STANDARD 1: VISION AND PURPOSE



Paradise Education Center – AdvancED Accreditation Standards for Quality Schools

November 15, 2006 (revised March 29, 2012)

|STANDARD 1: VISION AND PURPOSE | | |

| |Quality School Indicators |Paradise Education Center |

| |In fulfillment of this standard, the school: |In fulfillment of this standard, the school: |

| |1.1 Establishes a vision for the school in collaboration with its |1.1 & 1.2 - Mission statement: PEC is committed to providing excellence in education and guiding children to |

|The school establishes and |stakeholders |gain confidence in a safe environment that enables students to be successful, caring, and knowledgeable members |

|communicates a shared purpose | |of our community. This is posted on the newly developed website in addition to the models and goals - |

|and direction for improving the|1.2 Communicates the vision and purpose to build stakeholder |; Parent Involvement Committee; PEP coordinator; TAP System |

|performance of students and |understanding and support | |

|the effectiveness of the | |1.3 – NCA goals which were distributed to teachers and parents and based on AIMS data; School goal, cluster goal|

|school. | |were both set according to TAP goals and procedures; each goal is posted in the classrooms with student data |

| |1.3 Identifies goals to advance the vision | |

| | |1.4 – Posted on website and redeveloped as needed; use of PowerSchools (technology system to keep track of |

| | |information); Leadership/Governing &Site Councils, Board of Education meetings and decisions |

| | | |

| |1.4 Develops and continuously maintains a profile of the school, its |1.5 – Completed through principal and Master Teacher observations and feedback process; TAP |

| |students, and the community |procedures/rubrics/cluster/TAP leadership meetings each week |

| | | |

| | |1.6 – Reviews/revises during weekly Leadership Team meetings; use of committees; revision of handbooks; TAP |

| |1.5 Ensures that the school’s vision and purpose guide the teaching |System and cluster meetings |

| |and learning process | |

| | | |

| |1.6 Reviews its vision and purpose systematically and revises them | |

| |when appropriate | |

|STANDARD 2: GOVERNANCE AND |Quality School Indicators | |

|LEADERSHIP |In fulfillment of this standard, the school operates under the |Paradise Education Center |

| |jurisdiction of a governing board that: |In fulfillment of this standard, the school: |

| |2.1 Establishes policies and procedures that provide for the |2.1 – Student and teacher handbooks; committees such as Campus Safety, Handbook, NCA, Instructional Resource, |

|The school provides governance |effective operation of the school |Bullying, Grading, and Technology, Site Council (parental involvement/voice); Leadership Team; revision of |

|and leadership that promote | |handbooks; use of TAP System; TAP Leadership and cluster meetings |

|student performance and school | | |

|effectiveness. | |2.2 – Leadership Team meetings; Dr. Schrader, Tim Gonzales (HS, Bridget Duzy 5-8 and Specials, Allison Gonzales |

| |2.2 Recognizes and preserves the executive, administrative, and |K-4, Terra O’Brien Special Education; Board of Education; Governing Council; Site Council; Leadership from |

| |leadership prerogatives of the administrative head of the school |within – Asst. Exec. Director / TOSA |

| | | |

| | |2.3 – Leadership Team and teachers ensure compliance along with ELL supervisor, Title I person, Human Resources,|

| |2.3 Ensures compliance with applicable local, state, and federal |nurses, and maintenance |

| |laws, standards, and regulations | |

|STANDARD 2: GOVERNANCE AND | | |

|LEADERSHIP |Quality School Indicators |Paradise Education Center |

|(cont’d) |In fulfillment of this standard, the school has leadership that: |In fulfillment of this standard, the school: |

| |2.4 Employs a system that provides for analysis and review of student|2.4 – Principals, Master , and Mentor Teachers observe; Pre/Post & Benchmark Tests given at the beginning and |

|The school provides governance |performance and school effectiveness |end of year; Grading Committee / standards-based report cards; ILPs; Portfolios; AIMS Prep program tutoring and |

|and leadership that promote | |Intersession; TAP training and evaluation tools / cluster meetings |

