Kinston High School

Terry Weeks, Principal

Review Dates: 01/21/2009 - 01/22/2009

North Central Association Commission on Accreditation and

School Improvement (NCA CASI), the Southern Association

of Colleges and Schools Council on Accreditation and School

Improvement (SACS CASI), and the Commission on International

and Trans-Regional Accreditation (CITA) are accreditation

divisions of AdvancED.

Kinston High School

Quality Assurance Review Report Page 2 of 15

Quality Assurance Review Report

Contents

About AdvancED and NCA CASI/SACS CASI . . . . 3

Introduction to the Quality Assurance Review  . . . . 4

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . 5

Commendations  . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Recommendations . . . . . . . . . . . . . . . . .  . . . . . . . 6

Next Steps  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Standards for Accreditation  . . . . . . . . . . . . . . . . . 9

Standard 1. Vision and Purpose .. . . . . . . . . . . . . 9

Standard 2. Governance and Leadership .  . . . . . 9

Standard 3. Teaching and Learning  . . . . . . . . . 10

Standard 4. Documenting and Using Results . . 11

Standard 5. Resource and Support Systems   . 11

Standard 6. Stakeholder Communications and  Relationships . . . 12

Standard 7. Commitment to Continuous Improvement  . . . . . . . 13

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . .. 14

Appendix .. . . . . . . . . . . . . . . . . . . . . . .. . . .  15

Quality Assurance Review Team Members . 15

AdvancED Standards for Quality Schools . . 15

Kinston High School

Quality Assurance Review Report Page 3 of 15

About AdvancED and NCA CASI/SACS CASI

Background. Founded in 1895, the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and the Southern Association of Colleges and Schools Council on  Accreditation       and School Improvement (SACS CASI) accredit public and private schools and  districts in  30 states, the Navajo Nation, Latin America, and the Department of Defense Schools  worldwide.

In 2006, NCA CASI, SACS CASI, and the research and development arm of the accrediting associations, the National Study of School Evaluation, unified to form AdvancED. Dedicated to advancing excellence in            education, AdvancED provides accreditation, research, and professional services to 23,000 schools in 65 countries, serving 15 million students.

NCA CASI and SACS CASI serve as accreditation ivisions of AdvancED. Through AdvancED, NCA CASI and      SACS CASI have defined shared, research-based accreditation standards that cross state, regional, and        national boundaries. Accompanying these standards is a unified accreditation process designed to help     schools continuously improve.The Accreditation Process. To earn and maintain accreditation from NCA CASI    or SACS CASI, schools must:

1) Meet the AdvancED Standards for Quality Schools. Schools demonstrate adherence to the

 seven AdvancED standards which describe the quality practices and conditions that research

 and best practice indicate are necessary for schools to achieve quality student performance

 and organizational effectiveness.

2) Engage in continuous improvement. Schools implement a continuous improvement process

 that articulates the vision and purpose the school is pursuing (vision); maintains a rich and

 current description of students, their performance, school effectiveness, and the school community

 (profile); employs goals and interventions to improve student performance (plan); and documents

 and uses the results to inform what happens next (results).

 3) Demonstrate quality assurance through internal and external review. Schools engage in a  

planned process of ongoing internal  review and self-assessment. In addition, schools host an

external Quality Assurance Review Team once every five years. The team evaluates the school's

adherence to the AdvancED quality standards,   assesses the efficacy of the school's improvement process

and methods for quality assurance, and  provides commendations and recommendations to help the school

improve. The team provides an  oral exit report to the school and a written report detailing the team's

recommendations. The school acts on the team's recommendations and submits a progress report

following the review.  NCA CASI and SACS CASI accreditation engages the entire school community

in a continuous process of selfevaluation and improvement. The overall aim is to help schools be

the best they can be on behalf  of the students they serve. 

Introduction to the Quality Assurance Review

Purpose. The purpose of the Quality Assurance Review is to:

1. Evaluate the school's adherence to the AdvancED quality standards.

2. Assess the efficacy of the school's improvement process and methods for quality assurance.

3. Identify commendations and recommendations to improve the school.

4. Make an accreditation recommendation for review by the national AdvancED Accreditation Commission.

A key aim of the Quality Assurance Review is to verify that the school is operating with institutional integrity -             that it is fulfilling its vision and mission for its students.

School Preparation. To prepare for the Quality Assurance Review, the school community engages in an                     in-depth selfassessment of each of the seven AdvancED standards. The school identifies and describes the evidence that demonstrates that it is meeting each standard. Through this internal review, the school examines how its systems and processes contribute to student performance and school effectiveness.

Summary of Team Activities. The Quality Assurance Review Team is led by an AdvancED certified team                    chair and comprised of professionals from outside the school. The team reviews the findings of the school's internal selfassessment, conducts interviews with representative groups of stakeholders, reviews student performance data and other documentation provided by the school, and observes practices and daily operations. The team engages in professional deliberations to reach consensus on the school's adherence to the standards for accreditation. The team provides an oral exit report and prepares a written Quality Assurance Review Team Report designed to help the school improve.

The Quality Assurance Review Team Report. Following the visit, the review team completes the Quality                   Assurance Review report. After review by a nationally-trained reader, the report is submitted to the school. The report contains commendations and recommendations for improvement.

Using the Report - Acting on the Recommendations. The school uses the report to guide its improvement              efforts. The school is held accountable for addressing the recommendations identified in the report. The NCA CASI/SACS CASI State Office is available to assist schools in addressing the recommendations. Following the Quality Assurance Review Team visit, the school must submit a progress report detailing the actions and               progress the school has made on the team's recommendations. The report is reviewed at the state and            national level to ensure the school is addressing the recommendations.

Accreditation Recommendation. The Quality Assurance Review Team uses the findings from the onsite visit to make an accreditation recommendation that is reviewed at the state level and by the national AdvancED Accreditation Commission. Accreditation is granted by the AdvancED Accreditation Commission and communicated to the school following action from the commission.

