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Leaders cultivate and sustain a culture that demonstrates respect, fairness, equity, and inclusion, and is free from bias. Leaders regularly model the attributes and implement practices that shape and sustain the desired institution culture, clearly setting expectations for all staff members. Leaders and professional staff members routinely implement ongoing practices, processes, and decision-making that embody the values of respect, fairness, equity,and inclusion and are free from bias.  

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Learners’ well-being is at the heart of the institution’s guiding principles such as mission, purpose, and beliefs. Staff members routinely demonstrate commitment to learners’ academic and non-academic needs and interests.The institution’s practices, processes, and decisions are documented, and are consistent with and based on its stated values.

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Beginning of the Year Orientation led by Facilitators

Onboarding sessions for student readiness and success

Tutorial sessions available for all subjects/classes

Support team for students and families

Access to federal programs for wifi connectivity needs

Collaboration to adapt courses for individual students when necessary

Handbook alignment with mission, purpose, beliefs

Seeking more student input for academic and non-academic support

Poetry Out Loud, Flex Friday Choice Boards, Club Meetings, eSports Team

Opportunities for graduation participation in person and online

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Ways to Promote Communication:

Daily live reading sessions with elementary students

Clubs, mentors, and facilitators available

Option for tutoring on demand

Regular interaction between students and facilitators in some courses

Concern about students not reaching out for support

Suggestions for continued check-ins and follow-ups with students

Potential LIVE sessions within courses for face-to-face interaction

Formal structures like synchronous reading sessions, tutorial sign-ups, and collaborative meetings

Improvement Ideas:

Assigning staff members to check in weekly with students

Supporting students in setting weekly goals

Celebrating successes and identifying needs collectively

Developing ways to support student relationships with classmates

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Leaders actively engage stakeholders to support the institution’s priorities and guiding principles that promote learners’ academic growth and well-being. Leaders establish and sustain conditions that regularly result in support and active participation among stakeholders. Leaders routinely collaborate with stakeholders to advance identified priorities. Institutions choose areas of focus based on analyzed data on learners’ needs and consistent with guiding principles.

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While we are continuously improving upon this, participation and engagement continue to be a struggle.

Stakeholder involvement in virtual setting poses challenges.

Company aims for stakeholders' benefit, but responses are not consistent.

Virtual setting allows for limited interaction among stakeholders.

Emphasis on creative solutions for enhancing leader-stakeholder interaction.

Proposal for improved access to support services, like support groups for pregnant students or those with small children.

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Bi-weekly meets promote open communication between leaders and staff with respect and fairness.

Participants can voice concerns and questions during the meets, contributing to decision-making processes.

Other opportunities, like collaborations, emphasize the importance of everyone's input.

Inclusion of Asana, yearly performance reviews, and meetings with Elaine can enhance communication and productivity.

Guidelines for cooperation, respect, and fairness are encouraged for better productivity and communication. Regular meetings and training on bias and inclusion are suggested as the team grows.

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Learners benefit from a formal structure that fosters positive relationships with peers and adults.  A formal structure is planned and regularly implemented to promote a culture and climate in which learners receive support from adults and peers. Peer and adult interactions and behaviors routinely demonstrate respect, trust, and concern for one another’s well-being.

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Professional staff members embrace effective collegiality and collaboration in support of learners.  ..... Professional staff members regularly interact with respect and cooperation, often learn from one another, and routinely consider one another’s ideas. Professional staff members often work together in self-formed or assigned groups to review information, identify common problems, and implement solutions on behalf of learners.

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Weekly meetings with elementary facilitators

Biweekly meetings with managing instructors (MIs) to discuss

Several chats for specific group discussions

Acting as sounding boards on various matters

Facilitate open communication and collaboration

Collaborate on finding the best methods for students

Use data for improvement and brainstorm ideas

Foster collective problem-solving through group chats

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Professional staff members receive the support they need to strengthen their professional practice. Professional staff members receive adequate resources and assistance based on data and information unique to the individual. Professional staff members receive personalized mentoring and coaching from leaders and peers.

