor enrollment in all grades and optimize staffing allotments for each school.

The Finance Director and Assistant Superintendent for Student Performance meet with each principal at least quarterly to review each school’s personnel roster. In addition, the Superintendent, Federal Programs Director, Prekindergarten and Reading First Director, Special Education Director along with the Finance Director and the Assistant Superintendent meet during the last quarter of the year with the principals to ensure all employees are correctly categorized within funding programs. During these meetings, a focused effort is made to support school improvement plans and identify needs to ensure alignment to system goals and plans. Data for programs and expenditures are examined to determine whether the expected results indicate a need for continuation. Capital and facility-related needs are identified during these meetings to develop a projected list of prioritized facility improvements focused on improving the learning environments of students and supporting delivery of the standards based learning.

By the first of March, program and department administrators prepare budget requests and proposed expenditures for the upcoming year. These requests are examined by the Finance Director, Assistant Superintendents and the Superintendent to ensure alignment to school and system improvement plans.

Following reviews of available financial and school improvement data, the Finance Director prepares a preliminary budget based on the Superintendent’s recommendations. The first draft of the budget is presented to the SCS BOE in the spring for their review and input. This helps ensure that the draft budget is aligned with SCS BOE goals. The final budget is created once this determination has been made.

Exceptions to this process occur when federal, state and local agencies change their structures or processes. For example, the Finance Director did not receive the Sumter County Tax Digest information for fiscal year 2010 until September 1, 2009. The final budget was passed using a

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 59 preliminary tax digest, with the understanding that local revenue projections may be amended once the final tax digest was submitted. The postponement of the final digest will cause delays in required submissions of the digest to the state and possible delays in the collection of tax receipts.

Once the system budget is approved, the Finance Director prepares annual allotments for schools, programs and departments. Leaders in school and program areas prepare proposed budgets; these are reviewed and approved by the Assistant Superintendent for Student Performance and the Superintendent. Annual program performance and financial audits are performed to determine the system’s compliance with state and federal rules and regulations, policies, applicable budgeting guidelines, and generally accepted accounting principles and to ensure all applicable accounting and internal controls are followed.

3. How does the school system ensure, support, and monitor the provision of resource and support services that meet the needs of all students?

The following are descriptions of a variety of SCS resource or support services that have been designed and implemented to meet the needs of all students.

Maintenance and Facilities The system is committed to providing a caring, safe and orderly environment. The role of the Maintenance Department is to manage various areas related to a safe environment including orderly buildings and grounds, pest management, fire safety, and evacuation plans. The system has implemented numerous safety measures evidenced by security cameras on buses and in buildings, and additional lighting in parking areas. The system is in 100% compliance with ADA specifications. Maintenance services are assigned by prioritized work orders.

Special Purpose Local Option Sales Tax (SPLOST) Sumter County Schools implements both short and long term plans to maintain and improve facilities. SPLOST III was passed in September 2006 to provide renovations and modifications to existing school facilities. The upgrading of facilities, technology capability, and equipment needs were the general focus of this funding. The scope of these renovations included upgrading existing schools for projects such as the expansion of the CTAE curriculum offerings, repair of the structural and mechanical needs of the facilities, addition of safety and security equipment, and upgrades in classroom technology capabilities at all grade levels.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 60 Health Recent funding cuts have impacted our system’s health services; however, SCS provides a lead nurse and two school health technicians. The system will contract for additional services when necessary to meet the needs of students. The nurse involves parents, students, students’ health care providers, teachers, and administrators in the development of appropriate health-related accommodations and procedures. Specific student health and safety action plans are implemented for those with medical conditions which impact attendance and learning.

Safety The Sumter County Schools Safety Plan has been certified by Georgia Emergency Management Agency (GEMA). Each school’s safety plan is updated and revised annually. Drills are conducted during the school year to maintain awareness of emergency protocol. In fact, when the tornado hit Sumter County in 2007, parents of students repeatedly gave credit to their own children for knowing how to take cover and protect themselves. What students learned through regular drills in school, saved their lives and the lives of others at home. The system has crisis protocol procedures in place that cover individual students and/or staff emergencies, large scale disasters and emergency preparation for catastrophic events. System level training is conducted annually with our support personnel who in turn provide training to individual schools. Our system’s safety plan also covers the maintenance of facilities.

Additional safety measures are taken at the school level through the use of School Resource Officers (SRO). High schools and middle schools have one SRO each who also serve our two primary and two elementary schools. School Resource Officers teach drug and alcohol awareness in the elementary schools. SROs and system administrators have quarterly safety meetings. In addition, SROs conduct school safety audits to provide each school’s administrators with feedback regarding the safety of buildings.

Counseling Sumter County Schools employs nine school counselors and three graduation coaches. Counselors work closely with administrators and teachers to identify areas of need for students. Counselors use disaggregated data to plan for programs and activity development to design interventions to meet the needs of all students and to close the achievement gap between specific groups of students and their peers. Efforts and programs include assisting teachers with individual students and small groups, providing materials and resources to teachers relevant to classroom guidance, training mentors and volunteers, and working with SSTs to provide Response to Intervention (RTI). Counselors consult with others including social

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 61 workers, the nurse, psychologists, and conduct professional learning for staff regarding services for students including effective behavior intervention strategies. The counseling program aligns goals and objectives with the system’s mission to support all students and their learning. All counselors meet monthly to ensure that practices are standardized, organized and implemented as a comprehensive, developmental program for all students. Counselors, social workers and graduation coaches meet quarterly to coordinate P-12 services. These meetings are attended by Assistant Superintendents who work to support counseling programs by removing barriers and by facilitating communication within the district. The Project Detour ‘Boyz to Men’ program, implemented by counselors in grades 3-5, is a highlight for the system. This grant allows SCS to serve 100 African-American boys identified as at risk due to academics, attendance and/or discipline through carefully designed daily and after school activities.

Parental Involvement Sumter County Schools implements the “I Care” parental involvement character program in grades P-9th. This multi-year, school-wide curriculum gives parents, students, and community partners practical experiences in developing, understanding, caring about, and enhancing core values, pro-social behavior, and strategies for dealing with ethical dilemmas. The curriculum consists of spiraling character traits, extended across the curriculum, building one positive behavior on another; character-building parenting activities that parents do with their children at home; independent study character-building student activities; teacher lessons with subject area focus; a school to home and home to school monthly feedback process; and online parental involvement measurement and assessment.

The part-time Parent Mentor works to transition students from regular education to special education. The mentor conferences with parents and their children, makes home visits when necessary, attends meetings with parents, and networks with agencies to ensure vital services are provided to children and their families.

Student Support Student support services consist of three certified social workers and one attendance officer who provide additional staffing to help our schools with the commitment to foster a partnership among the home, school and the community and to remove barriers to learning. These professionals work with school-based personnel to ensure adherence to compulsory attendance laws. Social workers collaborate with each school’s Attendance Committee to ensure that students in need of assistance due to missing school are identified and appropriate interventions are developed and implemented. The Federal Programs Director and the

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 62 Assistant Superintendent for Personnel and Student Services provide direction and supervision of support services personnel.

Nutrition The SCS Nutrition Department provides nutritious well-balanced meals every day. The director ensures that managers provide clean, safe and pleasant environments that ensure student access to meals with a minimum wait time so that instructional time is not adversely impacted. For example, our Breakfast-on-the-Go program has improved transition time and optimized instructional time. School-based nutrition employees take great pride in their work and have been recognized for their award-winning recipes in state competition.

Transportation The SCS Transportation Department provides safe daily transportation to more than 4,000 students. This is accomplished through 63 buses on 66 bus routes. We have 63 full-time bus drivers and four substitute bus drivers traveling more than 5,500 miles on a daily basis and covering an area of 465 square miles. We provide an average of 250 extracurricular activity trips throughout the year. We provide safe and timely transportation to more than 83 special needs students.

Approximately half of the buses are equipped with GPS which allows for continual monitoring of vehicle location. In order to ensure the safety of the bus drivers and students, the entire bus fleet is equipped with video and/or digital surveillance equipment. This allows for daily monitoring of students and drivers and provides timely and accurate information to parents and school administrators. Two-way radio provides immediate contact between school administrators and bus drivers.

Special Learning Needs Our commitment to holding high expectations for students and to providing support to reach those expectations is evidenced by the system’s Special Education department. It consists of a Director, an Accountability Specialist, a Behavior Support Specialist, a part-time Diagnostician, and a part-time Parent Mentor. The system contracts with personnel to provide physical therapists, occupational therapists, and a certified occupational therapist assistant. This staff supports 53 special education teachers that serve approximately 550 students with disabilities.

Psychological services are contracted through the Chattahoochee-Flint RESA. They provide consultative services to schools, serve core team leaders in crisis situations, and evaluate students in need of special education services. School psychologists provide expertise to the system’s Student Support Teams (SST) in order to assist teachers with the development of

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 63 instructional strategies to facilitate learning. They provide training to school-based personnel on topics such as RTI, test score interpretation, and a variety of other topics that impact student learning and social and emotional well being.

Extended Day and Extended Year Opportunities Sumter County Schools has a full-time Director of Extension Programs. The director facilitates the locally funded P-5 ASTEP after school program and the high school 21st Century PASS after school program. In late September, the Director will facilitate the new 21st Century P-8 after school program. In addition, schools use federal funds to provide after school tutoring sessions for identified K-8 students. A combination of federal and state funding provides approximately eighteen days of summer school for identified students in grades 1-8. A combination of federal funds and local funds is used to provide approximately 6 weeks of summer camp for approximately 150 interested students in grades 1-8. The summer camp provides a safe learning environment while providing engaging reading and math activities, a variety of enrichment activities, and weekly field trips.

Co-Curricular In order to achieve its mission to graduate all students, SCS offers a comprehensive, balanced school program to all students. The system encourages students to participate in clubs, organizations, teams and competitive interscholastic activities. For example, the system offers Marching Band, Jazz Band, Americus-Sumter Singers and other vocal and choral groups, and CTAE organizations. Middle and high schools offer a variety of athletic opportunities in which students may participate. SCS has very successful Odyssey of the Mind teams who represent elementary and middle schools. Certified personnel act as advisors and coaches to provide leadership and supervision for all co-curricular activities.

Alternative Education Sumter County Schools makes every effort to graduate all students. Our commitment to our mission is evidenced by our support for alternative learning programs including: the SCS-GSW Early College for students at risk of not completing high school or attending college following graduation; the Performance Learning Center for struggling high school students in danger of not completing high school or not completing high school on time; and the Cross Roads Alternative School for students who have violated school and/or system policies and procedures.

Technology The Technology Department consists of a Director, two Student Information Data Assistants, and two Technicians. Recent budget cuts have impacted this department. Even so, the

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 64 department continues to work with all system personnel to provide a stable and secure network, standardize hardware, fund technology infrastructure (Erate), to provide technical and instructional support, provide assistive technology to students and staff with disabilities, and to provide interactive and presentation technology as part of the classroom infrastructure. All eight Sumter County schools are completely networked and include a WiFi local area network (LAN). Five to eight network drops are provided in each classroom, 15-35 drops in each computer lab, and 10-30 in each media center. In addition, each office, conference room, auditorium, lunchroom and other usable space is connected to the school’s local area network. The network connections are powered by 100 megabyte Ethernet switches. All schools participate in a wide area network (WAN) with all schools connected to the district office with 1000 megabyte (1Gb). The central office is connected to the internet at a speed of 100 mb. The WAN is partially funded by E-Rate and powered by AT&T. Connectivity to the internet is provided through the central office where the connections are centered at a speed of two DS- 3s which are provided by the Georgia Department of Education and E-Rate funding. A firewall is maintained at a central location to screen inappropriate sites and to ensure that student access to the internet is safe and productive.