Summary of Findings

A Quality Assurance Review Team representing the Southern Association of Colleges and Schools Council          on accreditation and School Improvement (SACS CASI), a division of AdvancED, visited the Kinston High            School in Kinston, Alabama on 01/21/2009 - 01/22/2009.  During the visit, members of the Quality Assurance Review Team interviewed the Principal, 2 members of the administrative team, 6 students, 5 parents, and 7 teachers. In addition, city government, custodial staff, athletic club members, child nutrition workers and      guidance counselors were interviewed. The team also reviewed documents, student performance data,    and  other artifacts provided by the school. Specifically, the team examined the school's systems and processes in relation to the seven AdvancED standards:

Vision and Purpose

Governance and Leadership

Teaching and Learning

Documenting and Using Results

Resource and Support Systems

Stakeholder Communications and Relationships

Commitment to Continuous Improvement

The AdvancED standards focus on systems within a school and systematic methods of attaining high student performance and organizational effectiveness. The power of the standards lies in the connections and linkages between and among the standards. The Quality Assurance Review Team used the AdvancED standards to      guide its review of the school, looking not only for adherence to individual standards, but also for how the       school functions as a whole and embodies the practices and characteristics of a quality school. Through its examination of the school's adherence to the standards, the Quality Assurance Review Team identified the following commendations and recommendations.

Commendations

The Quality Assurance Review Team commends the school for the following strengths and accomplishments. While additional strengths are noted in the detailed review of each standard that appears later in this report,     the commendations listed below are the strengths that the team believes are most deserving of being highlighted. The school is commended for both soliciting and nurturing support from the local community. The team also commends the community for its active and enthusiastic support of the school.This community support was      very obvious through reading the SAR and through interviews. Community support is something that can only enhance school effectiveness. Having the local community fully behind its school lends itself to resources that other schools can only wish they had. The Kinston School is commended for offering an advanced curriculum through a variety of means and programs.

The master schedule, along with interviews as well as visual evdence such as the ACCESS Lab, provided the  team with ample proof that the advanced curriculum was well beyond most schools of this size. Any school      would want to offer its children the kind of challenging courses that will make them competitive in the  world of        work as well as in post secondary education. The team commends the school and its staff for the effective       use of formative data to improve instruction. This use of formative data was very evident from both examination of the evidence/data that was found in the SAR as well as from interviews with members of the school staff. Data driven instruction is one, if not the most, important aspect of school improvement. The entire school family is commended for creating a safe, collegial, and loving climate as well as an outstanding physical environment within which to teach and learn. This culture was very evident from the general observations made of the      physical plant as well as from the nteraction the team had with students, parents, staff and community      members. A safe and comfortable climate/environment is so important for any school to strive for. This is         critical in order to gain and maintain stakeholder support. The Kinston School and the Coffee County School System are commended for the proactive approach to providing up-to-date technology for instruction.  The         school has a stand alone computer lab for student/class use. An ACCESS/21st Century lab is in place, a well equipped B.E. classroom, a portable computer lab as well as classroom computers are found at Kinston      School. Keeping abreast of the latest in technology for instuction is critical to provide students entering college or the work place. The extended curricular offerings through the different technology and media are extremely important for any school.

The team commends the school and community for the warm welcome and hospitality extended to the Quality Review Team during the visit. The entire school family went out of their way to make the team feel comfortable, provide what was needed and assist in any way asked.  Having a friendly, accomodating faculty. staff, student        body and parents is critical to providing the welcoming atmosphere that any school wants to have.

Recommendations

In addition to the commendations, the Quality Assurance Review Team identified the following recommend-     ations for improvement. The team focused its recommendations on those areas that, if addressed, will have         the greatest impact on improving student performance and overall school effectiveness. The school will be      held accountable for making progress on each of the recommendations noted in this section. Following this review, the school will be asked to

submit a progress report on these recommendations.  Continue to update classroom technology to include      data projectors, interwrite pads, smart boards, and other  identified needs as resources become available.  Through interviews and identified as a need in the self study, the team felt that this was an area that deserves  attention.  Even though the school is ahead of the game in some areas of technology (see commendations),        the need still  exists in the individual classrooms for more technological support for instruction.  Secure        specific areas of the campus playground and breezeways to provide a safer and more secure area for the younger children. This was something that the team members saw early in the visit and was confirmed as a need through interviews.  This is a definite safety issue. Anywhere there are elementary age children playing or moving about, it is essential that those areas be secure from easy outside access.  Provide a way for the staff, teachers, and students in the elementary building to communicate among  themselves and with the main office in the high school building.  Through observation as well as interviews with the staff, it was evident that there was no one available in the elementary building to answer the phone, send and receive messages from teachers, etc. Also elementary students have to travel through three different buildings and pass through two unsecured outside areas in order to reach the main office in the high school building.  This is important for safety reasons as well as for making the elementary school more accessible to parents and the community.  Seek a more efficient system of accessing needed internet sites for student research.  The primary source of evidence was from student interviews supported by the faculty in their interviews.  Students, especially involved in advanced classes and senior English, need access to as many resources as  possible, especially in a rural area where other types of media are not available. Review of AdvancED Standards for Quality Schools: The team reviewed the school's adherence to each of the  AdvancED standards. The findings from this review are provided in the next section of this report.

Next Steps

The school should:

1. Review and discuss the findings from this report with all stakeholders.

2. Ensure that plans are in place to embed and sustain the strengths noted in the commendations section to

maximize their impact on the school.

3. Develop action plans to address the recommendations made by the team. Include methods for monitoring

progress toward the recommendations.

4. Use the report to guide and strengthen the school's efforts to improve student performance and school

effectiveness.

5. Following the Quality Assurance Review, submit the Accreditation Progress Report detailing progress made

toward addressing the team's recommendations. The report will be reviewed at the state and national level to

ensure that significant progress is being made toward the recommendations. Lack of progress can result in a

change in accreditation status.

6. Continue to meet the AdvancED accreditation standards, submit required reports, engage in continuous

improvement, and document results.

Resources

AdvancED offers a range of resources to support your school as it acts on the findings in this report. The AdvancED

Resource Network, available at www.advanc-ed.org/resourcenetwork, provides an online network of peer-to-peer

practices, best practices, and resources and tools designed to help schools with their improvement efforts. Available

any where, any time, the network can be queried for information on a variety of school improvement subjects. The

AdvancED Research and Development division provides research, handbooks, and tools to assist schools with

continuous improvement. In addition, your state office provides hands-on professional development and ongoing

technical assistance. Contact your state office for more information on the range of resources available to you.

Celebrating Accreditation

Following the visit, the Quality Assurance Review Team submits an accreditation recommendation to AdvancED for

state review and for action at the national level by the AdvancED Accreditation Commission, which confers

accreditation and communicates it to the school. Upon receiving its accreditation, the school should celebrate its

achievement with the school community. The SACS CASI accreditation seals are available at www.advanced.

org/communicationskit for accredited schools and districts to post on their website and to use in school

communications. Flags, door decals, diploma seals, and lapel pins are also available and can be ordered from the

website to help you share your accomplishment with your community.

Summary

The accreditation process engages the school in an ongoing journey of continuous improvement. The next steps in

this journey are to build on the strengths and address the recommendations noted in this report. Doing so will enable

the school to advance in its quest for excellence and deepen the fulfillment of its mission for all students.

Standards for Accreditation

The primary requirement for accreditation is that the Kinston High School demonstrates that it meets the seven

standards for accreditation. The findings of the Quality Assurance Review Team regarding the standards for

accreditation are summarized on the following pages.

Standard 1. Vision and Purpose

Standard: The school establishes and communicates a shared purpose and direction for improving the performance

of students and the effectiveness of the school.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The team found evidence through documentation and interviews that the school leadership team had taken a

thorough look at the previous vision and purpose of Kinston School and determined that little change was

necessary for the new self-study.

Strengths - The team noted the following successful practices deserving of recognition:

The team found a copy of the vision and beliefs of the school posted in the school office, hallways, and in

each classroom. The vision and beliefs were also found in the parent-student guide, the school web site, and

in other school publications.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Address the thoroughness and current status of the school''''''''s vision and purpose throughout the ongoing

process of school improvement.

Finding: Kinston High School has earned the overall assessment level of "Operational" and has met this standard for

accreditation.

Standard 2. Governance and Leadership

Standard: The school provides governance and leadership that promote student performance and school

effectiveness.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The team interviewed all stakeholder groups and in doing so found that all parties were extremely satisfied

with the local leadership of Kinston School.

The surveys, which were found in the documentation of evidence further proved that the leadership of the

school is sound.

Visits to classrooms also revealed that the leadership of the school continues to work toward continuous

school improvement.

Strengths - The team noted the following successful practices deserving of recognition:

A sense of trust was very evident among all stakeholder groups interviewed regarding the leadership of

Kinston School.

Parents and community stakeholders praised the open door and welcoming climate of Kinston School.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Build on the sense of trust and open door policy of the school.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 3. Teaching and Learning

Standard: The school provides research-based curriculum and instructional methods that facilitate achievement for all

students.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

After interviews with parents, students, and staff, as well as through review of surveys and curriculum guides,

the team finds this standard to be sound and highly functional.

The staff does an outstanding job of using technology and innovative instruction to enhance teaching and

learning.

The curriculum, both core and elective, far exceeds what is normally found in a school of this size.

Strengths - The team noted the following successful practices deserving of recognition:

The ACCESS LAB, as well as the 21st Century program along with stand alone computer labs, provide

Kinston School with technology with exceeds the norm.

The faculty is innovative in the use of technology such as smart boards and interwrite pads to enhance

instruction.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Encouragement is offered to strengthen improvement in the area of classroom technology, as stated in the

recommendations.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 4. Documenting and Using Results

Standard: The school enacts a comprehensive assessment system that monitors and documents performance and

uses these results to improve student performance and school effectiveness.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The team found that the staff had done a very good job of documenting assessment results. The team also

found that the school staff continues to do a good job of using assessment results to enhance teaching and

learning.

This was found to be true through review of documented evidence and interviews with parents, students, and

staff.

The school counselors are to be commended for their work in this area.

Strengths - The team noted the following successful practices deserving of recognition:

The school counselors and administrators take a proactive approach in monitoring, documenting, and using

assessment results to strenghten student performance and school effectiveness.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Investigate other programs in the area of data assessment as you continue to use STI Achievement and

Pioneer III and the other resources that are currently being used.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 5. Resource and Support Systems

Standard: The school has the resources and services necessary to support its vision and purpose and to ensure

achievement for all students.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

Team interviews with all stakeholder groups as well as a tour of the physical plant allowed the team to

determine the status of this standard.

A review of evidence such as the crisis management plan, guidence plan, handbooks, and survey results also

contributed to status determination.

Strengths - The team noted the following successful practices deserving of recognition:

The physical plant and school grounds were found to be in outstanding condition and were an obvious source

of pride to the school and community.

Interviews with faculty and custodial staff further solidified the obvious pride in Kinston School.

The stakeholders see the school as the hub of the community.

The administration and guidance staff do an outstanding job of providing support to the vision and purpose

of Kinston School.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Explore resources that would allow for the additional fencing of playground areas and the enclosing of the

breezeways used by elementary students.

Finding: Kinston High School has earned the overall assessment level of "Operational" and has met this standard for

accreditation.

Standard 6. Stakeholder Communications and Relationships

Standard: The school fosters effective communications and relationships with and among its stakeholders.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

Interviews with parents and community leaders, as well as review of documentation and survey results,

indicates that school -stakeholder relationships are strong and a highlight of the visit.

The school does an outstanding job of utilizing its resources to communicate with its stakeholders.

Open house, PTO meetings, newsletters, extracurricular functions are some of the means which Kinston

School used to enhance communication with its stakeholders.