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Leaders guide professional staff members in the continuous improvement process focused on learners’ experiences and needs. ...The continuous improvement process is based on analyzed data about learners’ academic and non-academic needs and the institution’s organizational effectiveness. Leaders and professional staff members routinely implement ongoing practices, processes, and decision making that improve learning and engage stakeholders.

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MIs and facilitators collaborate to tailor courses to individual learner needs

Activities and lessons are adjusted based on student feedback

Curriculum undergoes annual review and revision

Emphasis on student learning needs during instructional meetings

Research on Classical Education; Quality Matters workshops

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The governing authority demonstrates a commitment to learners by collaborating with leaders to uphold the institution’s priorities and to drive continuous improvement. The governing authority’s policies and decisions demonstrate a commitment to learners and support the institution’s identified priorities. The governing authority and institution leaders use their respective roles and responsibilities to collaboratively further the institution’s improvement. 

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Evidence:

BlueXVirtual team collaborates effectively within the organization to enhance courses

Company fosters open dialogue across all levels to address concerns supporting priorities

Improvements:

Suggests increased collaboration with Bright Thinker for greater benefits to learners

Other:

Request for clarification on the term "governing authority" within the text

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Leaders cultivate effective individual and collective leadership among stakeholders. Leaders frequently recognize and encourage leadership potential among stakeholders. Leaders create conditions that regularly offer formal and informal leadership opportunities, and support individuals and groups to improve their leadership skills. Stakeholders demonstrate a willingness to take on individual or shared responsibilities that support the institution’s priorities.

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Opportunities available within clubs and activities

Need for more ideas and innovation to boost student engagement

Performance incentives linked to added responsibilities

Encouragement to utilize individual strengths to assist and lead colleagues

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Leaders demonstrate expertise in recruiting....professional staff members to optimize learning. Leaders identify, develop, and retain qualified professional staff members who contribute to the institution’s culture and priorities. Leaders routinely use data...to forecast future staffing needs and employ best practices to attract a diverse pool of candidates. Leaders ...implement ...procedures for supervision...that improve professional staff members’ performance to optimize learning.

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Hiring process appears successful with the retention of excellent facilitators/mentors.

Training is a collaborative, ongoing effort post-hiring.

Evidence includes collaborative interviews, role-specific documents, onboarding playlists, orientation courses, and evaluation processes.

Interview process involves collaboration and individual sessions with experienced staff.

Emphasis on a strong, skilled team where each member is knowledgeable and competent in their roles.

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Leaders create and maintain institutional structures...that support learners and staff members in stable and changing environments. Leaders demonstrate awareness of potential influences on institution stability and engage stakeholders in planning and implementing strategies to maintain stability and respond to change. ...that learners and staff members know what to do and expect in everyday circumstances. The institution’s structure and processes include emergency and contingency plans.

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Many procedures are in place, with potential room for improvement due to changing situations.

There is a continuous process of improvement acknowledged.

Staff are promptly informed of new laws/procedures and adapt accordingly.

Policies govern actions in various situations, with leaders guiding adaptations.

Transparency in communication ensures staff are aware of policies and any upcoming changes.

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Professional staff members implement curriculum and instruction that are aligned for relevancy,inclusion, and effectiveness. Professional staff members implement, review, and adjust curriculum and instruction based on recognized and evidence-based content standards. Curriculum and instructional practices are regularly assessed to assure alignment, relevancy, inclusiveness, and effectiveness for all learners.

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Job Description Summary:

Evidence:

Frequent collaboration between MIs and facilitators to make immediate changes aligning curriculum and enhancing effectiveness.

Yearly reviews of curriculum for improvements.

Claim, Evidence, Reasoning tasks and supplementary projects are utilized to ensure alignment with state standards.

Retooled base curriculum for virtual education practices to enhance engagement and learner-friendliness.