SCS provides resources to parents and community through the internet. A web page of online resources is available to the learning community. In addition, there are other resources for students to provide acceleration, enrichment, and/or remediation. Both Classworks and Education 20/20 allow teachers to customize learning paths and document student progress. A variety of other software and web-based programs are available as resources to support curriculum and instruction. The most exciting and emerging technology is the Parent Portal which allows parents to access and monitor their child’s/children’s progress. Currently, the Parent Portal is functioning within the Relearn applications. Within the next year, we will be fully operational with Portal applications for parents such as Infinite Campus (student information system), Versatrans (transportation system), and parent and student email provided by the district.

Coordination of Services All system directors and coordinators for the aforementioned programs meet together with the Superintendent and assistant superintendents monthly to celebrate successes, share information, improve coordination of services and to remove barriers to services. In addition, the directors and coordinators of technology, special education, federal programs and pupil services, afterschool and extension programs, CTAE, professional learning, assessment and gifted, along with the Assistant Superintendent for Student Performance meet weekly as the system’s Student Performance Team. These structures and processes help the system ensure,

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 65 support, and monitor the provision of resource and support services that meet the needs of all students.

Overall Assessment Rubric Not Evident The school system has very limited human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The system does not systematically employ and allocate staff members who are qualified for their assignments. The system provides limited learning opportunities for staff to improve their effectiveness, including both professional and support staff. The system ensures compliance with applicable local, state, and federal regulations. Emerging The school system has limited human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The system employs and allocates staff members who are generally qualified for their assignments. The school system provides learning opportunities for most staff to improve their effectiveness, including both professional and support staff. The system ensures compliance with applicable local, state, and federal regulations. Operational The school system has human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The system employs and allocates staff members who are well qualified for their assignments. The system provides ongoing learning opportunities for all staff to improve their effectiveness, including both professional and support staff. The system ensures compliance with applicable local, state, and federal regulations. Highly Functional The school system effectively uses human, material, and fiscal resources to implement a curriculum that enables students to achieve and exceed expectations for student learning, to meet special needs of all students, and to comply with applicable regulations. The system systematically employs and allocates staff members who are well qualified for their assignments in all content areas. The system provides and fully supports ongoing, job-embedded learning opportunities for all staff to improve their effectiveness, including both professional and support staff. The system ensures compliance with applicable local, state, and federal regulations.

Standard Six: Stakeholder Communications & Relationships

STANDARD: The system fosters effective communications and relationships with and among its stakeholders.

Impact Statement: A system is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. System and school personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 66 Indicators Rubric Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions. l l t g a a n n i n n e g o o d i i r i t t

n m t e E u o p F

N O y l h g i H In fulfillment of this standard, the system: 6.1 Fosters collaboration with community stakeholders to X support student learning 6.2 Uses system-wide strategies to listen to and X communicate with stakeholders 6.3 Solicits the knowledge and skills of stakeholders to X enhance the work of the system 6.4 Communicates the expectations for student learning and X goals for improvement to all stakeholders 6.5 Provides information that is meaningful and useful to X stakeholders Definitions Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively implemented

1. How does the school system’s leadership ensure that the system and its schools are responsive to community expectations and stakeholder satisfaction?

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 67 The Sumter County Schools’ Leadership Team ensures that both the system and schools are responsive to community expectations and stakeholder satisfaction in a variety of formal and informal ways. First, the Superintendent continuously solicits input from stakeholders in regularly scheduled stakeholder meetings as evidenced by agenda topics and discussions. For example, in 2007, the system moved to a uniform policy in response to dissatisfaction with the dress code policy. The Superintendent took the previous year to solicit informal input and ongoing feedback regarding the development of the policy. Input resulted in moving from what was thought to be a P-8 uniform policy to a P-12 policy, largely due to strong parental opinions and needs of parents with children of various ages in one household. To date, the Superintendent continues to follow up on the dress code policy by soliciting discussions at teacher, parent, and administrative advisory committees. Adjustments to the policy are presented to the SCS BOE annually. Another example includes the system’s leadership involvement with the community’s Archway Project. The Superintendent and SCS BOE members serve on subcommittees, developed based on indentified community needs, to study issues related to improving public education as gauged by community satisfaction. For example, one subcommittee was formed to study the demographics of the district to determine future facility needs related to attendance zones for the school system.

System leaders are involved in community organizations including the Chamber of Commerce, Rotary Club, Kiwanis Club, Community Health Board, Interagency meetings, Boys and Girls Club Advisory Committee, and the Literacy Action Team. System leaders present updates and timely topics and continuously support open channels of communication by soliciting opinions and feedback about SCS goals, priorities and initiatives. State and federal legislators are vital to the system’s stakeholder community. Last spring, SCS BOE members invited legislators for an informal roundtable discussion of timely topics impacting education and the community.

It is the responsibility of SCS to support and respect our community’s rich history. Not many school systems can tout that they have had a President of the United States as a former Board of Education chairperson. President Jimmy Carter, from Plains, Georgia, is a resident of Sumter County. System leaders recognize the importance, significance, and limitless learning opportunities related to President Carter’s past, present and future work and achievements. Sumter County Schools, the Georgia Department of Education, and National Parks Service work together to support the Jimmy Carter National Historic Site and Museum. A teacher-in- residence provides SCS with ongoing communication and opportunities to participate in state and national events as they relate to President and Mrs. Carter.

