APA AdvancED
Comprehensive Contextual Narrative
Standard
1: Vision and Purpose
Arendell Parrott Academy’s vision is clearly stated
in its Philosophy, Objectives, and Mission Statement. Its stakeholders include
students, parents, faculty, staff, administration, Board of Trustees, and the
larger “school family” (grandparents, friends, longtime supporters, and alumni). Communication of the school’s vision has been
a priority throughout its history. An
in-depth annual report profiles academic achievements, co-curricular programs
and accomplishments, curriculum innovations, institutional initiatives and
capital campaigns, and accurate financial data. The school also annually
revises and publishes a Student Handbook which enunciates the school vision, profiles the Honor Code and discipline
policies, and provides both academic and graduation requirements. Curriculum expectations are updated and
published in a Curriculum Guide available to parents, and individual course
outlines are maintained by the guidance office. The Parrott Post school newspaper (print and online) provides stakeholders
with current stories about activities, and classes that demonstrate how the
school’s vision is being met. Through the school’s website, parents and
students are advised about the school’s mission, its academic expectations,
individual course assignments, academic and co-curricular activities, and
examples of student achievements.
The Academy community is organized so that the
Board of Trustees, faculty departments and divisions, parent support groups (the
Mothers’ Committee, the Patriot Booster Club, the Friends of the Fine Arts), and
the Student Government Association are the primary organizations representing
different stakeholder groups. During the past five years, all these have been
represented on the SACS Reaccreditation School Improvement Team (2007), the
Head of School Search Committees (2007 and 2010), and the Long Range Planning
Committee (2010). Each of these ad hoc
committees reviewed the school’s vision and data of its performance in meeting
that vision, reviewed current trends in education, sought stakeholder input
through widely distributed surveys, and hosted community meetings for direct
discussion of strengths and weaknesses in meeting the vision.
Through the School Profile, the Annual Report,
the School Improvement Plan, and the Long Range Plan, a data-based profile indicates
how effectively the Academy’s organization realizes its mission statement. The key indicator of success is graduation
rates and college acceptance trends among senior students. Recruitment, enrollment, and retention data
provide valuable feedback on the school’s ability to live out its vision.
Demographic data on student diversity (including ethnic and economic diversity)
is maintained, as the Academy takes steps to broaden its student body. By monitoring the numbers of students
involved in arts, athletics, and community service, the school gauges success
in addressing student growth in all domains, a key component of the mission
statement. Results of the standardized
testing program (Terra Nova Achievement, PSAT and SAT , ACT, Cognitive
Abilities Test, and AP scores) are synthesized with individual student awards
and recognitions to provide a portrait of the school’s progress in stimulating
maximum intellectual growth. Faculty members are apprised of these indicators
of student achievement; continuing to insure that faculty participate in an
overview of such data on an annual basis is an important goal.
Faculty members are charged with the
responsibility of annually reviewing the school’s mission statement,
philosophy, and objectives, and designing curriculum and instructional
strategies that move students towards meeting the school’s stated objectives. In
designing classes and programs, faculty members work in close consultation with
the Headmaster and Assistant Headmaster for Academic Affairs. Departmental and
divisional meetings of faculty are the key forums for reviewing student
characteristics and student engagement, and developing instructional strategies
to meet individual student needs while stimulating maximum intellectual
development.
The following areas of focus for continuous
improvement synthesize stakeholder concerns: providing more opportunities for
meaningful interdepartmental and interdivisional dialogue on maximizing each
student’s learning potential; synchronizing the current long-range planning
process with the school improvement planning process to provide more frequent
systematic updates and directional changes where needed; and developing a capital campaign to support
expansion of facilities, especially for fine arts, media, and computer
technology.
Standard
2: Governance and Leadership
Throughout its 46 years as an educational
institution, Arendell Parrott Academy has maintained strong governance and
leadership through following the by-laws under which the school was
established. This document clearly
defines the roles and responsibilities of the Board of Trustees and its relationship
with the school’s leadership and has been revised as the Academy has grown and
matured. The Board of Trustees includes
a variety of stakeholder groups—parents, grandparents, and alumni. It maintains long-term stability by offering
extensive orientation of new Board members and retaining Board members for as long as they wish to
serve. A group of Honorary Board members
is also available as a resource for current school leaders. The Board has recently codified its past
policies into a single document. Through weekly meetings between the Board
president and headmaster, monthly meetings with the Executive Committee, and
ten meetings per year of the full Board, the Board of Trustees monitors the
administration’s performance. The Board commissions and approves a long-range
plan for the school’s development and a five-year school improvement plan;
these are the two primary structures for continuous improvement of the
Academy’s ability to achieve its vision.
An
organizational flow chart, provided to all faculty members, delineates the communication
channels among the Board, the administration, faculty leadership, faculty
members, non-instructional personnel, and support staff. In addition, a student handbook for parents
and students and a faculty handbook document school policies. Through departments
and divisions, individual faculty members form cooperative peer learning
communities; additionally, site-based workshops and symposia allow teachers to
engage in reflection and professional growth.
In addition to existing professional development funds, a new fund had
been initiated to support graduate school work by teachers and staff . Administrators are responsible for assessing
each faculty member’s teaching strengths and learning style and match professional
development with these factors. The
Academy’s evaluation model for faculty members includes an individual annual
conference with teachers, teaching assistants, and non-teaching personnel to
reflect on performance and set goals for improvement. A collegial environment allows faculty members
and administrators to confer frequently on instructional practices and
communication issues. New teachers are
given an experienced faculty mentor to guide development of instructional and
communication strategies appropriate to the school’s culture.
Professional development for instructional and
non-instructional personnel follows a collaborative model with conferences
between staff members and administrators to assess and plan for individual
growth. School leadership does not rely
exclusively on a top-down prescriptive approach to the professional development
of instructional and non-instructional staff.
School leaders collect a wide range of test
and performance data on individual learners, as well as monitoring trends in
the performance of class groups. Because
the school’s mission is to develop each student’s potential across a range of
domains, individual accomplishments and honors are also recognized as a
significant source of data. Philosophically, the school leadership and faculty
believe that statistical performance data should be an important but not
dominant force in shaping curriculum.
Qualitative responses from
parents, students, and alumni are viewed as important forms of data.
Because the Academy has chosen not to develop
administrative directors of the Lower, Middle, and High School, individual
teachers play a large leadership role in development of curriculum and policies
concerning student life. The school has
a tradition of consulting faculty on major issues, and faculty representatives
have served on the Long Range Plan Committee, the Headmaster Search Committee,
and make up the majority of the School Improvement Team. Through the Student
Government Association and student representatives on a variety of committees,
school leadership listens to student input on a number of important issues.
A broad range of stakeholder participation in
school improvement takes place through departmental and divisional meetings;
stakeholder support groups such as the Mothers Committee, the Patriot Booster
Club, and the Friends of the Fine Arts; and surveys of students, parents,
faculty, and alumni.
Over the past decade, the student body has
become increasingly diverse, and all students have equal access to curricular
and extracurricular activities. The
effectiveness of administrators, faculty members, and students in creating a
school culture of civility, respect, and
high expectations is borne out by survey responses indicating the number
one reason that parents choose Arendell Parrott Academy for their children is
the safe and secure environment it provides. The school’s historically high student retention rate (96%
for 2011-2012) is evidence of the
positive school culture. Also, as part of the commitment to continuous
improvement, the Academy’s efforts to embody its motto of “Honor, Initiative,
and Truth” have benn enhanced by expanding the fall Honor Convocation to
include middle school students.
The following areas of focus for continuous
improvement synthesize stakeholder concerns: reconsidering administrative
organizational structure to better serve a growing school; reviewing the
present evaluation system for faculty, administrators, and staff; creating
specific guidelines for mentors; enhancing use of site-based workshops and professional
development; and increasing Board of Trustee visibility within the school.
Standard
3: Teaching and Learning
As an independent school, Arendell Parrott
Academy has created a curriculum that meets the school’s vision of stimulating
maximum intellectual development, builds upon and enhances the best of what
North Carolina public schools do, and meets state and national learning
standards. Individual faculty members
have the autonomy to create a curriculum that provides a knowledge base and
stimulates development of critical, reflective, and creative thinking. All Advanced Placement courses have
syllabi aligned with the College Board
national standards. Annual testing
results at each grade level provide statistical verification that curriculum is
aligned with state and national standards and expectations. A written
curriculum guide and course outlines are developed by faculty, reviewed by
administrators, and revised as needed.
Through continuous school improvement and long-range planning,
stakeholders review research and trends in education, as well as survey the
school community. Throughout this
process, curriculum is evaluated and revised to improve student learning
outcomes.
A core component of the Academy’s philosophy
is the promotion and development of young learners’ natural curiosity. Teachers balance innovative hands-on learning
opportunities, technology, and creative projects with traditional directed
learning, promoting listening and writing skills. The school provides ample
critical feedback to guide student learning, and faculty members embrace and
excel at individual conferencing to facilitate each student’s maximum
development. In the past five years,
faculty members have through individual research and professional development
strengthened their understanding of platform neurodevelopmental skills and
individual learning differences. Through
multiple extracurricular opportunities tied to the curriculum, the school
allows students to deepen their understanding of the connection between
knowledge learned in the classroom and applications in real life.
Individual teachers have the latitude to
choose the most appropriate forms of assessing student learning. Past school
improvement plans guided faculty in implementing more writing-based and
reading-based assessments. More
professional development and more inter-departmental and inter-divisional
dialogue about developing formative assessment will allow the faculty to continue improving teaching and learning
at the Academy. Additionally, faculty
have kept abreast of evolving research
in different learning styles, and the school’s curriculum offers accelerated
opportunities for academically talented students and more fundamental
instruction for those needing more instructional support. An Academic Center works closely with faculty
members to support students in meeting the school’s learning expectations. The Academy exposes students to cultural
differences and fosters understanding and tolerance for them; however, the
curriculum does not offer differentiated instruction based on cultural or
ethnic background. (Only rarely has the Academy enrolled a student who cannot
show some English proficiency, for example.)
Instructional delivery is adapted to meet needs based on learning
differences, while the faculty consistently holds the expectation that each
student fulfill his or her potential for intellectual development.
Teachers collaborate on analyzing students’
learning strengths and weaknesses through departmental meetings and, more
frequently, informal consultations.
Teachers continue to work on expanding collaborative and reflective
opportunities, particularly among divisions.
The Academy expects all teachers to be learners, to keep abreast of
trends in education, and to deepen their own knowledge base and passion for
their discipline. Through the Hobgood
Faculty Endowment and other funding, the school supports teachers in this
quest.
As extra-curricular and co-curricular
opportunities for students have expanded at the Academy, the faculty has
expressed a continuing concern that instructional time be prioritized through
minimizing interruptions. The Long Range Plan adopted in 2010 calls for
investigating alternative scheduling strategies for the school day.
The strengths and weaknesses of each student
in grades 6 through 12 are assessed by administrators and faculty during the
scheduling process, and the student’s
individual class schedule is customized to reflect learning differences. The school Testing Coordinator monitors and
documents accommodated learning and testing opportunities for students
identified as needing them, and a plan is put in place.
Following a comprehensive technology plan
updated every five years, the school has provided up-to-date communication and
learning technology for students and faculty.
Continuing professional development and informal collaboration among
teachers develop multiple applications of technology, and the administration
has expanded teachers’ access to technology resources through SAS Curriculum
Pathways, NCAIS Virtual, Naviance, etc.
The following areas of focus for continuous
improvement synthesize stakeholder concerns: implementing strategies to protect
and maximize the use of instructional time at all levels of the school;
increasing intentional coordination among all levels of school to better
articulate and align curriculum; expanding and improving staff and students’ access to instructional
technology and a materials collection that support the curricular and
instructional program.
Standard
4: Documenting and Using Results
Through a balanced review of standardized test
scores and the individual student’s entire body of work, Arendell Parrott
Academy assesses the progress of individual as well as student groups to
maximize their learning potential. Each
teacher is responsible for measuring student learning and using assessments
aligned with the learning objectives for the specific coursework. A varied array of objective tests, written
responses, oral responses, laboratory work, technology-based assignments, and
creative projects provides a multi-dimensional view of student learning. Middle grades begin cumulative assessments
with the core disciplines of math and English at grade seven and add science
exams at the eighth grade level. All
high school students are required to take midterm and final exams in core
subject areas of English, math, science, social studies, and foreign
language. Juniors and seniors are
allowed exemptions as outlined in the student handbook. The A.P. exam serves as the final exam for
Advanced Placement courses.
The school maintains an annual standardized
testing program for grades one through twelve.
Students in grades one through nine take the Terra Nova CAT Test,
students in grade six take the Otis Lennon Skills Ability Test, students in
grade ten take the Test of Cognitive Skills, and students in grade eleven take
the PSAT; seniors’ scoring profile on the SAT forms a final nationally normed,
standardized performance measure.
Additionally, the administration and faculty analyze test results on
individual A.P. exams, as well as overall trends in A.P. exam performance by
high school students.
A testing coordinator ensures that protocols
for all standardized tests are rigorously followed. Performance data for all students in grades
one through twelve is easily accessible in a notebook. The headmaster and associate headmaster
review testing data in correlation with individual student performance each
marking period. The only subgroup analysis that is done is tracking SAT scores
by gender. Otherwise, all students are
held to the same high expectations for student learning at APA.
Lower school teachers provide data from
testing and classroom observations that is helpful in student placement for the
next academic year. Students in grades
six through twelve have individually designed schedules to maximize their
potential. This scheduling uses
performance data and student/parent conferencing to place each student in the
most challenging coursework for his or her potential.*Decisions to add a course
to the curriculum (for example, offering A.P. English Language or
re-introducing Phenomenon of Language at grade seven) grow out of data on
student learning trends. Any team
convened for the purpose of assessing and enhancing individual student’s
progress will include staff members knowledgeable about the student as well as
a staff member skilled in data analysis and interpretation.
The system for collecting and maintaining
student performance data developed by the Board or Trustees and the Headmaster
balances confidentiality and security with the needs of administrators,
faculty, parents, and students. A
recently constructed records room has enhanced security and organization of
student records while allowing convenient faculty access to the data through
the testing coordinator. Through continuously updated documentation – including
a School Profile, an Annual Report, a Long Range Plan, and a School Improvement
Plan – faculty members, families, and students can monitor trends in overall
student performance. The Micrograde computer system allows students to keep
abreast of classroom assessments throughout the grading period.
The Academy fosters excellence in academics,
arts, athletics, and civic service by recognizing its students’ successes. A monthly Education Report prepared for the
Board of Trustees is emailed to all families; induction ceremonies for
academic, arts, and service honor organizations are held for students and their
families; awards ceremonies for academics, arts, and athletics cap each school
year; and bulletin boards and school displays publish students’ best work for
the student body and visitors to enjoy.
From the Board of Trustees to individual
faculty members the learning community of Arendell Parrott Academy keeps track
of student performance and learning initiatives in other regional and state
schools. The administration also
measures Academy students’ standardized test scores against state and national
averages. Using this data, the school
assesses its effectiveness in stimulating maximum intellectual, creative,
social, physical, and moral development of its students. In comparative analysis of standardized test
data, the administration and faculty review results longitudinally over a
three-year, five-year, or longer time frame.
Smaller class sizes at the school mean one or two individuals’ scores
may have a broader impact on the portrait of the group; therefore, it is
critical to consider both quantitative and qualitative performance data, on-site
classroom assessments, and nationally normed test data. The school’s tradition of stability and
continuity ensures that it does not follow a short sighted program of constant
readjustment based on ephemeral trends in performance data or pedagogical approaches. Because of its vision to develop the
student’s potential in a variety of domains, the school fosters and evaluates
achievement across many dimensions.
The following areas of focus for continuous
improvement synthesize stakeholder concerns: studying curriculum and skill
mastery across all grade levels to better align curriculum and eliminate gaps
in skill mastery of core academic subjects; improving faculty-administration
collaboration on class placement of students; investigating increased flexibility
in scheduling, expanded course offerings; additions to faculty, and expanded
space to enhance the learning process.
Standard
5: Resources and Support Systems
All faculty members at
Parrott Academy are degreed and teaching in field, and the majority hold a
state teaching certificate. All
classroom teachers in Transition through fifth grade hold a North Carolina
state teaching certificate.
Additionally, every faculty member must meet the state-mandated
continuing education requirement for renewal of certification. The school attracts and retains highly
qualified teachers by providing compensation competitive with the total
compensation of public school teachers in surrounding counties. The Board also
offers a benefits package including a retirement program, 80% coverage of
premiums for group health insurance, and disability and life insurance. Equally important, teachers cite the family
atmosphere, school culture of respect and high expectations as major incentives
to work at the Academy. Average teacher
tenure is 17 years; 27 faculty members have served 20 or more years.
