AdvancED and Continuous School Improvement

  • The Desert Vista Continuous Improvement Team is comprised of 13 staff members (administrators, teachers, and classified staff) that oversees our continual process of school improvement and accreditation through AdvancED.  AdvancED is a non-profit, non-partisan organization that conducts accreditation external reviews of schools from PreK-12th grade.  The focus of the accreditation review is not to certify that schools meet minimum requirements; the reviews insure that schools are engaged in a cycle of continuous improvement.  Schools engage in a five year cycle in which school leaders set improvement goals, work towards meeting the goals and documenting process, and then preparing artifacts for the external review team’s visit at the end of the five year cycle.

     
    The 2015-2016 school year marked the ended of that cycle. We hosted an External Review in February 2016. The team graded the school on a Self Assessment, assessing the school on 33 indicators of highly performing schools. The team also reviewed extensive student performance data, noting strengths and areas for growth. Additionally, the team reviewed annual survey data from our students, staff, and families to identify further strengths and opportunities for improvement. All of these pieces were examined by the External Review Team to identify strengths and areas of growth for our next improvement cycle. Desert Vista gained accredetaion through this process until the next cycle of external review.

    AdvancED 2018-2019
     
    Desert Vista AdvancEd team members: 
    Shannon Corcoran - Advanced Ed Coordinator
    Adrian Boyarsky -Science
    Chris Crowl- PE
    Kari Fischer - Counseling
    Mark ByrnQuinn - Math
    Mikey Krebs - Counseling
    Paula Colemere - Admin
    Raquel Salas - World Languages
    Therese Schmisseur - Academic coach/PD
    Ruth Boyle - World Languages
    Chanda McDonald - Special Education
    Melissa Crohn - English
    Nick Rigdon- PE
    Robb Floco - Business/ CTE
    Mark Honaker - Fine Arts
    Joey Deignan - Student Council
    Margaret Braun - Student Council
    Stacy White Nielson - Admin
    Christine Barela- Admin
     
    AdvancED Standards for Quality Schools
    33 Indicators of Educational Quality
    Please click arrows below to view the 33 Indicators of Educational Quality.

     

     

     

     

     

     

     

    Standard 1: Purpose and Direction
    The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

     

    1.1 The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success.

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

    1.3 The school's leadership implements a continuous improvement process that provides clear direction for improving conditions that support student learning.

     

     

     

     

     

     

     


     

     

     

     

     

     

     

    Standard 2: Governance and Leadership
    The school operates under governance and leadership that promote and support student performance and school effectiveness.


    2.1 The governing body establishes policies and supports practices that ensure effective administration of the school

    2.2 The governing body operates responsibly and functions effectively.

     
    2.3 The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.
     
    2.4 Leadership and staff foster a culture consistent with the school's purpose and direction.
     
    2.5 Leadership engages stakeholders effectively in support of the school's purpose and direction.
     
    2.6 Leadership and staff supervision and evaluation processes result in improved professional practice and student success

     

     

     

     

     

     

     


     

     

     

     

     

     

     

    Standard 3: Teaching and Assessing for Learning
    The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.


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

     
    3.2 Curriculum, instruction, and assessment are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice
     
    3.3 Teachers engage students in their learning through instructional strategies that ensure achievement of learning expectations
     
    3.4 School leaders monitor and support the improvement of instructional practices of teachers to ensure student success
     
    3.5 Teachers participate in collaborative learning communities to improve instruction and student learning
     
    3.6 Teachers implement the school's instructional process in support of student learning.
     
    3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the school's values and beliefs about teaching and learning.
     
    3.8 The school engages families in meaningful ways in their children's education and keeps them informed of their children's learning progress
     
    3.9 The school has a formal structure whereby each student is well known by at least one adult advocate in the school who supports that student's educational experience.
     
    3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses.
     
    3.11 All staff members participate in a continuous program of professional learning.
     
    3.12 The school provides and coordinates learning support services to meet the unique learning needs of students.

     

     

     

     

     

     

     


     

     

     

     

     

     

     

    Standard 4: Resources and Support Systems
    The school has resources and provides services that support its purpose and direction to ensure success for all students.


    4.1 Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school's purpose, direction, and the educational program


    4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school
     
    4.3 The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff
     
    4.4 Students and school personnel use a range of media and information resources to support the school's educational programs
     
    4.5 The technology infrastructure supports the school's teaching, learning, and operational needs.
     
    4.6 The school provides support services to meet the physical, social, and emotional needs of the student population being served.
     
    4.7 The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.

     

     

     

     

     

     

     


     

     

     

     

     

     

     

    Standard 5: Using Results for Continuous Improvement
    The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement.


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


    5.2 Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions
     
    5.3 Professional and support staff are trained in the evaluation, interpretation, and use of data
     
    5.4 The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level
     
    5.5 Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders