KENNEDY ELEMENTARY Accreditation Report

Idaho's Annual State and Northwest Accreditation Report Form 2001-2002 School Year

Student Enrollment (on Last Friday of September) For Grades Covered In This Report :

1. Check Appropriate School Category

Public School

2. Check Appropriate Accreditation Option

State

3. Check Appropriate Organizational School Pattern

Elementary School

4. Check the Improvement Plan That Applies To Your School

SASI

All accredited schools in Idaho are required to address the following five standards (I-V) and report to the State Department of Education. These standards, if properly addressed and followed, will enhance the educational future of all students in the state of Idaho. The "Thoroughness" legislation is a driving force from Idaho's patrons and constituents to lead educators to meet the desired goals and needs for our students.

All no or substandard responses must include an explanation in the "No" response area or the "Comments and Explanation" box.

STATE PRINCIPLE:

An effective school has a clearly written statement of philosophy, goals, and policies for directing its educational programs and processes, developed cooperatively by the administration, classroom teachers, departmental specialists, students, and patrons. This statement of philosophy and objectives must be aligned with and address the elements of the "Thoroughness" legislation. (Defined by Section 33-1612, Idaho Code, and referenced in the introduction of the Administrative Rules of the State Board of Education, Thoroughness Chapter.)

A. Philosophy and Objectives

1. The school has a written statement of one or more of the following: philosophy, mission, vision, or objectives.
   YES

2. A current copy of one or more of the following directional statements has been submitted to the State Department of Education along with a signed Assurance Form: school philosophy, mission, vision or objectives.
   YES

3. Written statements of philosophy, mission, vision, or objectives are reviewed annually.    YES

4. Philosophy, mission, vision, or objective statements (directional statements) address the following elements of thoroughness:

a) Safe learning environment    YES

b) Maintenance of classroom discipline    YES

c) Basic values    YES

d) Communication skills    YES

e) Basic curriculum    YES

f) Work force skills    YES

g) Current technology    YES

h) Responsible citizenship    YES

A printed copy of directional statements must be sent to the State Department of Education. Specifically indicate elements of thoroughness by highlighting and labeling (a-h) where each is addressed.

5. Steps are taken to ensure broad public input in the development of philosophy, mission, vision, or objective statements and policies.    YES

6. Philosophy, mission, vision, or objective statements are distributed among parents, students, and patrons.    YES

7. Philosophy, mission, vision, or objective statements are included in school handbooks and policy manuals.    YES

8. All school handbooks and policy manuals are accessible to students and staff, as well as to the public.    YES
 

1. Written administrative policies and practices are developed by the school, or school district.    YES

2. Administrative policies and practices are reviewed annually.    YES

STATE PRINCIPLE:

All educators of students will be certified as defined in the Uniformity Chapter of the Administrative Rules of the State Board of Education and in the Idaho Department of Education Certification Standards for Professional School Personnel manual.

A. Preparation of Professional Personnel

1. Properly certified and endorsed, or authorized, personnel are employed and assigned for all positions as outlined in the Idaho Department of Education Certification Standards for Professional School Personnel manual.    YES

2. Student-teacher ratios are consistent with state recommended class size ratio goals.(Administrative Rules of the State Board of Education, IDAPA 08.02.02)    YES

State Recommended Goals
Kindergarten, 1	20
Grades 2, 3	20
Grades 4, 5, 6	26
Middle School/Jr. High	160 teacher load
High School	160 teacher load
Alternative School (7-12)	18 average daily class load

(Examples: If a total of 54 kindergarten students are enrolled in two separate sessions with a certified teacher in each session then the ratio is 27:1 for kindergarten. Combination Classes – If one teacher instructs a 3-4 combination class of ten third-grade students and eight fourth-grade students, then the ratios would be 20:1 for third grade and 16:1 for fourth grade, since the calculation is based on .5 teacher for each grade.)

Comments and Explanations:

The following email was received from Shannon Page in regard to why merit
status requirements were lower than for the regular accreditation:

Elementary schools have answered Question #2, Standard II differently
depending on the perspective of their district. If they are doing
everything feasible to reach the state class size ratios, including the
use of aids and paraprofessionals, and they feel they have met the
"intent" of the recommendation, some feel comfortable checking "yes" evefn
if their class sizes are slightly larger. Others want to emphasize to
their district that more needs to be done to get the class sizes lower,
and they check "no" if they aren't meeting the state goals, literally.
And if a school is seeking merit, and that is the only deviation the
school has, they will sometimes answer "yes" so that they will have "0"
deviation points."