In 2009, during the first three weeks of school, a district stakeholder survey was provided online and through Wednesday communication folders. The system solicited input regarding the new mission and vision as well as gauged opinions on everything from communication to

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 68 feeling welcome in the schools. The district will continue to survey stakeholders to gain more formal feedback regarding system goals, initiatives, and activities.

School Councils provide another avenue for stakeholders to share expectations and levels of satisfaction. Council members include parents, teachers and business partner representatives who participate in school decision-making.

Providing students with a trained mentor is an established community expectation. SCS’ long- standing partnership with the LEAP organization is a highlight for the system’s response to community expectations. More than one hundred trained mentors serve identified students in grades one through nine. The system participates in the annual LEAP Mentor Luncheon where mentors are celebrated for their dedication and support.

Middle and high school Career Technical Agricultural Education (CTAE) and Work-Based Learning directors work closely with businesses and South Georgia Technical College to better prepare students for employment and the workforce in Sumter County. The CTAE Director facilitates the CTAE Advisory Board which is comprised of local business leaders and SGTC representatives. SCS and SGTC work together to provide WorkReady Assessments to high school students. The data help our school system determine the most appropriate CTAE programs and career pathways to offer our students.

Beginning with primary schools in 2006 and elementary schools in 2007, P-5 schools implemented an academy-concept to improve stakeholder satisfaction with the overall SCS educational experience. The Core Knowledge Academy at Cherokee Elementary, the Fine Arts Academy at Sumter County Primary School, the MicroSociety Academy at Sarah Cobb Elementary, and the Math, Science and Technology Academy at Sumter County Elementary continue to provide stakeholders with options that best meet the needs of individual children. Both Cherokee Elementary and Sarah-Cobb Elementary have been nationally recognized by their respective academy providers for outstanding implementation of their academy concept and process. In addition, our community values the arts; SCS continues to support this tradition as evidenced by community support for our outstanding band and choral performance groups.

Perhaps the ultimate example of the school system’s ability to respond to community expectations was demonstrated on March 1, 2007 when Sumter County suffered a devastating tornado; two of our citizens were killed, dozens of homes and businesses were damaged and Sumter County Regional Hospital was rendered uninhabitable and had to be demolished. The Superintendent, a crucial part of the Crisis Response Team, worked to ensure that SCS buses were rapidly available to transport hospital patients from Sumter County to Albany during the middle of the night. Working hand-in-hand with local government and state agencies, Sumter

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 69 County recovered quickly from its shocking losses. City, county and state leaders know that SCS and its leaders can be depended upon, especially during times of crisis.

2. What avenues are used to communicate information to stakeholders about the effectiveness of the school system and its schools, including the sharing of student performance results?

A variety of avenues are used to communicate with stakeholders regarding effectiveness and student performance. The annual SCS System-Wide Back to School celebration, held during the week of preplanning, is a traditional method of providing faculty and staff members an opportunity to celebrate system and school successes. The Superintendent gives an overview of system successes from the previous year including AYP status, student performance gains, and highlights from departments including nutrition, maintenance and extracurricular successes. Also, the Superintendent sets forth system expectations for the new year.

In the past, P-8 schools had weekly communication folders that went home on days designated by individual schools. In order to improve P-12 communication, the system set a new expectation this year for communication folders to be sent home each Wednesday. Folders contain system and school information as well as student work and other student performance information.

System and school websites are maintained in a similar theme, menu, structure and layout to provide ease with navigating the portal for those seeking information and news updates. Local radio, television and newspaper outlets provide avenues for accessing stakeholders and the general public. The local television program, Kids Under Construction, provides a platform for communicating expectations, and progress toward meeting expectations and performance goals. Kids Under Construction is taped monthly and aired weekly.

Since the fall of 2008, the Assistant Superintendent for Student Performance has met with every teacher group at every school in teacher touch-base meetings to clarify district expectations for curriculum, instruction, assessment and professional learning. Teachers have opportunities to ask questions, and share opinions and needs regarding the expectations. With the onset of budget cuts in fall 2008, these touch-base meetings provided an additional avenue of communication that will continue annually. In addition, the Superintendent met at least twice with every school faculty to discuss budget cuts and Reduction in Force updates during the 2008-2009 school year. Unfortunately this year, the need to discuss furloughs was added to the topics for discussion, and the Superintendent will continue to meet face to face with each faculty group in each school to answer questions and clarify SCS next steps in the face of future budget and staff reductions.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 70 In 2006, the Superintendent established Superintendent’s Advisory Committee meetings. These meetings continue to provide an effective avenue for students, teachers, bus drivers, maintenance staff, and parents to receive system updates.

Parents routinely receive communication from schools. School handbooks, distributed annually by each school, provide general system and school information for the year. Weekly communication folders provide specific information regarding student performance, school news and information updates. Last year, the system implemented the emergency call-out program AlertNow. This program is being updated to interface with our new student information system. Shout Point allows the schools and system to send phone and email communications to home phones, work phones, emergency contacts and cell phones. Messages include anything pertinent, from emergency school closings to special reminders like testing or report card dates.

SCS values public relations and, even in the face of recent cuts, continues to provide a part-time Public Relations Coordinator. The coordinator obtains feedback from employees, parents, media and the general public and uses tools to communicate with various stakeholders including email, flyers, system-wide newsletters, visual displays for the vision, mission and commitments, news and media releases and television interviews.

Overall Assessment Rubric Not Evident The school system has little understanding, commitment, and support of stakeholders. System personnel seek few opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate little or no participation by stakeholder groups. Emerging The school system has begun the process to gain the understanding, commitment, and support of stakeholders. System personnel are seeking opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate some participation by stakeholder groups. Operational The school system has the understanding, commitment, and support of stakeholders. System and school personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts and can demonstrate good participation by some stakeholder groups. Highly Functional The school system has the understanding, commitment, and support of all stakeholders. System and school personnel actively promote and provide regular, systematic opportunities for collaboration and shared leadership among all stakeholders to help students learn and advance improvement efforts and can

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 71 demonstrate a high level of meaningful participation by most stakeholder groups.