|student performance and school | | |

|effectiveness. |2.5 Fosters a learning community |2.5 – Teachers are divided into grade level teams and vertical teaming; Teams work with Leadership Team, Mentor |

| | |Teachers and TAP Leadership to impact students; Implement Committees; Social Committee; lunches and Teacher |

| | |Appreciation events; Communication Card; TAP cluster meetings; vertical team meetings; MS mentors from different|

| | |grade levels |

| | | |

| | |2.6 – NJHS, Student Council, Mentor Teachers, Staff lead trainings; committees; Master / Mentor Teachers/TOSA; |

| |2.6 Provides teachers and students opportunities to lead |Coaching; ELL supervisor; coaching; vertical teaming; TAP Cluster meetings; Professional Development trainings |

| | |where teachers lead; MS positions (ex: PowerSchools, Facilitator of Collaboration) |

| | | |

| | |2.7 –Teachers ability to lead trainings; Teaming; Site Council; Governing Council; Teacher feedback from |

| |2.7 Provides stakeholders meaningful roles in the decision-making |trainings and meetings; Board of Education; Committees; PEP coordinator; vertical teaming; Master Teacher |

| |process that promote a culture of participation, responsibility, and |position; Teachers evaluate Leadership; HS Parent meetings; Mentor Teachers; TOSA position |

| |ownership | |

| | |2.8 – NJHS, Student Council, Sports (ex: volleyball, basketball, baseball); teacher serving as athletic |

| | |director; Title I training and implementation; Carnival, dances, Curriculum Nights |

| |2.8 Controls curricular and extracurricular activities that are | |

| |sponsored by the school |2.9 – Designated as “Highly Performing” according to the Arizona Department of Education; Site Council; use of |

| | |TAP system; expansion of PHHS; Regularly report progress to BOE; Parent Information Nights; Parent suggestions |

| | |discussed in Leadership as well as Site Council and Board of Education; Parent surveys distributed and data used|

| |2.9 Responds to community expectations and stakeholder satisfaction |and implemented |

| | | |

| | |2.10 – Professional Growth Plans and rubric; Principal/Master/Mentor Teacher observations; Evaluation rubrics |

| | |used from research-based Teacher Advancement Program (TAP); creation of rubric for professional expectations in |

| | |addition to the TAP rubric; weekly use of student data to drive professional growth through use of |

| |2.10 Implements an evaluation system that provides for the |research-based student strategies |

| |professional growth of all personnel | |

|STANDARD 3: TEACHING AND | | |

|LEARNING | | |

| |Quality School Indicators |Paradise Education Center |

| |In fulfillment of this standard, the school: |In fulfillment of this standard, the school: |

| | | |

| |3.1 Develops and implements curriculum based on clearly-defined |3.1 – Use of state curriculum, NCA/TAP Goals, Standards-based report card, Number of observations from |

|The school provides |expectations for student learning |principals and Master/Mentor Teachers; Master Teacher trainings; TAP procedures; Assessments (pre-post tests |

|research-based | |w/ semester and quarterly benchmarks), plans, curriculum maps; weekly cluster meetings (training) |

|curriculum and instructional | | |

|methods that facilitate | |3.2 – Formative and summative assessments, performance-based assessments, work towards enrichment and |

|achievement for all students. | |remediation activities as well as accelerated curriculum opportunities; materials and trainings for teachers |

| |3.2 Promotes active involvement of students in the learning process, |using Gifted and Special Education materials; Staff trained in Multiple Intelligence and Bloom’s Taxonomy to |

| |including opportunities for them to explore application of higher order|differentiate instruction and institute high expectations; creation of true Honors classes-Innovator Program |

| |thinking skills and investigate new approaches to applying their | |

| |learning |3.3 – Creation of Master/Mentor position, principal evaluations/observations, Leadership Team decisions based|

| | |on research; committees; Curriculum data teams for resource purchases; Study student data to drive |

| | |instruction (teams); TAP cluster meetings and TAP Leadership meetings |

| |3.3 Gathers, analyzes, and uses data and research in making curricular | |

| |and instructional choices |3.4 – Assistance with Master/Mentor/Principals to carry out; observations and feedback from |