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Qualified personnel instruct and assist learners and each other in support of the institution’s mission, purpose, and beliefs. All staff members demonstrate the required knowledge and skills for their positions. Staff members work cooperatively to instruct and assist learners and colleagues in support of the institution’s guiding principles.Staff members’ individual and collective decisions and behaviors demonstrate alignment and coherence with the institution’s mission, purpose, and beliefs.

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LIVE sessions, tutorials, and collaborative meets are key components, both scheduled and spontaneous

Model involving mentors, facilitators, and managing instructors provides 1 on 1 support and collaborative instruction

Ongoing collaborative projects and discussions among different groups showcase effectiveness

Weekly sessions with students offer valuable opportunities for feedback to facilitators

Successful approach highlighted by evidence-based practices and positive outcomes

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Curriculum and instruction are augmented by reliable information resources and materials that advance learning and support learners’ personal interests. Professional staff members suggest and provide thoughtfully selected information resources and materials for learners that broaden and enrich the learning process and support learners’ personal interests. These information resources and materials are selected from credible sources and based on verifiable information.

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Summary:

MIs constantly review and revise courses to boost student engagement.

Yearly reviews of materials maintain up-to-date and accessible information.

Classical/collegiate models undergo frequent curriculum updates.

The base curriculum requires enhancements to address workload issues.

Adding supplemental sources can overload students with text-heavy content.

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Learners’ needs drive the equitable allocation and management of human, material, digital, and fiscal resources. Professional staff members routinely analyze learners’ needs and current trend data to adjust the allocation and management of human, material, digital, and fiscal resources to ensure equity for learning. Adjustments to resource allocation are routinely based on current data and at predetermined points in time.

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Learners experience curriculum and instruction that emphasize the value of diverse cultures,backgrounds, and abilities. Respect for the diversity of cultures, backgrounds, and abilities is clearly present in the institution’s culture and learning environments. The presence and contributions of the global community are intentionally included in the curricular content and instructional practices.

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Learners have equitable opportunities to realize their learning potential. Professional staff members know their learners well enough to develop and provide a variety of ...experiences. Learners have access...in most...opportunities available according to grade levels or ...sequencing of courses. Learners rarely encounter barriers when accessing...experiences most suited to their individual needs and well-being. Learners are ..supported to strive toward individual achievement and self-efficacy.

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Evidence for sufficient:

Aim to include local incidents familiar to Arkansas students in additional activities

Emphasis on incorporating the culture of indigenous peoples of Arizona for better student engagement

Meeting held to strategize ways to reach students effectively in Arizona and include their culture

Evidence for Needs Improvement:

Lack of diversity in reading selections in older grades noted

Discussion of global cultures often shows an ethnocentric tone

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Summary of Text:

Institution focuses on providing engaging experiences for students through the creation of clubs targeting various interests.

Mentor contacts, facilitator 1 on 1 tutoring, and certifications are offered as incentives for student engagement.

Institution excels in offering engaging activities to supplement coursework on the learning platform.

Challenges include motivating students to participate in activities like clubs voluntarily and addressing curriculum concerns for students with learning obstacles.

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Learners are immersed in an environment that fosters lifelong skills including creativity, curiosity, risk taking, collaboration, and design thinking. Conditions within most aspects of the institution promote learners’ lifelong skills. Learners engage in experiences that develop the non-academic skills important for their next steps in learning and for future success. Collectively,the learning experiences build skills in creativity, curiosity, risk-taking, collaboration and design-thinking.

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Summary of Virtual Learning Benefits:

Evidence:

Virtual learning develops executive skills like organization, planning, and time management.

Methods such as MI projects, facilitator-led discussions, work certificates, and club participation enhance skill development.

Some challenges in collaboration for self-paced students due to varying curriculum progress.

Improvements:

Incorporating more collaborative experiences in the base curriculum.

Enrolling students in rolling cohorts for enhanced skill exploration and collaboration opportunities.