Strengths - The team noted the following successful practices deserving of recognition:

Interviews with stakeholders indicated that the school maintains an open door for anyone to gain access to

administrators, counselors, and teachers when needed. Community leaders also praised the school for its work

with the community in developing the type of relationship which allows both entities to support each other.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Explore new avenues that would enhance relationships between all stakeholder groups.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 7. Commitment to Continuous Improvement

Standard: The school establishes, implements, and monitors a continuous process of improvement that focuses on

student performance.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The SAR , review of documented evidence, and interwiews with faculty and staff provided a strong indication

that a commitment to continous improvement is in place.

The mechanism for maintaining the focus on continous improvement is found in the current school

improvement plan.

Strengths - The team noted the following successful practices deserving of recognition:

The team, through the interview process, found that all stakeholders involved in the Kinston School have a

good understanding of the importance of continous improvement and are dedicated to seeing that any and all

measures necessary are taken.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Stay focused on the school improvement plan that is now in place and be able to show improvement in the

designated areas through the upcoming progress reports.

Finding: Kinston High School has earned the overall assessment level of "Operational" and has met this standard for

accreditation.

Conclusion

The commendations and recommendations in this report are designed to focus the school on those areas that will

have the greatest impact on student performance and school effectiveness. While powerful in potential, the

commendations and recommendations only have meaning when acted upon by the school. The strength of this report

lies in the school's commitment to using the findings to continuously improve. The key is action. The school is

encouraged to use the report as a call to action, a tool to sustain momentum in the ongoing process of continuous

improvement.

The team identified several recommendations for improvement that the school will need to address. Following this

review, the school will be required to submit a progress report summarizing its progress toward addressing the team's

recommendations.

The Quality Assurance Review Team expresses appreciation to Terry Weeks, members of the professional staff,

students, parents and other community representatives for their hospitality throughout the visit. The team wishes the

school and its students much success in the quest for excellence through SACS CASI accreditation with AdvancED.

Appendix

Quality Assurance Review Team Members

Mr. Frederick Rainer, Chair (Enterprise High School)

Dr. Diane Holman, Team Member (Ozark City Board of Education)

Stephanie Capps, Team Member (Abbeville High School)

AdvancED Standards for Quality Schools

The AdvancED Standards for Quality Schools are comprehensive statements of quality practices and conditions that

research and best practice indicate are necessary for schools to achieve quality student performance and organizational

effectiveness. As schools reach higher levels of implementation of the standards, they will have a greater capacity to

support ever-increasing student performance and organizational effectiveness. Each of the seven standards listed

below has corresponding indicators and impact statements which can be accessed at www.advanc-ed.org.

Vision and Purpose

The school establishes and communicates a shared purpose and direction for improving the performance of students

and the effectiveness of the school.

Governance and Leadership

The school provides governance and leadership that promote student performance and school effectiveness.

Teaching and Learning

The school provides research-based curriculum and instructional methods that facilitate achievement for all students.

Documenting and Using Results

The school enacts a comprehensive assessment system that monitors and documents performance and uses these

results to improve student performance and school effectiveness.

Resource and Support Systems

The school has the resources and services necessary to support its vision and purpose and to ensure achievement for

all students.

Stakeholder Communications and Relationships

The school fosters effective communications and relationships with and among its stakeholders.

Commitment to Continuous Improvement

The school establishes, implements, and monitors a continuous process of improvement that focuses on student

performance.

Kinston High School

Terry Weeks, Principal

Review Dates: 01/21/2009 - 01/22/2009

North Central Association Commission on Accreditation and

School Improvement (NCA CASI), the Southern Association

of Colleges and Schools Council on Accreditation and School

Improvement (SACS CASI), and the Commission on International

and Trans-Regional Accreditation (CITA) are accreditation

divisions of AdvancED.

Contents

About AdvancED and NCA CASI/SACS CASI . . . . 3

Introduction to the Quality Assurance Review . . . . 4

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . 5

Commendations . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . 6

Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Standards for Accreditation . . . . . . . . . . . . . . . . . 9

Standard 1. Vision and Purpose .. . . . . . . . . . . . . 9

Standard 2. Governance and Leadership . . . . . . 9

Standard 3. Teaching and Learning . . . . . . . . . 10

Standard 4. Documenting and Using Results . . 11

Standard 5. Resource and Support Systems . 11

Standard 6. Stakeholder Communications and Relationships . . . 12

Standard 7. Commitment to Continuous Improvement . . . . . . . 13

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . .. 14

Appendix .. . . . . . . . . . . . . . . . . . . . . . .. . . . 15

Quality Assurance Review Team Members . 15

AdvancED Standards for Quality Schools . . 15

About AdvancED and NCA CASI/SACS CASI

Background. Founded in 1895, the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI) accredit public and private schools and districts in 30 states, the Navajo Nation, Latin America, and the Department of Defense Schools worldwide.

In 2006, NCA CASI, SACS CASI, and the research and development arm of the accrediting associations, the National Study of School Evaluation, unified to form AdvancED. Dedicated to advancing excellence in education, AdvancED provides accreditation, research, and professional services to 23,000 schools in 65 countries, serving 15 million students.

NCA CASI and SACS CASI serve as accreditation ivisions of AdvancED. Through AdvancED, NCA CASI and SACS CASI have defined shared, research-based accreditation standards that cross state, regional, and national boundaries. Accompanying these standards is a unified accreditation process designed to help schools continuously improve.The Accreditation Process. To earn and maintain accreditation from NCA CASI or SACS CASI, schools must:

1) Meet the AdvancED Standards for Quality Schools. Schools demonstrate adherence to the

seven AdvancED standards which describe the quality practices and conditions that research

and best practice indicate are necessary for schools to achieve quality student performance

and organizational effectiveness.

2) Engage in continuous improvement. Schools implement a continuous improvement process

that articulates the vision and purpose the school is pursuing (vision); maintains a rich and

current description of students, their performance, school effectiveness, and the school community

(profile); employs goals and interventions to improve student performance (plan); and documents

and uses the results to inform what happens next (results).