| | |Master/Mentor/Principals; reading and discussing professional articles; professional development and |

| | |trainings on and off campus; data from Early Childhood Assessments (APEEC); study student data to make |

| | |instructional decisions; TAP cluster meeting weekly |

| |3.4 Designs and uses instructional strategies, innovations, and | |

| |activities that are research-based and reflective of best practice |3.5 – Use of state curriculum where standards drive instruction; Honors classes and Special Ed. programs |

| | |(enrich, remediate, acceleration concepts used); addition of programs such as Character Counts and Olweus |

| | |Bullying Program; MS 30 minute character class daily; implementing mastery learning strategies |

| | |(5-8/Specials); use of TAP |

| |3.5 Offers a curriculum that challenges each student to excel, reflects| |

| |a commitment to equity, and demonstrates an appreciation of diversity |3.6 – 50 minute common team plans daily (ES horizontal teams, MS vertical); Over three professional |

| | |development weeks with trainings; Master/Mentor Teacher assistance in team planning; cluster meetings to help|

| | |plan strategically |

| | | |

| |3.6 Allocates and protects instructional time to support student |3.7 – Trainings for staff address needs of vertical and horizontal teams; observations to check alignment and|

| |learning |feedback given; vertical team meetings and planning |

| | | |

| | | |

| |3.7 Provides for articulation and alignment between and among all | |

| |levels of schools | |

|STANDARD 3: TEACHING AND | | |

|LEARNING | | |

|(cont’d) |Quality School Indicators |Paradise Education Center |

| |In fulfillment of this standard, the school: |In fulfillment of this standard, the school: |

| | | |

| |3.8 Implements interventions to help students meet expectations for |3.8 – Tutoring, Request for Assistance, Individual Learning Plans for all K-8; Special Education support, |

|The school provides |student learning |teacher aides, training and materials covering differentiated instruction and mastery learning; TAP; student |

|research-based | |academic improvement plans; Homework club; Title I aides in classroom |

|curriculum and instructional | | |

|methods that facilitate | | |

|achievement for all students. | |3.9 – Leadership Team; Master/Mentor Teachers; Team Meetings; Meetings between principals and teams, separate|

|(cont’d) |3.9 Monitors school climate and takes appropriate steps to ensure that |from Master Teacher position of meetings with teachers, and all Leadership Team having an open door policy; |

| |it is conducive to student learning |Social Committee; provide surveys to measure school climate |

| | | |

| | | |

| | |3.10 – Master Teacher position in combination with Technology teachers and IT position; Leadership Team |

| |3.10 Provides comprehensive information and media services that support|members assist when appropriate; Special Education Dept.; budget appropriate to purchase needed services; |

| |the curricular and instructional programs |purchase of SMARTBoards for entire campus along with Netbooks and I-Pads for students |

| | | |

| | | |

| | | |

| | |3.11 – Technology available for classrooms; K-2 have additional classroom computers (3); two technology labs;|

| |3.11 Ensures that all students and staff members have regular and ready|resource room; Master Teacher position to find and share with teachers; texts for classes as needed; MS - |

| |access to instructional technology and a comprehensive materials |additional reading lists for adding literature based on Blue Ribbon Schools and other excelling schools; |

| |collection that supports the curricular and instructional program |video cameras w/microphones; digital cameras; LCD projectors; Adverkeys; laptops/computers; |

| | |projector/speakers in classrooms; SmartBoards in all classes; Netbooks, I-Pads in some classes |

|STANDARD 4: DOCUMENTING AND | | |

|USING RESULTS | | |

| |Quality School Indicators |Paradise Education Center |

| |In fulfillment of this standard, the school: |In fulfillment of this standard, the school: |

| | | |

| |4.1 Establishes performance measures for student learning that yield |4.1 – NCA tests that are standards-based and AIMS driven; DIBELS; formative, summative and short-cycle |

|The school enacts a |information that is reliable, valid, and bias free |assessments along with curriculum mapping; standards-based reporting (web, gradebook, report cards); |

|comprehensive | |kindergarten screening; RN to screen vision and hearing; TAP clusters and goals (analyze data) |