Standard Seven: Commitment to Continuous Improvement

STANDARD: The system establishes, implements, and monitors a continuous process of improvement that focuses on student performance.

Impact Statement: A system is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the system with the expectations for student learning. Improvement efforts are sustained and the system and its schools demonstrate progress in improving student performance. New improvement efforts are informed by the results of earlier efforts through analysis of student performance, system effectiveness, and assessment of the improvement process.

Indicators Rubric Please indicate the degree to which the noted practices/processes are in place in the school system. The responses to the rubric should help the school system identify areas of strength

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 72 and opportunities for improvement as well as guide and inform the school system’s responses to the focus questions. l l t g a a n n i n n e g o o d i i r i t t

n m t e E u o p F

N O y l h g i H In fulfillment of this standard, the system: 7.1 Engages in a continuous process of improvement that X articulates the vision and purpose the system is pursuing (Vision); maintains a rich and current description of students, their performance, system effectiveness, and the community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform future improvement efforts (Results) 7.2 Engages stakeholders in the processes of continuous X improvement 7.3 Ensures that each school’s plan for continuous improvement is X aligned with the system’s vision and expectations for student learning 7.4 Ensures that each school’s plan for continuous improvement X includes a focus on increasing learning for all students and closing gaps between current and expected student performance levels 7.5 Provides research-based professional development for system X and school personnel to help them achieve improvement goals 7.6 Monitors and communicates the results of improvement X efforts to stakeholders 7.7 Evaluates and documents the effectiveness and impact of its X continuous process of improvement 7.8 Allocates and protects time for planning and engaging in X continuous improvement efforts system-wide 7.9 Provides direction and assistance to its schools and operational X units to support their continuous improvement efforts

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 73 Definitions Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively implemented

1. Describe the process for continuous improvement used by the school system and its schools and the impact of this process on student learning and system effectiveness.

Sumter County Schools engages in a six step process for continuous improvement. The first step involves data analysis. Both formative and summative data are disaggregated and analyzed at the school and system level. Both qualitative and quantitative data are examined. Data are posted in data rooms in each school and compiled in data notebooks in the central office and schools. The second step is to identify causes to problem areas identified through analyses of data. Leadership Teams, SPTs, study groups, grade levels and/or departments brainstorm root causes. Teams use various methods including the ‘five whys’ and ‘fish bone’ to identify possible causes. The third step is to select research-based effective solutions focused on the identified needs. The fourth step involves tracking and monitoring progress. School level SPTs meet weekly to track and monitor progress. Both qualitative (i.e. implementation of best practices) and quantitative data (i.e., formative and summative assessment results) are examined with a focus on closing gaps between current and expected student performance levels. The system SPT visits schools weekly to ensure the implementation of the ‘SCS Way- Ten Steps to Success’ (high impact best practices). Step five requires that adjustments to plans be made when selected solutions do not produce desired outcomes. The sixth step in the cycle is to report and celebrate progress. School level SPTs communicate progress and celebrate successes with building stakeholders. These SPTs also provide a mid-year and end-of-year update to the system. System SPT members provide an annual update and report of progress to the SCS BOE, usually at the August BOE meeting.

SCS’ Framework for Continuous Improvement

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 74 With significant cuts in classroom resources, extended day and extended year programs, and staff, SCS’ students managed to post some achievement gains. Most importantly, the continuous improvement process impacted the graduation rate. Before the posting of summer graduates, the system’s graduation rate improved 13% from 55% to 68%. Once summer graduates are posted in late September, the graduation rate is expected to improve an additional 2%-4% for the 2008-2009 school year. In addition, all P-5 schools made Annual Yearly Progress (AYP) in the first AYP calculation. Both P-2 schools are Title I Distinguished Schools. Staley Middle School made AYP and achieved Title I Distinguished School status in 2008-2009. Based on current summer retest data, we anticipate that Sumter County Middle School will make AYP on the second AYP calculation at the end of September. The AYP for the Americus- Sumter High School North Campus ninth grade academy is pending. Based on our data, we anticipate that the school will make AYP for the 2008-2009 school year. Once the second AYP calculation is certified, we believe that Americus-Sumter High School South Campus will be the only school in the system that will not make AYP (based upon GHSGT mathematics AMOs).

2. What process is used to ensure that the improvement goals reflect student learning needs and are aligned with the vision and purpose of the school system and its schools?

The system’s improvement goals are based on results compiled from the annual review of each school’s SIP and other system-specific data. The summer Leadership Academy provides the context for the annual review. Final analysis and review of SIPs are done at the principal’s summative annual evaluation conference, due to the fact that some achievement data,

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 75 including EOCT and summer retest data, arrive to the system as late as mid July. The system’s improvement plan includes the updated mission, vision and commitments which are reviewed by the SCS BOE annually in the fall, after final AYP calculations are completed at the end of September.

Annual System Leadership Expectations and Expectations for Curriculum, Instruction and Assessment (The SCS Way), developed using the continuous improvement process, are presented at the summer Leadership Institute held in July each year for system administrators. Building leaders plan to share the expectations, system vision, mission and commitments at their building level summer leadership academies. Schools review their own statements of mission and vision to ensure alignment with the system.

3. What process is used to ensure that system and school personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals?

Sumter County Schools is dedicated to providing quality learning experiences for adults and students. National Staff Development Council (NSDC) Professional Learning Standards, embedded in the Keys to Quality, guide professional learning in Sumter County. We understand that improvements in student learning are directly correlated to improvements in adult learning.