3) Demonstrate quality assurance through internal and external review. Schools engage in a

planned process of ongoing internal review and self-assessment. In addition, schools host an

external Quality Assurance Review Team once every five years. The team evaluates the school's

adherence to the AdvancED quality standards, assesses the efficacy of the school's improvement process

and methods for quality assurance, and provides commendations and recommendations to help the school

improve. The team provides an oral exit report to the school and a written report detailing the team's

recommendations. The school acts on the team's recommendations and submits a progress report

following the review. NCA CASI and SACS CASI accreditation engages the entire school community

in a continuous process of selfevaluation and improvement. The overall aim is to help schools be

the best they can be on behalf of the students they serve.

Introduction to the Quality Assurance Review

Purpose. The purpose of the Quality Assurance Review is to:

1. Evaluate the school's adherence to the AdvancED quality standards.

2. Assess the efficacy of the school's improvement process and methods for quality assurance.

3. Identify commendations and recommendations to improve the school.

4. Make an accreditation recommendation for review by the national AdvancED Accreditation Commission.

A key aim of the Quality Assurance Review is to verify that the school is operating with institutional integrity - that it is fulfilling its vision and mission for its students.

School Preparation. To prepare for the Quality Assurance Review, the school community engages in an in-depth selfassessment of each of the seven AdvancED standards. The school identifies and describes the evidence that demonstrates that it is meeting each standard. Through this internal review, the school examines how its systems and processes contribute to student performance and school effectiveness.

Summary of Team Activities. The Quality Assurance Review Team is led by an AdvancED certified team chair and comprised of professionals from outside the school. The team reviews the findings of the school's internal selfassessment, conducts interviews with representative groups of stakeholders, reviews student performance data and other documentation provided by the school, and observes practices and daily operations. The team engages in professional deliberations to reach consensus on the school's adherence to the standards for accreditation. The team provides an oral exit report and prepares a written Quality Assurance Review Team Report designed to help the school improve.

The Quality Assurance Review Team Report. Following the visit, the review team completes the Quality Assurance Review report. After review by a nationally-trained reader, the report is submitted to the school. The report contains commendations and recommendations for improvement.

Using the Report - Acting on the Recommendations. The school uses the report to guide its improvement efforts. The school is held accountable for addressing the recommendations identified in the report. The NCA CASI/SACS CASI State Office is available to assist schools in addressing the recommendations. Following the Quality Assurance Review Team visit, the school must submit a progress report detailing the actions and progress the school has made on the team's recommendations. The report is reviewed at the state and national level to ensure the school is addressing the recommendations.

Accreditation Recommendation. The Quality Assurance Review Team uses the findings from the onsite visit to make an accreditation recommendation that is reviewed at the state level and by the national AdvancED Accreditation Commission. Accreditation is granted by the AdvancED Accreditation Commission and communicated to the school following action from the commission.

Summary of Findings

A Quality Assurance Review Team representing the Southern Association of Colleges and Schools Council on accreditation and School Improvement (SACS CASI), a division of AdvancED, visited the Kinston High School in Kinston, Alabama on 01/21/2009 - 01/22/2009. During the visit, members of the Quality Assurance Review Team interviewed the Principal, 2 members of the administrative team, 6 students, 5 parents, and 7 teachers. In addition, city government, custodial staff, athletic club members, child nutrition workers and guidance counselors were interviewed. The team also reviewed documents, student performance data, and other artifacts provided by the school. Specifically, the team examined the school's systems and processes in relation to the seven AdvancED standards:

Vision and Purpose

Governance and Leadership

Teaching and Learning

Documenting and Using Results

Resource and Support Systems

Stakeholder Communications and Relationships

Commitment to Continuous Improvement

The AdvancED standards focus on systems within a school and systematic methods of attaining high student performance and organizational effectiveness. The power of the standards lies in the connections and linkages between and among the standards. The Quality Assurance Review Team used the AdvancED standards to guide its review of the school, looking not only for adherence to individual standards, but also for how the school functions as a whole and embodies the practices and characteristics of a quality school. Through its examination of the school's adherence to the standards, the Quality Assurance Review Team identified the following commendations and recommendations.

Commendations

The Quality Assurance Review Team commends the school for the following strengths and accomplishments. While additional strengths are noted in the detailed review of each standard that appears later in this report, the commendations listed below are the strengths that the team believes are most deserving of being highlighted. The school is commended for both soliciting and nurturing support from the local community. The team also commends the community for its active and enthusiastic support of the school.This community support was very obvious through reading the SAR and through interviews. Community support is something that can only enhance school effectiveness. Having the local community fully behind its school lends itself to resources that other schools can only wish they had. The Kinston School is commended for offering an advanced curriculum through a variety of means and programs.

The master schedule, along with interviews as well as visual evdence such as the ACCESS Lab, provided the team with ample proof that the advanced curriculum was well beyond most schools of this size. Any school would want to offer its children the kind of challenging courses that will make them competitive in the world of work as well as in post secondary education. The team commends the school and its staff for the effective use of formative data to improve instruction. This use of formative data was very evident from both examination of the evidence/data that was found in the SAR as well as from interviews with members of the school staff. Data driven instruction is one, if not the most, important aspect of school improvement. The entire school family is commended for creating a safe, collegial, and loving climate as well as an outstanding physical environment within which to teach and learn. This culture was very evident from the general observations made of the physical plant as well as from the nteraction the team had with students, parents, staff and community members. A safe and comfortable climate/environment is so important for any school to strive for. This is critical in order to gain and maintain stakeholder support. The Kinston School and the Coffee County School System are commended for the proactive approach to providing up-to-date technology for instruction. The school has a stand alone computer lab for student/class use. An ACCESS/21st Century lab is in place, a well equipped B.E. classroom, a portable computer lab as well as classroom computers are found at Kinston School. Keeping abreast of the latest in technology for instuction is critical to provide students entering college or the work place. The extended curricular offerings through the different technology and media are extremely important for any school.