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Learners are immersed in an environment that promotes and respects student voice and responsibility for their learning. Conditions within most aspects of the institution are learner-centered and promote learners’ active discovery and expression of their needs and interests. Learners give input into most of the instructional and learning activities available to them. Learners are frequently involved in identifying their learning targets and monitoring their progress.

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Virtual learners engage in self-paced courses and independent lessons

They have the flexibility to take multiple attempts on assignments

Students can request tutorials and have direct contact with teachers

Progress is monitored and supported, but students are responsible for their success or failure

The learning environment offers on-demand tutoring opportunities

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Learners engage in experiences that promote and develop their self-confidence and love of learning. Most learners pursue opportunities that may not always result in success, knowing they will be supported. Most learners show motivation, curiosity, and excitement about their learning.

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Summary of Text:

Evidence:

Personal customization options and trade school-style courses boost student motivation.

Suggestions:

Incorporating dual credit courses and fostering a love of learning at all ages.

Proposed capstone project course with mentor guidance for students to pursue interests.

Areas for improvement: heavy reliance on text in the curriculum, lack of diverse instructional delivery, and the need to enhance engagement in Premier, RTI's, and tutoring services.

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Instruction is characterized by high expectations and learner-centered practices. Most learners engage in instructional activities, experiences, and interactions based on their individual needs and interests. Professional staff members routinely deliver instruction designed for learners to reach their potential.

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Evidence:

Facilitators monitor student success and challenges while collaborating with MIs

Curriculum additions encourage students to reach their potential

Emphasis on addressing student interests in education

Alignment of CTE pathways and elective courses with student career interests

Improvement:

Potential for improvement in focusing on student interests across schools

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Instruction is monitored and adjusted to advance and deepen individual learners’ knowledge and understanding of the curriculum. Professional staff members regularly monitor and adjust instruction based on each learner’s response to instruction and achievement of desired learning targets. Professional staff members routinely analyze trend and current data to deepen each learner’s understanding of content.

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Summary:

Evidence:

Monitoring student successes and challenges drives continuous improvement in the curriculum.

Collaboration between facilitators and managing instructors facilitates adjustments to curriculum.

Lessons for 504/SPED students are modified as needed.

Mindset towards constant improvement is maintained in this area.

Improvements:

Virtual differentiation strategies can be further researched and implemented for improvement.

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Professional staff members integrate digital resources that deepen and advance learners’ engagement with instruction and stimulate their curiosity. Professional staff members intentionally select and integrate digital resources that add value to the learning process and encourage learners’ active engagement in the learning process. Digital resources routinely support learners’ pursuit of interests and deepen or extend curriculum topics to stimulate learners’ curiosity.

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Leaders use data and input from a variety of sources to make decisions for learners’ and staff members’ growth and well-being. Leaders regularly demonstrate skill and insight in considering a variety of information, choosing relevant and timely information, and interpreting data. Leaders make decisions by routinely taking into account data and additional factors that have an impact on learners and staff members such as institution history, recent experiences, and future possibilities.

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Summary:

Continuous evaluation of data and student responses guides adjustments in learning platform activities.

Emphasis on improvement from satisfactory to outstanding through data accumulation and analysis.

Leaders rely on ATLAS/NWEA scores, Buzz reports, participation rates, and stakeholder feedback for ongoing assessment of learners' needs.

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Leaders promote action research by professional staff members to improve their practice and advance learning. Leaders ...create..a culture that invites inquiry, reflection, and dialogue about instructional problems and issues relevant to the institution and/or individual learning environments. Professional staff members,...engage in action research...identifying instructional areas of improvement, collecting data, and reporting results to make make informed instructional changes... 

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Summary:

Professional review process (RRE) focusing on self-reflection of past performance, areas for improvement, and goal-setting.

Discussions/Research on Classical Education in meetings aim to enhance teaching methods and online delivery.