Consequently, a concerted effort is being made in our district to lower
class size. In grades K-2, one

3. Policies and procedures for evaluation of certified personnel are developed and implemented.    YES

4. Sufficient classified and support personnel are employed to meet the needs of the staff, students, and community.    YES

5. Educational technology competencies are part of the professional development plan for certificated personnel.    YES

6. Indicate the percentage of the school's certificated personnel who, as of October 15, hold a technology competency certificate.    100%

7. Staff members are involved in the development and implementation of the professional development plan.    YES

8. Adequate resources are made available to staff members in order to meet their professional development plan objectives.    YES

9. Pupil services are available to meet the needs of students; i.e., counselor, school nurse, media generalist, social worker, school psychologist, physical and occupational therapist, and speech pathologist.    YES

10. Procedures are implemented to ensure that all personnel are appropriately screened prior to employment.    YES

11. Steps are taken to ensure that all personnel follow the Code of Ethics of the Professional Standards Commission and the Idaho State Board of Education.    YES

B. Paraprofessional or Non-Professional Personnel

1. Policies and procedures for evaluation of non-certified personnel are developed and implemented.    YES

Comments and Explanations:

 

STATE PRINCIPLE:

Appropriate curriculum, instructional practices, and school improvement are necessary to meet the needs of all students. Standard III is defined in the "Thoroughness" Chapter, Administrative Rules of the State Board of Education, and in Idaho Code Chapter 16, and 33-118 through 119. Schools must develop and implement a written curriculum for each subject area meeting state standards as a minimum. Schools must report strategies to provide technical and vocational training to students.

A. Program of Studies

1. A defined program of study consistent with the school or district philosophy, mission, vision, or objectives is developed.    YES

2. Locally developed grade-level education standards are developed, using state standards as a minimum.    YES

3. A written curriculum for each subject area is developed and implemented.    YES

4. Comprehensive curricular materials, e.g., textbooks, software, internet deliverables, are selected from those listed in the current Idaho Adoption Guide, unless an approved waiver is on file with the State Department of Education. (Non-public and Charter schools are not exempt.)    YES

5. Effective education is demonstrated through the development of appropriate teacher/student ratios in determining class loads. (IDAPA 08.02.02)    YES

6. A process is in place to identify and address individual needs, interests, and abilities of all students.  (e.g., Gifted/Talented, Special Education, Migrant, LEP, Title I, etc.)    YES

7. A method is developed and implemented to limit interruptions during instructional time.    YES

8. A written school improvement plan that incorporates input from faculty, staff, and community is developed, includes goal statements properly aligned with the implementation plan, and identifies measures of success.    YES

a) The school improvement plan is currently being implemented.    YES

9. The effectiveness of the school in accomplishing its mission as outlined in the school improvement plan is annually reviewed and assessed.    YES

10. Steps are taken to ensure all students have a Parent-Approved Student Learning Plan by the conclusion of grade eight. (N/A for K-6 elementary schools)    N/A
 

1. A plan is developed for the integration of current technology into each subject area of the curriculum.    YES

2. Current copies of the class schedule and course offerings are on file with the State Department of Education. (N/A for elementary schools)    N/A
 

1. Instructional time is adhered to as required per Section 33-512, Idaho Code.

Excluding transportation to and from school, lunch periods, passing times, and recess, schools must schedule or exceed the following instructional hours:
 

Kindergarten	four hundred fifty (450) hours per year
Grades one through three (1-3)	eight hundred ten (810) hours per year
Grades four through eight (4-8)	nine hundred (900) hours per year
Grades nine through twelve (9-12)	nine hundred ninety (990) hours per year

a) Kindergarten instructional hours schedule or exceed 450 hours per year.    YES

    Indicate the school's total instructional hours for kindergarten.    450

b) Grades one through three (1-3) instructional hours schedule or exceed 810 hours per year.    YES

    Indicate the school's total instructional hours for grades 1-3.    810

c) Grades four through eight (4-8) instructional hours schedule or exceed 900 hours per year.    YES

    Indicate the school's total instructional hours for grades 4-8.    900

d) Grades nine through twelve (9-12) instructional hours schedule or exceed 990 hours per year.    N/A

    Indicate the school's total instructional hours for grades 9-12.    0

STATE PRINCIPLE:

Schools will establish educational standards for all grade levels and develop school-exiting standards for graduation. All standards will be aligned with Idaho's Achievement Standards established by the State Board of Education.

Schools will participate in the statewide testing program and report their test results to district patrons as well as to the State Department of Education. (Testing is defined in the "Thoroughness" Chapter of the Administrative Rules of the State Board of Education.) Schools will report their graduation rates and develop a written plan to reduce their number of dropouts.

Schools will report student attendance. Schools will have in place an improvement plan that reflects how the school will remedy accreditation deficiencies, focusing primarily on student achievement. School effectiveness will be reported annually to district patrons as well as to the State Department of Education. Schools will report use of special allocation monies to meet thoroughness and school improvement.