|assessment system that | |4.2 – Implementation of TAP rubrics and procedures; NCA/TAP Goals; Pre and post-tests with benchmarks for |

|monitors and documents |4.2 Develops and implements a comprehensive assessment system for |each of the classes; Principal and Master Teacher observations and feedback; teacher trainings; process of |

|performance |assessing progress toward meeting the expectations for student learning|curriculum mapping; training of assessment and feedback; Detailed lesson plans |

|and uses these results to | | |

|improve student performance | |4.3 – Training for teachers on assessments (ex: using formative assessments); Grading Committee; Master |

|and school effectiveness. |4.3 Uses student assessment data for making decisions for continuous |Teacher use of Team Planning and Staff Development weeks to discuss/use data; horizontal and vertical team |

| |improvement of teaching and learning processes |planning; TAP clusters based on weekly student data and student work |

| | | |

| | |4.4 - Evaluations; NCA Goals; Pre and post-tests for each of the classes; Principal and Master Teacher |

| |4.4 Conducts a systematic analysis of instructional and organizational |observations and feedback; teacher trainings; analysis and desegregation of AIMS data; committees; student |

| |effectiveness and uses the results to improve student performance |data studied to drive instruction; lesson plan reflections; teacher feedback and surveys to Leadership; |

| | |classroom teachers evaluate Master Teachers |

| | | |

| | |4.5 – Presented to Governing Council, Board of Education and Leadership Team; Posted on website; Student |

| |4.5 Communicates the results of student performance and school |results sent home to parents; Further detailed reports/explanations from Master Teacher; scores broken down |

| |effectiveness to all stakeholders |with staff which leads to creation of new School Goal |

| | | |

| | |4.6 - Analysis and desegregation of AIMS data each year; also, data is used to compare student year |

| |4.6 Uses comparison and trend data of student performance from |before/after; compare to other area schools with similar demographics; development of target assistance |

| |comparable schools in evaluating its effectiveness |(Title I) program; trend data of NCA assessments; data used in each cluster meeting as well as goal setting |

| | |meetings |

| | | |

| | |4.7 – AIMS – earned “Highly Performing” rating from AZ Dept. of Ed. as well as making AYP; difference between|

| |4.7 Demonstrates verifiable growth in student performance |pre and post test scores; NCA results from pre/post tests as well as benchmark tests given throughout the |

| | |year |

| | | |

| |4.8 Maintains a secure, accurate, and complete student record system in|4.8 – Office personnel; Special Education; Registered Nurse; Teacher grade books and attendance logs which |

| |accordance with state and federal regulations |can be uploaded and accessed by parents; added into PowerSchools, AIMS Web, IP Pro |

|STANDARD 5: RESOURCES AND | | |

|SUPPORT SYSTEMS | | |

| |Quality School Indicators |Paradise Education Center |

| |In fulfillment of this standard, the school: |In fulfillment of this standard, the school: |

| | | |

| |5.1 Recruits, employs, and mentors qualified professional staff that are |5.1 – Hiring certified and highly qualified teachers; Principals/Master/Mentor Teachers all HQ and |

|The school has the resources |capable of fulfilling assigned roles and responsibilities |trained for roles to assist teachers in improving instruction |

|and services necessary to | | |

|support its | |5.2 – Creation of Master Teacher/TOSA position; staff who train other staff members; sending staff to |

|vision and purpose and to | |professional development and having them train rest of staff (ex: TAP trainings); committee chair people; |

|ensure |5.2 Assigns professional staff responsibilities based on their |Reading tutor aide for grades 1-2; Intersession; vertical teams; Mentor Teachers/Leaders; TAP training and|

|achievement for all students. |qualifications (i.e., professional preparation, ability, knowledge, and |expectations (ex: observe other teachers, creation of school goals) |

| |experience) | |

| | |5.3 – Trainings from Master Teachers weekly and monthly; trainings offered during professional development|

| | |weeks; monies used to send to professional development trainings and workshops; Grade level and whole |

| | |school meetings; Special Education meetings weekly (minimum); Vertical team meetings; Cluster meetings |

| | |every week based on student work and student data and implemented research-based strategies |