The team commends the school and community for the warm welcome and hospitality extended to the Quality Review Team during the visit. The entire school family went out of their way to make the team feel comfortable, provide what was needed and assist in any way asked. Having a friendly, accomodating faculty. staff, student body and parents is critical to providing the welcoming atmosphere that any school wants to have.

Recommendations

In addition to the commendations, the Quality Assurance Review Team identified the following recommend- ations for improvement. The team focused its recommendations on those areas that, if addressed, will have the greatest impact on improving student performance and overall school effectiveness. The school will be held accountable for making progress on each of the recommendations noted in this section. Following this review, the school will be asked to

submit a progress report on these recommendations. Continue to update classroom technology to include data projectors, interwrite pads, smart boards, and other identified needs as resources become available. Through interviews and identified as a need in the self study, the team felt that this was an area that deserves attention. Even though the school is ahead of the game in some areas of technology (see commendations), the need still exists in the individual classrooms for more technological support for instruction. Secure specific areas of the campus playground and breezeways to provide a safer and more secure area for the younger children. This was something that the team members saw early in the visit and was confirmed as a need through interviews. This is a definite safety issue. Anywhere there are elementary age children playing or moving about, it is essential that those areas be secure from easy outside access. Provide a way for the staff, teachers, and students in the elementary building to communicate among themselves and with the main office in the high school building. Through observation as well as interviews with the staff, it was evident that there was no one available in the elementary building to answer the phone, send and receive messages from teachers, etc. Also elementary students have to travel through three different buildings and pass through two unsecured outside areas in order to reach the main office in the high school building. This is important for safety reasons as well as for making the elementary school more accessible to parents and the community. Seek a more efficient system of accessing needed internet sites for student research. The primary source of evidence was from student interviews supported by the faculty in their interviews. Students, especially involved in advanced classes and senior English, need access to as many resources as possible, especially in a rural area where other types of media are not available. Review of AdvancED Standards for Quality Schools: The team reviewed the school's adherence to each of the AdvancED standards. The findings from this review are provided in the next section of this report.

Next Steps

The school should:

1. Review and discuss the findings from this report with all stakeholders.

2. Ensure that plans are in place to embed and sustain the strengths noted in the commendations section to

maximize their impact on the school.

3. Develop action plans to address the recommendations made by the team. Include methods for monitoring

progress toward the recommendations.

4. Use the report to guide and strengthen the school's efforts to improve student performance and school

effectiveness.

5. Following the Quality Assurance Review, submit the Accreditation Progress Report detailing progress made

toward addressing the team's recommendations. The report will be reviewed at the state and national level to

ensure that significant progress is being made toward the recommendations. Lack of progress can result in a

change in accreditation status.

6. Continue to meet the AdvancED accreditation standards, submit required reports, engage in continuous

improvement, and document results.

Resources

AdvancED offers a range of resources to support your school as it acts on the findings in this report. The AdvancED

Resource Network, available at www.advanc-ed.org/resourcenetwork, provides an online network of peer-to-peer

practices, best practices, and resources and tools designed to help schools with their improvement efforts. Available

any where, any time, the network can be queried for information on a variety of school improvement subjects. The

AdvancED Research and Development division provides research, handbooks, and tools to assist schools with

continuous improvement. In addition, your state office provides hands-on professional development and ongoing

technical assistance. Contact your state office for more information on the range of resources available to you.

Celebrating Accreditation

Following the visit, the Quality Assurance Review Team submits an accreditation recommendation to AdvancED for

state review and for action at the national level by the AdvancED Accreditation Commission, which confers

accreditation and communicates it to the school. Upon receiving its accreditation, the school should celebrate its

achievement with the school community. The SACS CASI accreditation seals are available at www.advanced.

org/communicationskit for accredited schools and districts to post on their website and to use in school

communications. Flags, door decals, diploma seals, and lapel pins are also available and can be ordered from the

website to help you share your accomplishment with your community.

Summary

The accreditation process engages the school in an ongoing journey of continuous improvement. The next steps in

this journey are to build on the strengths and address the recommendations noted in this report. Doing so will enable

the school to advance in its quest for excellence and deepen the fulfillment of its mission for all students.

Standards for Accreditation

The primary requirement for accreditation is that the Kinston High School demonstrates that it meets the seven

standards for accreditation. The findings of the Quality Assurance Review Team regarding the standards for

accreditation are summarized on the following pages.

Standard 1. Vision and Purpose

Standard: The school establishes and communicates a shared purpose and direction for improving the performance

of students and the effectiveness of the school.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The team found evidence through documentation and interviews that the school leadership team had taken a

thorough look at the previous vision and purpose of Kinston School and determined that little change was

necessary for the new self-study.

Strengths - The team noted the following successful practices deserving of recognition:

The team found a copy of the vision and beliefs of the school posted in the school office, hallways, and in

each classroom. The vision and beliefs were also found in the parent-student guide, the school web site, and

in other school publications.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Address the thoroughness and current status of the school''''''''s vision and purpose throughout the ongoing

process of school improvement.

Finding: Kinston High School has earned the overall assessment level of "Operational" and has met this standard for

accreditation.

Standard 2. Governance and Leadership

Standard: The school provides governance and leadership that promote student performance and school

effectiveness.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The team interviewed all stakeholder groups and in doing so found that all parties were extremely satisfied

with the local leadership of Kinston School.

The surveys, which were found in the documentation of evidence further proved that the leadership of the

school is sound.

Visits to classrooms also revealed that the leadership of the school continues to work toward continuous

school improvement.

Strengths - The team noted the following successful practices deserving of recognition:

A sense of trust was very evident among all stakeholder groups interviewed regarding the leadership of

Kinston School.

Parents and community stakeholders praised the open door and welcoming climate of Kinston School.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Build on the sense of trust and open door policy of the school.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 3. Teaching and Learning

Standard: The school provides research-based curriculum and instructional methods that facilitate achievement for all

students.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

After interviews with parents, students, and staff, as well as through review of surveys and curriculum guides,

the team finds this standard to be sound and highly functional.