A. Accountability

1. Written core curricula aligned with Idaho's Achievement Standards are being developed and/or implemented.    YES

2. Student attendance is reported.    YES

3. Student achievement is clearly documented on school records.    YES

4. The use of state and federal special allocation monies (enhancements) to meet thoroughness and school improvement is reported. (E.g., Title I, Special Education, Migrant, Safe & Drug Free Schools, Reading Improvement, etc.)    YES

5. Written administrative policies are developed, interpreted, and communicated to staff, students, and patrons regarding:

a) Comprehensive and effective plan for evaluating student achievement    YES

b) Grading    YES

c) Attendance    YES

d) Promotion/retention and/or graduation requirements    YES

6. Evident misalignments among instructional and organizational practices and desired learner objectives are addressed.    YES
 

1. The school participates in required statewide testing programs and the results are reported to district patrons as well as to the State Department of Education.    YES

2. Test data is considered when placing students.    YES

Comments and Explanations:

 

1. Graduation rates are reported to the State Department of Education, and written plans are developed for reducing the number of dropouts. (N/A for elementary schools)    N/A

2. Strategies are developed to remedy any accreditation deficiencies, focusing primarily on student achievement.    YES

3. Student achievement is monitored using such multiple testing measures as teacher-made tests, student work samples, skill checklists, norm-referenced tests, criterion-referenced tests, and assigned student work.    YES

4. Test data is used to improve students' performances and instructional programs, as well as to facilitate instructional improvements.    YES

Comments and Explanations:

 

STATE PRINCIPLE:

Schools will provide a safe, nurturing, disciplined, and orderly learning environment and safe facilities as referenced in the "Uniformity" Chapter of the Administrative Rules of the State Board of Education. Each school will develop comprehensive district-wide policies and procedures that encompass the following: school climate; discipline; student health; violence prevention; gun-free schools; and substance abuse - tobacco, alcohol, and other drugs. ("Thoroughness" Chapter of the Administrative Rules of the State Board of Education.)

A. Administrative Policies and Practices

1. The educational mission of the district, regarding a safe learning environment, is supported.    YES

2. Regulations governing school building, sanitation, sewage disposal, water supply, or other matters affecting public health are established.    YES

3. Adequate space, equipment, and safety systems for all areas of the school building, grounds, and school-related activities are provided. (Comment on any problem area.)    YES

Comments:
 

Facility safety inspection reports older than twelve months must be accompanied by an explanation as to why inspection hasn't been performed during the last year, or in time for the reporting deadline.

5. A school safety team is created with representation from the school and community for development, implementation, and review of the safe learning environment.    YES

6. Comprehensive policies and procedures, encompassing the following items, are developed, reviewed and implemented:

a) School climate    YES
b) Discipline    YES
c) Violence prevention    YES
d) Gun-free schools    YES
e) Substance abuse    YES
f) Suicide prevention    YES
g) Student harassment    YES
h) Drug-free school zones    YES
i) Contagious or infectious diseases    YES
j) Building safety, including evacuation drills    YES

8. School staff is empowered to maintain discipline and supervision.    YES

9. Basic values of honesty, self-discipline, unselfishness, respect for authority and the central importance of work are ensured.    YES

10. Student assistance programs are provided to address the needs of all students.    YES

11. Procedures for supervision and training of employees to ensure a positive school environment are developed and implemented.    YES

Comments and Explanations:

A. In narrative format, describe the progress made, during the past year, toward meeting desired results in student learning Identify the achievement of the target goals for improvement, and sustained commitment to continuous improvement. Respond on this form; do not indicate "See Attachments."

1. Developing School and Community Profile

A new principal has recently been assigned to Kennedy Elementary. The school is
presently in the first year of the development process of the school and community
profile process. Preliminary steps were begun in the spring of 2001.

Our school has implemented a database designed to identify characteristics
of the student population, such as ethnicity, gender, and performance on
standardized testing. The process has been helpful in designing programs
and services for specific groups. This information will be of further use as
the in-depth development of the community profile continues through the
first year of the development of the community profile.

In the spring of 2001, a school survey was sent home asking parents to assist in
rating progress at the school. Responses were categorized according to frequency.
Data gathered will guide the further development of the school/community profile.
A team of educators and parents is presently being assembled to continue the
further develoment of the profile.

The primary concern identified by parents was school discipline. Not only did it receive
the lowest average rating of those responding, it received added emphasis in the area
designated for comments.

2. Defining Philosophy, Mission, Vision, Objectives

The existing philosophy, mission, vision, and objectives were developed as part of
the school-wide improvement process six years ago. They were developed through
a team effort of parents, teachers, administrators and other interested parties. They
will be reviewed as part of the ongoing school improvement process related to the
standards requirements.

3. Identifying Desired Results for Student Learning

The development of the school database described above has been extremely
helpful in identifying students at risk. Through database queries, we have been
able to identify which teachers are performing at specific levels, the number of
ethnic minority students, as well as the individual performance levels according to
gender.

State reports such as those required for the IRI have been easy to complete, not to
mention the ability to make better decisions based on aquired data.

4. Aligning the Organizational Structure of the School

Through the improvement process, it was brought to our attention that too many
daily operations were dependent upon the secretary and principal. The coordination
of the lunch program was specifically targeted as not pertaining to the office, rather
to lunch personnel. Steps have been taken to align responsibilities in their respective
areas, thereby contributing to accountability.

5. Developing Long Range School Improvement Plan

The school is presently in the first year of revisiting the school improvement process
as it relates to the standards implementation. An excellent job was done six years
ago in the development of the plan. The team will be reviewing those goals as they
relate to state standards.

I (we) hereby certify that the statements in this report are true to the best of my (our) knowledge and belief.
 

Report has been approved by District Superintendent

Yes

Report has been approved by School Administrator/Principal

Yes