| | | |

| |5.3 Ensures that all staff participate in a continuous program of |5.4 – Ratio capped at 28:1; kindergarten has aides to assist in each class; inclusion classes have aides |

| |professional development |;Title I assistance (aides in grades 1-2 to assist in reading and math); Special education staff hired for|

| | |Learning Labs; Title I pull out support for grades 3-4 |

| | | |

| | |5.5 – Money budgeted for texts and other materials as well as for new grade level books and website; |

| | |Master Teachers also serve as resource to create and implement programs; purchased SMARTBoards for entire |

| | |school; BrainPop for entire school; all curricular materials needed are purchased to help kids; Master |

| | |Teachers work with accounting to code expenditures and keep a balance to purchase needed resources |

| |5.4 Provides and assigns staff that are sufficient in number to meet the | |

| |vision and purpose of the school | |

| | | |

| | | |

| | | |

| | | |

| |5.5 Budgets sufficient resources to support its educational programs and | |

| |to implement its plans for improvement | |

| | | |

|STANDARD 5: RESOURCES AND | | |

|SUPPORT SYSTEMS | | |

| |Quality School Indicators |Paradise Education Center |

| |In fulfillment of this standard, the school: |In fulfillment of this standard, the school: |

| | | |

| |5.6 Monitors all financial transactions through a recognized, regularly |5.6 – Monthly reports are given; Board of Education members with experience in finance; working with |

| |audited accounting system |Horizon; Master Teachers have access to textbook and supplemental budget and work with business department|

| | |(accounting); assessment by Executive and Asst. Exec. Directors |

| | | |

| | | |

| | |5.7 – Maintenance staff; site is gated and locked for safety; volunteers are required to get background |

| |5.7 Maintains the site, facilities, services, and equipment to provide an |checks each year and sign in/out and receive badges; staff supervision outside of classrooms; Campus |

| |environment that is safe and orderly for all occupants |Safety Committee and safety plan (Incident procedures); maintenance added speed bumps in parking lot |

| | | |

| | | |

| | | |

| | |5.8 – Lockdown procedures; fire drill procedures; Campus Safety Committee created Campus Incident |

| | |procedures; information sent home to parents/students and practiced in class; meetings with teachers to |

| |5.8 Possesses a written security and crisis management plan with |discuss security importance and procedures |

| |appropriate training for stakeholders | |

| | | |

| | |5.9 – Full time counselor and part-time psychologist on staff; Bullying Committee; Character Counts |

| | |program; MS has 30 minute character class every day; Special Education Department |

| |5.9 Ensures that each student has access to guidance services that | |

| |include, but are not limited to, counseling, appraisal, mentoring, staff | |

| |consulting, | |

| |referral, and educational and career planning | |

| | |5.10 – Special Education Department – trained personnel for different grade levels; ratios based on |

| | |percentages so staff/student ratio is appropriate; Master / Mentor Teachers and/or Principals assist with |

| | |planning and implementation |

| |5.10 Provides appropriate support for students with special needs | |

|STANDARD 6: STAKEHOLDER | | |

|COMMUNICATION AND RELATIONSHIPS| | |

| |Quality School Indicators |Paradise Education Center |

| |In fulfillment of this standard, the school: |In fulfillment of this standard, the school: |

| | | |

| |6.1 Fosters collaboration with community stakeholders to support |6.1 – Site Council; Governing Council; Board of Education; Parent Learning Night(s); Volunteers: PEP |

|The school fosters effective |student learning |Boosters; NJHS and Student Council events; Committees (ex: Parent Involvement); PEP coordinator; open door |

|communications and | |policy for parents, teachers and students; Agendas used as communication tool; Carnival; Culminating Events; |

|relationships | |meetings for principals and Master Teachers w/ other schools (ex: Horizon, TAP Nat’l Convention/TAP Summer |

|with and among its | |Institute); Parent Education Nights |

|stakeholders. | | |

| | | |

| | |6.2 – Site Council; Governing Council; Board of Education; contacting teachers, principals and Master |

| | |Teachers; Committees; Teacher web pages and online grade access; PEP coordinator; school website; newsletters|