The staff does an outstanding job of using technology and innovative instruction to enhance teaching and

learning.

The curriculum, both core and elective, far exceeds what is normally found in a school of this size.

Strengths - The team noted the following successful practices deserving of recognition:

The ACCESS LAB, as well as the 21st Century program along with stand alone computer labs, provide

Kinston School with technology with exceeds the norm.

The faculty is innovative in the use of technology such as smart boards and interwrite pads to enhance

instruction.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Encouragement is offered to strengthen improvement in the area of classroom technology, as stated in the

recommendations.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 4. Documenting and Using Results

Standard: The school enacts a comprehensive assessment system that monitors and documents performance and

uses these results to improve student performance and school effectiveness.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The team found that the staff had done a very good job of documenting assessment results. The team also

found that the school staff continues to do a good job of using assessment results to enhance teaching and

learning.

This was found to be true through review of documented evidence and interviews with parents, students, and

staff.

The school counselors are to be commended for their work in this area.

Strengths - The team noted the following successful practices deserving of recognition:

The school counselors and administrators take a proactive approach in monitoring, documenting, and using

assessment results to strenghten student performance and school effectiveness.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Investigate other programs in the area of data assessment as you continue to use STI Achievement and

Pioneer III and the other resources that are currently being used.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 5. Resource and Support Systems

Standard: The school has the resources and services necessary to support its vision and purpose and to ensure

achievement for all students.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

Team interviews with all stakeholder groups as well as a tour of the physical plant allowed the team to

determine the status of this standard.

A review of evidence such as the crisis management plan, guidence plan, handbooks, and survey results also

contributed to status determination.

Strengths - The team noted the following successful practices deserving of recognition:

The physical plant and school grounds were found to be in outstanding condition and were an obvious source

of pride to the school and community.

Interviews with faculty and custodial staff further solidified the obvious pride in Kinston School.

The stakeholders see the school as the hub of the community.

The administration and guidance staff do an outstanding job of providing support to the vision and purpose

of Kinston School.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Explore resources that would allow for the additional fencing of playground areas and the enclosing of the

breezeways used by elementary students.

Finding: Kinston High School has earned the overall assessment level of "Operational" and has met this standard for

accreditation.

Standard 6. Stakeholder Communications and Relationships

Standard: The school fosters effective communications and relationships with and among its stakeholders.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

Interviews with parents and community leaders, as well as review of documentation and survey results,

indicates that school -stakeholder relationships are strong and a highlight of the visit.

The school does an outstanding job of utilizing its resources to communicate with its stakeholders.

Open house, PTO meetings, newsletters, extracurricular functions are some of the means which Kinston

School used to enhance communication with its stakeholders.

Strengths - The team noted the following successful practices deserving of recognition:

Interviews with stakeholders indicated that the school maintains an open door for anyone to gain access to

administrators, counselors, and teachers when needed. Community leaders also praised the school for its work

with the community in developing the type of relationship which allows both entities to support each other.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Explore new avenues that would enhance relationships between all stakeholder groups.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 7. Commitment to Continuous Improvement

Standard: The school establishes, implements, and monitors a continuous process of improvement that focuses on

student performance.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The SAR , review of documented evidence, and interwiews with faculty and staff provided a strong indication

that a commitment to continous improvement is in place.

The mechanism for maintaining the focus on continous improvement is found in the current school

improvement plan.

Strengths - The team noted the following successful practices deserving of recognition:

The team, through the interview process, found that all stakeholders involved in the Kinston School have a

good understanding of the importance of continous improvement and are dedicated to seeing that any and all

measures necessary are taken.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Stay focused on the school improvement plan that is now in place and be able to show improvement in the

designated areas through the upcoming progress reports.

Finding: Kinston High School has earned the overall assessment level of "Operational" and has met this standard for

accreditation.

Conclusion

The commendations and recommendations in this report are designed to focus the school on those areas that will

have the greatest impact on student performance and school effectiveness. While powerful in potential, the

commendations and recommendations only have meaning when acted upon by the school. The strength of this report

lies in the school's commitment to using the findings to continuously improve. The key is action. The school is

encouraged to use the report as a call to action, a tool to sustain momentum in the ongoing process of continuous

improvement.

The team identified several recommendations for improvement that the school will need to address. Following this

review, the school will be required to submit a progress report summarizing its progress toward addressing the team's

recommendations.

The Quality Assurance Review Team expresses appreciation to Terry Weeks, members of the professional staff,

students, parents and other community representatives for their hospitality throughout the visit. The team wishes the

school and its students much success in the quest for excellence through SACS CASI accreditation with AdvancED.

Appendix

Quality Assurance Review Team Members

Mr. Frederick Rainer, Chair (Enterprise High School)

Dr. Diane Holman, Team Member (Ozark City Board of Education)

Stephanie Capps, Team Member (Abbeville High School)

AdvancED Standards for Quality Schools

The AdvancED Standards for Quality Schools are comprehensive statements of quality practices and conditions that

research and best practice indicate are necessary for schools to achieve quality student performance and organizational

effectiveness. As schools reach higher levels of implementation of the standards, they will have a greater capacity to

support ever-increasing student performance and organizational effectiveness. Each of the seven standards listed

below has corresponding indicators and impact statements which can be accessed at www.advanc-ed.org.

Vision and Purpose

The school establishes and communicates a shared purpose and direction for improving the performance of students

and the effectiveness of the school.

Governance and Leadership

The school provides governance and leadership that promote student performance and school effectiveness.

Teaching and Learning

The school provides research-based curriculum and instructional methods that facilitate achievement for all students.

Documenting and Using Results

The school enacts a comprehensive assessment system that monitors and documents performance and uses these

results to improve student performance and school effectiveness.

Resource and Support Systems

The school has the resources and services necessary to support its vision and purpose and to ensure achievement for

all students.