System leaders expect and monitor specific structures that serve as avenues for job-embedded professional learning. Structures are provided to ensure regularly allotted time for improving student and adult learning and opportunities to ensure that personnel have the training they need to meet identified needs. Structures include P-12 Vertical Alignment Teams, horizontal (department/grade level) teams, Leadership Academies, Leadership Institute, Academic Coaches Academies, system administrators’ and principals’ meetings, study groups, early- release professional learning days, and designated professional learning preplanning and post- planning days.

Each year, central office personnel collaborate, plan and organize professional learning opportunities to achieve our annual improvement goals. These opportunities include sessions provided by central office personnel, RESA personnel, academic coaches, lead teachers, and contracted experts. For example, the New Teacher Induction Program involves large group monthly meetings on designated topics with new teachers led by teacher leaders and system personnel.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 76 School leaders and SPTs plan professional learning opportunities to meet school improvement plan goals. Schools plan professional learning activities and seek approval from the system’s Professional Learning Coordinator. An example of a school-based approved activity is the school’s summer leadership academy. Also, P-5 schools work with approved providers of technical assistance related to their academy concept (i.e., Core Knowledge, Micro Society). All professional learning opportunities are evaluated using the system’s Professional Learning Evaluation form. The form provides an avenue for collecting feedback in a research-based format. Evaluation results are used to plan or improve future professional learning.

4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders?

First, the monitoring of each school’s improvement plan (SIP) is incorporated into each principal’s annual evaluation. The Superintendent and Assistant Superintendent for Student Performance meet with each principal at the beginning of the year to outline annual professional and personal goals for the year. Principals present their SIPs, clarifications and adjustments are made and plans are finalized and implemented. Schools’ Improvement Plans are used to develop the system’s SIP. The system-wide process for developing all SIPs was implemented in June 2008 at the summer Leadership Academy.

In January, a mid-year progress check is presented to the Superintendent, Assistant Superintendent for Student Performance and system SPT members. The presentation is facilitated by each school’s Student Performance and Leadership Team members and school administrators. Presentation guidelines require a review of progress toward goals, barriers and roadblocks as well as celebrations.

In June, at the summer leadership academy, each school presents evidence of meeting or not meeting SIP goals, celebrations, and possible next steps for the upcoming year’s SIP. The Superintendent, assistant superintendents, and the system’s SPT participate in the academy. Board of Education members and other community stakeholders are invited to attend. The Public Relations Coordinator provides a media release and supporting article for media outlets. In addition, the system’s SPT provides ongoing monitoring of district expectations which focus upon improving teaching and learning and often relate directly to SIPs. A weekly visit to each school provides timely information regarding progress.

The Superintendent highlights school and system accomplishments at the system-wide meeting each new school year. With all system employees, parent representatives, community partners and leaders present, the results of the system’s goals are shared and celebrated by all. The previous year’s successes serve as a powerful catalyst for the continuous improvement process.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 77 Overall Assessment Rubric Not Evident The school system has not developed a collaborative and ongoing process for improvement that aligns the functions of the system and its schools with the expectations for student learning. The system cannot demonstrate progress in improving student performance, system and school effectiveness. Emerging The school system is developing a collaborative and ongoing process for improvement that aligns the functions of the system and its schools with the expectations for student learning, but the plan has not been implemented. Improvement efforts are being developed, but the system cannot yet demonstrate progress in improving student performance, system and school effectiveness. New improvement efforts are not informed by the results of earlier efforts through reflection and assessment of the improvement process. Operational The school system implements a collaborative and ongoing process for improvement that aligns most functions of the system and its schools with the expectations for student learning. Improvement efforts are sustained and the system demonstrates progress in improving student performance, system and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process. Highly Functional The school system fully implements a collaborative and ongoing process for improvement that aligns all functions of the system and its schools with the expectations for student learning. Improvement efforts are systemic, sustained, and fully embedded, and the system demonstrates significant progress in improving student performance, system and school effectiveness. New improvement efforts are clearly informed by the documented results of earlier efforts through reflection and assessment of a highly sustained, continuous process of improvement.

Section 3: Description of the School System’s Methods for Quality Assurance

Provide a brief description of the school system’s processes for quality assurance. Please answer the following questions in the description: • What processes does the district use to monitor and document improvement? • How does the district provide meaningful feedback and support to its schools and across the district? • How does the district ensure that the AdvancED standards are met by all the schools and the district as a whole? • How does the district regularly collect, use, and communicate results?

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 78 Description of the System’s Methods for Quality Assurance

1. What processes does the district use to monitor and document improvement?

Sumter County Schools implements, monitors, and documents a continuous improvement process that focuses on improving student performance and is evidenced by the SCS Improvement Plan. Sumter County Schools engages in a six step process for continuous improvement. The first step involves data analysis. Both formative and summative data are disaggregated and analyzed at the system level. Both qualitative and quantitative data are examined. Data are organized in a central office data notebook. The monitoring of each school’s improvement plan (SIP) is incorporated into each principal’s annual evaluation. The Superintendent and Assistant Superintendent for Student Performance meet with each principal at the beginning of the year to outline annual professional and personal goals for the year. Principals present their SIPs, clarifications and adjustments are made and plans are finalized and implemented. Schools’ Improvement Plans are used to develop the system’s SIP.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 79 The second step is to identify causes to problem areas identified through analyses of data. The third step is to select research-based effective solutions focused on the identified needs. The fourth step involves tracking and monitoring progress. The system’s Student Performance Team provides ongoing monitoring of district expectations which focus upon improving teaching and learning that relate directly to school and system SIPs. A weekly visit to each school provides timely information regarding progress toward meeting the system’s goals. Both qualitative (i.e. implementation of best practices) and quantitative data (i.e., formative and summative assessment results) are examined with a focus on closing gaps between current and expected student performance levels. In January, a mid-year progress check is presented to the Superintendent, Assistant Superintendent for Student Performance and system SPT members. The presentation is facilitated by each school’s Student Performance and Leadership Team members and school administrators. Presentation guidelines require a review of progress toward goals, barriers and roadblocks as well as celebrations.