Any teacher hired must hold
a minimum of a bachelor’s degree from an accredited college or university and
be highly qualified in his or her discipline; 25 faculty members hold advanced
degrees. Each new teacher is assigned a
mentor for the first three years of teaching, and informal mentoring
relationships thrive between older and younger teachers. The N.C. Department of Public Instruction has
allowed the Academy to develop a program of certificate renewal for teachers,
as well as a three-year mentoring program allowing teachers with initial
licensure teaching certificates to progress to a Standard Professional II
certificate. Teachers spend a majority of the day instructing in a core area
matching their degree field. Through experience, observation of strengths, and
individual conferences, the Headmaster adapts staffing assignments to maximize
the alignment between a teacher’s qualifications and student needs.
The teaching staff collaborates
through departments and divisions. Using
regular meetings, peer coaching, and shared inquiry into effective teaching
methods, teachers continuously develop their knowledge and pedagogical
skills. Through the most recent school
improvement plan, three faculty-wide symposia have addressed leading topics in
contemporary education, while middle school faculty engaged in an additional
symposium on the unique needs of middle school learners.
In the Academy’s most recent
long range planning process (Parrott 2010), a committee representing all
stakeholders used surveys and inquiry into best educational practices to
evaluate the school’s student-staff ratio.
Guided by NAIS standards for class size, the Board reorganized the lower
school to offer three smaller classes per grade, constructing a new classroom
building to accommodate this re-organization.
Prudence and stewardship
guide the Board of Trustees and administration in financial decision-making. The school does not rely on tuition dollars
to build new facilities. Assessing
needs, forming a long-range plan, communicating goals to stakeholders, and
conducting targeted fundraising campaigns have been the steps for renovating
and creating excellent facilities. The
Mothers’ Committee, Patriot Booster Club, and Friends of the Fine Arts provide
funding and logistical support for instructional and extracurricular
programming. Through its Annual Report
and a capital fundraising “report card” sent to all families and faculty
members, the Board and administration keep stakeholders apprised of income,
expenditures, and funding priorities. The
Board receives monthly budget reports, and a financial audit by a CPA is
conducted annually.
Maintaining safe, attractive
campus facilities is central to the Academy’s mission of creating a nurturing,
supportive learning environment. In addition to required inspections by local
and state government agencies, the school receives an annual risk management
review by its insurance company. A
detailed crisis management plan, tornado shelter plan, and fire evacuation
procedure are reviewed and practiced annually.
Maintenance, housekeeping staff,
and faculty follow a clear procedure for reporting and responding to classroom,
building, and campus needs. Student
achievement and an atmosphere conducive to learning are the primary
considerations in utilizing campus spaces; renovations and reorganization of
space over the past five years have allowed instructional programs to grow.
The school’s guidance
program fosters each student’s intellectual, social, and emotional
development. A middle school counselor,
high school guidance counselor, and high school college adviser collaborate to
guide learners in transitioning from elementary school to college. A program of
home calls and emails supports new students and their families in adapting to
the Academy’s learning environment. Classroom teachers who recognize a student’s
need for therapeutic services work with a resource team of administrative, guidance,
and health personnel to coordinate referral to professional counselors. Educational
and career planning are accomplished through college advising sessions,
internships, shadowing, summer learning opportunities, and engaging in
community service. The guidance staff, Academic Center, faculty members, Headmaster, and two Assistant Headmasters
support all students in reaching their intellectual
potential by carefully monitoring individual assessments, mid-marking period
progress, and marking period grades.
The following areas of focus for continuous
improvement synthesize stakeholder concerns: providing a more formal faculty
observation system, increasing staff development opportunities for faculty,
funding graduate school studies for faculty, improving communication of
expectations to mentor teachers, and ensuring that long-range budgeting plans
reflect educational goals.
Standard
6: Stakeholder Communications and
Relationships
The philosophy of Arendell
Parrott Academy envisions highly qualified teachers working in partnership with
parents and families to support students in learning across a variety of
domains. Achieving more effective
communication and collaboration within the school community has been a priority
for the past forty-six years.
Today, the school maintains
valuable partnerships with community entities and individual leaders who mentor
and inspire students. Though there is no
highly organized structure for achieving this collaboration, individual
teachers, club and activity advisers, and administrators communicate with a
variety of community organizations and business leaders to arrange learning
opportunities for APA students. The
school’s SERV Society, guided by a director of community service, has taken a
leadership role in this area.