| |6.2 Has formal channels to listen to and communicate with stakeholders | |

| | | |

| | |6.3 - Site Council; Governing Council; Board of Education; Newsletters and other forms of 3 way communication|

| | |to gain parent input; Committees; PEP coordinator; Master Teacher position; parents as volunteers, |

| |6.3 Solicits the knowledge and skills of stakeholders to enhance the |chaperones, speakers in class; parents/community into to teach (ex: 8th housing unit) |

| |work of the school | |

| | | |

| | |6.4 – Parent/Student Handbook; Teacher handbook; NCA/TAP Goals created and posted; weekly meetings with |

| | |teams; presentations to Governing Council and Board of Education; website; newsletters; Committees; |

| | |Curriculum Night(s); Some grade levels use student-led conferences; Conferences midway through Quarter to |

| |6.4 Communicates the expectations for student learning and goals for |make impact on achievement |

| |improvement to all stakeholders | |

| | | |

| | |6.5 – AIMS reports sent home; Title I tutoring; weekly meetings with teams; presentations to Governing |

| | |Council and Board of Education; website; newsletters; Committees; Report cards, progress reports, online |

| | |grades/assignments (3-8), goal sheets, ILPs; TAP scores to Leadership; weekly cluster meetings to assess |

| |6.5 Provides information about students, their performance, and school |student work and data |

| |effectiveness that is meaningful and useful to stakeholders | |

|STANDARD 7: COMMITMENT TO | | |

|CONTINUOUS IMPROVEMENT | | |

| |Quality School Indicators |Paradise Education Center |

| |In fulfillment of this standard, the school: |In fulfillment of this standard, the school: |

| | | |

| |7.1 Engages in a continuous process of improvement that articulates the|7.1 – NCA/TAP Goals; Action plan (response to AIMS data); Principal/Master Teachers observations and |

|The school establishes, |vision and purpose the school is pursuing (Vision); maintains a |feedback; Committees; Leadership Team meetings; staff observations of each other; staff development based on |

|implements, |rich and current description of students, their performance, school |understanding data, using data, and sharing data with each other, parents, and students; New school goals and|

|and monitors a continuous |effectiveness, and the school community (Profile); employs goals and |TAP goals – more specific and based on every child; weekly TAP cluster meetings use data, teach and implement|

|process of improvement that |interventions to improve student performance (Plan); and documents and |strategies, and follow up process to ensure results |

|focuses on student performance.|uses the results to inform what happens next (Results) | |

| | | |

| | | |

| |7.2 Engages stakeholders in the processes of continuous improvement | |

| | |7.2 – Presentations to the Board of Education; posting results on website; Principals/Master Teachers working|

| | |with teachers through observations/evaluations; Committees |

| | | |

| |7.3 Ensures that plans for continuous improvement are aligned with the | |

| |vision and purpose of the school and expectations for student learning |7.3 – Leadership Team; Committees; TAP implementation; ASU and/or collaborative meetings w/other schools; TAP|

| | |training |

| | | |

| |7.4 Provides professional development for school personnel to help them| |

| |implement improvement interventions to achieve improvement goals | |

| | |7.4 – Over 3 weeks of professional development time; Master Teacher trainings; Input from committees and |

| | |implementation of their action plans; monthly staff training meetings; weekly grade level meetings for |

| | |training; TAP clusters; teachers evaluate Master Teachers |

| |7.5 Monitors and communicates the results of improvement efforts to | |

| |stakeholders | |

| | |7.5 – Leadership Team – meetings with Board of Education, teachers, Parent Nights, Site Council, Governing |

| | |Council; Committees; TAP Cluster meetings and TAP Leadership / Team Mentor meetings; teachers communicate |

| | |w/students |

| |7.6 Evaluates and documents the effectiveness and impact of its | |

| |continuous process of improvement | |

| | |7.6 – AIMS scores; formative assessments as well as short-cycle (or benchmark) assessments; NCA pre and post |

| | |tests (summative assessments); Committees (ex: NCA); Use and implementation of TAP clusters (ex: bring in |

| | |student work and assess towards mastery of objectives each week in order to modify and adjust implementation |

| | |of student strategies) |

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