Step five requires that adjustments to plans be made when selected solutions do not produce desired outcomes. The sixth step in the cycle is to report and celebrate progress. In June, at the summer leadership academy, each school presents evidence of meeting or not meeting SIP goals, celebrations, and possible next steps for the upcoming year’s SIP. The Superintendent, assistant superintendents, school administrators and the system’s SPT participate in the academy.

2. How does the district provide meaningful feedback and support to its schools and across the district?

System leaders implement and monitor specific structures that allow the system to have organized avenues for feedback and support. Structures are provided to ensure regularly allotted time for ongoing communication and opportunities to ensure that personnel have the training they need to meet identified needs. Structures include P-12 Vertical Alignment Teams, horizontal (department/grade level) teams, Leadership Academies, Leadership Institute, Academic Coaches Academies, system administrators’ and principals’ meetings, study groups, early-release professional learning days, and designated professional learning preplanning and post-planning days.

The system’s SPT provides ongoing support to schools in implementing district expectations which focus upon improving teaching and learning that relate directly to school and system SIPs. A weekly visit to a school provides timely feedback regarding progress toward meeting the system’s goals.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 80 During mid-year SIP reviews, each system administrator provides individual feedback to each school regarding its SIP presentation and progress toward meeting goals. During the end-of- year review, system administrators and school Leadership Team members provide feedback to each school.

The Superintendent provides feedback to the SCS BOE regarding progress toward meeting the system’s goals. Special presentations are made to SCS BOE subcommittees and to SCS BOE during the monthly Superintendent’s Report.

3.How does the district ensure that the AdvancED standards are met by all the schools and the district as a whole?

As part of the system’s comprehensive needs assessment, every school and the system completed a Standards Assessment Report (SAR). This self assessment tool engaged each school in a comprehensive assessment of each of the seven AdvancED standards. To support schools in this process, the system’s Student Performance Team worked with each school to ensure compliance with standards by utilizing a standards checklist.

Overview of Process: SCS Leadership Team representatives learned about AdvancED standards at a SACS conference in Macon, GA in the fall of 2007. Since that time, the system has been working to implement the District Accreditation process by studying and implementing necessary requirements. In January 2009, the SCS District SACS Initial Planning Committee met to develop and approve the SCS District Accreditation Process. The Initial Planning Committee approved the SCS Executive Committee and their responsibilities. The Executive Committee members, comprised of the system’s Student Performance Team, were each made responsible (chairpersons) for an AdvancEd standard. The Executive Committee formed the District Committee which included a representative from every school in the system for every standard. The District Committee met in March 2009 to complete an initial carousel activity to build understanding of the AdvancEd standards. The District Committee, representing each standard and school, reviewed the process for completing the carousel activity within each school. The committee reviewed the Alignment of Quality School Indicators and Effective Practices which included the Alignment of Quality School and School System Indicators. Every school in the system completed a SAR by the end of May 2009. Every District Committee Standards Chairperson met with school-based representatives to aggregate results for each school by standard from each school’s SAR. District Committee members completed the review of their standard. The Executive Committee met in July 2009 to complete the final review of standards to ensure each school and the system met each standard. The Executive Committee meets

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 81 weekly as the Student Performance Team and will provide ongoing support to ensure that AdvancEd standards are met at the school and system level. Each school’s SAR is located in the school’s data notebook.

To ensure that schools and the system continue to meet standards, the Executive Committee will meet quarterly to discuss system implementation and the District Committee will meet bi- annually to discuss school-based AdvancED standards implementation.

4. How does the district regularly collect, use, and communicate results?

The ongoing process is adjusted when necessary and communicated to all stakeholders through various forms of communication including presentations, email, flyers, system website, community access channel, radio, brochures, surveys, letters, personal telephone calls, media releases and special events. Progress is reported annually when the Superintendent highlights school and system accomplishments at the system-wide meeting each new school year. With all system employees, parent representatives, community partners and leaders present, the results of the system’s goals are shared and celebrated by all. The previous year’s successes serve as a powerful catalyst for the continuous improvement process.

System administrators collect and use data as outlined in the SIPs. Results from progress checks and final SIP review are shared at system administrative meetings, principals meetings and SCS BOE meetings. Each principal shares results with staff in her/his buildings and at Parent Teacher Organization meetings and School Council meetings. Information on student progress is shared with the SCS BOE on a monthly basis, when needed, through reports from the Student Performance Team and the Assistant Superintendent for Personnel and Student Services.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 82 Section 4: Peer-to-Peer Practice