Within the Academy family,
regular communication is a priority. The
school utilizes multiple media-- its website, The Parrott Post newspaper (both
print and online editions), stories in local and regional newspapers, an annual
report, community meetings, and email communication (monthly activity calendars,
monthly educational report)-- to inform parents, grandparents, alumni,
students, and school supporters about individual students’ successes and the
school’s goals, programs, and overall effectiveness.
Parents and family members
are welcome at the school as observers, supporters, and volunteer
presenters. An annual Grandparents’ and
Special Person’s Day allows classroom visits and special activities in the
Lower School. An active Mothers’
Committee spearheads a formal volunteer program, while the Patriot Booster Club
involves parents in supporting athletics and Friends of the Fine Arts mobilizes
parents to give material and logistical support to music, drama, dance, and
visual arts programs.
Although parents are not
routinely observers in the classroom, faculty emails and web pages keep them
abreast of progress in individual classrooms.
In addition to the Back to School Night classroom visits, parents are
encouraged to arrange individual and team conferences with faculty
members. Additionally, the Guidance
Department provides a series of presentations for parents and students
featuring experts who discuss how to support student learning.
Because the student body is drawn
from eleven different counties, geographical diversity is as important at the
Academy as cultural, ethnic, and socioeconomic diversity. With a community of highly involved parents
from diverse backgrounds, the school has experienced participation and
volunteering from a wide range of parents.
From the school admissions
tour and interview, the Curriculum Guide, the Student Handbook, and individual
teachers’ Back to School Night presentations and websites, students and parents
gain a clear understanding of the Academy’s high expectations for intellectual
growth and character development. Parents are encouraged to confer with faculty
members and administrators when any questions arise about the student’s effort
to achieve his or her maximum potential.
The Academy has continuously
developed and improved communication with stakeholders. The Micrograde online program allows students
and parents to review an individual learner’s performance on classroom
assignments. Numerous governing body reports—the Annual
Report, the Long Range Plan, the monthly Board Education Report— provide an
array of stakeholders with information on student performance and institutional
initiative. The school keeps students, families, alumni, and friends informed
and invested in its educational mission.
Through sharing information, seeking stakeholder involvement, and
evaluating constructive feedback, the Academy involves the school community and
the broader community in supporting student learning.
The following areas of focus for continuous
improvement synthesize stakeholder concerns: developing a dialogue with parents
about maximizing use of communication tools such as Micrograde and the school
website.
Standard
7: Commitment to Continuous Improvement
Through a long-range
planning process (most recently completed in 2010) and a school improvement
plan reviewed annually and updated every five years, Arendell Parrott Academy continually
assesses its ability to improve student
learning and development across the intellectual, creative, social, physical,
and moral domains. Departments and
divisions, which meet at least twice a year function as the key teams which act
upon and monitor the plan. Board members, parents, faculty, and students are
represented on a variety of committees, and community meetings are held for
direct parent input. The school has
surveyed its stakeholders for input on improvement three times since 2007. Co-curricular and extra-curricular programs
play an important role in supporting and carrying out the school’s plan for
continuous improvement. Professional
development through on-site workshops and colloquia, as well as off-site
conferences and workshops, empowers teachers to meet the school improvement
plan goals. The use of technology has played an increasing role in giving
teachers greater professional development options. The administration’s monthly education report
to the Board of Trustees, which is a natural outgrowth of school improvement
goals, is also sent to faculty and parents.
The school’s Annual Report highlights quantitative and qualitative data
on student learning.
The school improvement plan
includes strategies for measuring organizational effectiveness and progress in
improvement goals, while trends in enrollment and retention of students provide
an important external measure of student achievement and the school’s
effectiveness. By analyzing student
performance in areas targeted by the school improvement plan, administrators, individual
faculty members, departments, and divisions revise strategies for
implementation.
By reflecting on evidence of
student learning, surveying educational research and best practices, as well as
sharing performance results and listening to stakeholder input, the school
leadership and faculty continuously assess progress in improving the
school. This multi-dimensional process
ensures that the school community remains committed to empowering students to fulfill
their learning potential.
The following areas of focus for continuous improvement synthesize stakeholder concerns: integrating the Board-authorized Long Range Planning process and its goals with the School Improvement Process goals, systematically communicating clearly defined objectives to all faculty and other stakeholder, and improving systematic documentation and evaluation of continuous improvement for the Academy.
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