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Leaders regularly evaluate instructional programs and organizational conditions to improve instruction and advance learning. Leaders routinely implement a documented process to determine the effectiveness of the institution’s curriculum and instruction, including staffing and resources. Leaders use analyzed current and trend data and stakeholder input to make decisions about retaining, changing, or replacing programs and practices.

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Curriculum evaluation led by facilitators and MIs to enhance student engagement and understanding.

Ongoing dialogue in MI meetings to promote growth and enhance processes for learners.

Culture of evaluating progress and revising methods seen in all meetings attended.

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Learners’ diverse academic and non-academic needs are identified and effectively addressed through appropriate interventions. The institution routinely addresses the range of developmental, physical, emotional, and intellectual needs to support learners’ ability to learn. Strategies and interventions for these needs are regularly planned and implemented based on analyzed information, data, and instructional best practices to ensure learners’ success.

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Summary:

Evidence:

Modified lessons/expectations to support SPED/504 students as well as students in special situations like personal tragedies/challenges

Mentors Checking In with Students for Academic as Well as Non-Academic progress

Suggestions:

Need to Enhance Mentor to Student Ratios

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With support, learners pursue individual goals including the acquisition of academic and non- academic skills important for their educational futures and careers. Professional staff members regularly engage with learners to help them recognize their talents and potential, and to identify meaningful, attainable goals that support academic, career, personal, and social skills. Learners routinely choose activities and monitor their own progress, demonstrating active ownership of their stated goals.

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Non-Academic:

Fun Friday calendar features service and career postings

Monthly Club day and Poetry Out Loud Competition

Academic:

Students establish and track goals with mentor guidance from onboarding to career

Buzz platform enables real-time monitoring of grades and progress

Career goals guide elective choices tailored to student aspirations

Suggested Improvements:

Cohort-based academic goal-setting and evaluation system

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Understanding learners’ needs and interests drives the design, delivery, application, and evaluation of professional learning. Professional learning is learner-centered, designed around the principles that professional staff members need opportunities to focus on improving pedagogical skills and knowledge to better address learners’ needs and interests. A documented process to select, deliver, implement, and evaluate professional learning is being fully implemented.

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Professional growth opportunities for creating student lessons

Continuous collaboration between MIs and facilitators

Regular student progress monitoring/collaboration from the learning platform

Soliciting input and feedback from various groups of professionals and staff

Developing a responsive professional learning structure through surveys and direct communication with learners and families

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Learners’ progress is measured through a balanced system that includes assessment both for learning and of learning. Professional staff members and learners regularly use assessment data gathered through formal and informal methods to determine learners’ progress toward and achievement of intended learning objectives. Assessment data are routinely used for ongoing planning, decision making, and modification of curriculum and instruction.

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Summary of Text:

Leaders and co-workers promote professional development opportunities like the Q-Up Conference.

Peers assist each other quickly with questions and share new techniques through Pop-up Google Meets.

The environment nurtures learning and innovation.

Arkansas Ideas PD sessions are also valuable for professional growth.

Suggestions include setting yearly or quarterly professional goals with supervisors.

Coaching/mentoring tailored to individuals can aid improvement.

Encouraged mentoring and assistance is mainly staff-initiated, which works for now but may need adjustment as the team expands.

Regular sessions with the director have facilitated quick adjustment and learning in a short time span.

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Summary:

Evaluations on the learning platform and state testing

Response to student feedback is prioritized

Assessment system includes both formative (quizzes) and summative (unit) evaluations

Facilitators use lessons and informal assessments in LIVE sessions and Tutorials to support learning

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Company policy links hiring to student numbers and needs

Hiring is done promptly when student numbers and needs increase

Evidence of this policy on student needs includes the Gizmo account for science activities

Staff roles are adjusted to cater to student needs effectively

Short staffing is a concern across the organization

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Summary:

MI job involves enhancing digital resources for student engagement

MIs supplement base curriculum with additional interactive activities/lessons

Constant search for improved resources to support learning