Name: Sumter County Schools Performance Learning Center ID# 5324 Description: The Americus Sumter PLC opened its doors in August 2004. It is part of the Communities in School Georgia (CISGA) organization. Its main focus is to help struggling teens to graduate from high school and continue their post secondary education at a two-year or four-year college/university. CISGA recommends admitting students based on a qualifying assessment examination and an interview with the admission committee. Key curriculum requirements for the CISGA program include: students learning in a VIRTUAL CLASSROOM managed by a FACILITATOR (educator/teacher) and using PROJECT BASED LEARNING (PBL). The PBL component provides opportunities for the students to participate in EXTRACURRUCULAR ACTIVITIES including COMMUNITY SERVICE. A curricular feature of the PBL is ACADEMIC SERVICE LEARNING which provides opportunities for teens to understand and acquire content knowledge in the core subject areas. Each student must complete at least two individual projects for each credit attempted in a core subject and participate in PBL. Additionally, each student must complete an INTERNSHIP and a SENIOR PROJECT prior to high school graduation. Advising, Morning Motivation and Charting for Success are integral activities that provide career guidance for students entering the workforce and support to students entering a post-secondary education. Another unique distinguishing feature of the PLC is matching students with mentors. The mentors support the teens by providing academic as well as career guidance Reason: The graduation rate for Sumter County has been far below the state’s and nation’s graduation rate. Subject Area: Interdisciplinary Grade Levels Targeted: Eleventh and Twelfth Group: Struggling juniors and seniors Length of Implementation: 5 years Research: The Georgia Performance Learning Centers® (PLCs) were recently evaluated by ICF International, an independent research firm. Comprised of four studies, the centerpiece of the PLC evaluation is a district-level, quasi-experimental study. The quasi-experimental study compared changes in graduation and dropout rates between school districts with PLCs and those without PLCs. The study found that changes in graduation rates were much higher for PLC districts than for matching non-PLC districts (+1.3 percentage points higher following one year of implementation and +6.0 following two years). These outcomes represent a level of improvement generally considered “substantively important” by the U.S. Department of Education Institute of Education Science’s What Works Clearinghouse.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 83 Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 84 Section 5: Conclusion

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 85 Conclusion

Focus Questions Please respond to the following focus questions. The questions reflect the school system’s overall analysis of their internal evaluation of the accreditation standards.

1. As you review your responses to the standards, what major trends, themes, or areas of focus emerge that cut across the seven standards?

Over the past fourteen years, Sumter County Schools has truly developed into an aligned system rather than a system of city and county schools. Upon completion of the SAR, we realized and validated that we are a united entity with a single purpose-to graduate all students. All seven standards reflect our commitment to continuous improvement by providing structures and processes necessary to obtain feedback, monitor progress and report results. For example, the school and system Student Performance Teams meet weekly to monitor implementation of SIPs and school and system expectations.

A consistent theme emerged regarding the Superintendent and his leadership. Every standard committee highlighted the Superintendent’s ability to remove barriers and roadblocks impeding continuous improvement, to clarify and build understanding of the system’s improvement efforts, and to communicate with internal and external stakeholders.

Aligned with the system vision and mission, and guided by data, a trend emerged indicating that all of our decisions are tied to our System Improvement Plan. We have found that to graduate all students, it is essential that all departments at the system level consistently work together as a cohesive group. For example, instructional, operational and financial decisions are based on systematic analysis of data.

The system has successfully established a focus on the importance of implementing standards- based classrooms. Vertical Alignment Teams (VATs) and Student Performance Teams (SPTs) work to implement and ensure support for implementing standards-based classrooms in all content areas across the system.

A prevalent trend in all standards is the use of the school and system websites and email as vital tools to provide information to internal and external stakeholders. These tools provide direct communication and serve as outlets for news, community events and staff and student feature stories.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 86 2. Based on your review of these cross-cutting themes/trends and each of the seven standards, what would you consider to be your school system’s greatest strengths?

Sumter County Schools allocates and protects time for planning and engaging in continuous improvement efforts system-wide evidenced by the work accomplished through SPTs, VATs, Summer Leadership Academies, and Summer Leadership Institute. The system provides direction and assistance to its schools and operational units to support their continuous improvement efforts.

The system establishes and implements a comprehensive assessment system, aligned with the system's expectations for student learning as evidenced by TestGate/Elements and teacher developed common assessments.

Sumter County Schools provides technology infrastructure and equipment that is up-to-date and sufficient to accomplish the system's goals as highlighted by the three recent conversions to enhanced networking, email, and student information systems. Although the conversions caused a temporary disruption in some services, our stakeholders see almost limitless possibilities that will allow us to maximize our use of technology to achieve system goals.

Sumter County Schools is committed to its vision, mission and commitments as evidenced by the establishment and monitoring of system leadership expectations. These expectations provide a focus for assessing student and staff performance throughout the year.

3. What would you consider to be your school system’s greatest challenges?

One of the greatest challenges is the system’s need to increase feedback and input from our students, parents, and community stakeholders. SCS will need to make every effort to solicit the knowledge and skills of stakeholders to enhance the work of the system. The system will need to expand ways to assess and address community expectations and stakeholder satisfaction.

Sumter County Schools will need to develop, implement and monitor student engagement in the learning process, including opportunities for students to explore application of higher order thinking skills and investigate new approaches to applying their learning.

The system’s schools will need to improve interventions in order to reduce and eliminate student achievement gaps between African-American and white students and between regular education students and students with disabilities. The system will need to continue efforts to improve student achievement in all content areas in order to graduate all students.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 87 Sumter County Schools will continue to improve processes to recruit, employ, retain, and mentor qualified professional and support staff to fulfill assigned roles and responsibilities. The system will improve professional development and ensure participation by all faculty and staff.

4. How will you use the insights gained from this self-assessment to inform and enhance your quality assurance and continuous improvement efforts?

The completion of school and system SARs improved and enhanced the alignment of schools with the central office and the central office with the SCS BOE. By using the AdvancED standards, we were able to highlight and address the need for SCS to establish a vision and purpose in collaboration with its stakeholders. The transformation of the SCS vision and mission proved to be a thought-provoking, time-intensive, learning process.

Individual SIPs will be monitored by school and system personnel to check progress and make necessary adjustments in order to meet school and system goals. System personnel will implement new structures to ensure AdvancED standards are continuously met by schools and the system. The Executive Committee will meet quarterly and the District Committee will meet bi-annually to enhance quality assurance and continuous improvement efforts. SCS will continue to review the school and system SARs to ensure compliance with standards.

Sumter County Schools’ Standards Assessment Report for AdvancED District Accreditation Page 88