Stakeholder Communications and Relationships

The school fosters effective communications and relationships with and among its stakeholders.

Commitment to Continuous Improvement

The school establishes, implements, and monitors a continuous process of improvement that focuses on student

performance.

Kinston High School

Terry Weeks, Principal

Review Dates: 01/21/2009 - 01/22/2009

North Central Association Commission on Accreditation and

School Improvement (NCA CASI), the Southern Association

of Colleges and Schools Council on Accreditation and School

Improvement (SACS CASI), and the Commission on International

and Trans-Regional Accreditation (CITA) are accreditation

divisions of AdvancED.

Contents

About AdvancED and NCA CASI/SACS CASI . . . . 3

Introduction to the Quality Assurance Review . . . . 4

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . 5

Commendations . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . 6

Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Standards for Accreditation . . . . . . . . . . . . . . . . . 9

Standard 1. Vision and Purpose .. . . . . . . . . . . . . 9

Standard 2. Governance and Leadership . . . . . . 9

Standard 3. Teaching and Learning . . . . . . . . . 10

Standard 4. Documenting and Using Results . . 11

Standard 5. Resource and Support Systems . 11

Standard 6. Stakeholder Communications and Relationships . . . 12

Standard 7. Commitment to Continuous Improvement . . . . . . . 13

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . .. 14

Appendix .. . . . . . . . . . . . . . . . . . . . . . .. . . . 15

Quality Assurance Review Team Members . 15

AdvancED Standards for Quality Schools . . 15

About AdvancED and NCA CASI/SACS CASI

Background. Founded in 1895, the North Central Association Commission on Accreditation and School Improvement (NCA CASI) and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI) accredit public and private schools and districts in 30 states, the Navajo Nation, Latin America, and the Department of Defense Schools worldwide.

In 2006, NCA CASI, SACS CASI, and the research and development arm of the accrediting associations, the National Study of School Evaluation, unified to form AdvancED. Dedicated to advancing excellence in education, AdvancED provides accreditation, research, and professional services to 23,000 schools in 65 countries, serving 15 million students.

NCA CASI and SACS CASI serve as accreditation ivisions of AdvancED. Through AdvancED, NCA CASI and SACS CASI have defined shared, research-based accreditation standards that cross state, regional, and national boundaries. Accompanying these standards is a unified accreditation process designed to help schools continuously improve.The Accreditation Process. To earn and maintain accreditation from NCA CASI or SACS CASI, schools must:

1) Meet the AdvancED Standards for Quality Schools. Schools demonstrate adherence to the

seven AdvancED standards which describe the quality practices and conditions that research

and best practice indicate are necessary for schools to achieve quality student performance

and organizational effectiveness.

2) Engage in continuous improvement. Schools implement a continuous improvement process

that articulates the vision and purpose the school is pursuing (vision); maintains a rich and

current description of students, their performance, school effectiveness, and the school community

(profile); employs goals and interventions to improve student performance (plan); and documents

and uses the results to inform what happens next (results).

3) Demonstrate quality assurance through internal and external review. Schools engage in a

planned process of ongoing internal review and self-assessment. In addition, schools host an

external Quality Assurance Review Team once every five years. The team evaluates the school's

adherence to the AdvancED quality standards, assesses the efficacy of the school's improvement process

and methods for quality assurance, and provides commendations and recommendations to help the school

improve. The team provides an oral exit report to the school and a written report detailing the team's

recommendations. The school acts on the team's recommendations and submits a progress report

following the review. NCA CASI and SACS CASI accreditation engages the entire school community

in a continuous process of selfevaluation and improvement. The overall aim is to help schools be

the best they can be on behalf of the students they serve.

Introduction to the Quality Assurance Review

Purpose. The purpose of the Quality Assurance Review is to:

1. Evaluate the school's adherence to the AdvancED quality standards.

2. Assess the efficacy of the school's improvement process and methods for quality assurance.

3. Identify commendations and recommendations to improve the school.

4. Make an accreditation recommendation for review by the national AdvancED Accreditation Commission.

A key aim of the Quality Assurance Review is to verify that the school is operating with institutional integrity - that it is fulfilling its vision and mission for its students.

School Preparation. To prepare for the Quality Assurance Review, the school community engages in an in-depth selfassessment of each of the seven AdvancED standards. The school identifies and describes the evidence that demonstrates that it is meeting each standard. Through this internal review, the school examines how its systems and processes contribute to student performance and school effectiveness.

Summary of Team Activities. The Quality Assurance Review Team is led by an AdvancED certified team chair and comprised of professionals from outside the school. The team reviews the findings of the school's internal selfassessment, conducts interviews with representative groups of stakeholders, reviews student performance data and other documentation provided by the school, and observes practices and daily operations. The team engages in professional deliberations to reach consensus on the school's adherence to the standards for accreditation. The team provides an oral exit report and prepares a written Quality Assurance Review Team Report designed to help the school improve.

The Quality Assurance Review Team Report. Following the visit, the review team completes the Quality Assurance Review report. After review by a nationally-trained reader, the report is submitted to the school. The report contains commendations and recommendations for improvement.

Using the Report - Acting on the Recommendations. The school uses the report to guide its improvement efforts. The school is held accountable for addressing the recommendations identified in the report. The NCA CASI/SACS CASI State Office is available to assist schools in addressing the recommendations. Following the Quality Assurance Review Team visit, the school must submit a progress report detailing the actions and progress the school has made on the team's recommendations. The report is reviewed at the state and national level to ensure the school is addressing the recommendations.

Accreditation Recommendation. The Quality Assurance Review Team uses the findings from the onsite visit to make an accreditation recommendation that is reviewed at the state level and by the national AdvancED Accreditation Commission. Accreditation is granted by the AdvancED Accreditation Commission and communicated to the school following action from the commission.

Summary of Findings

A Quality Assurance Review Team representing the Southern Association of Colleges and Schools Council on accreditation and School Improvement (SACS CASI), a division of AdvancED, visited the Kinston High School in Kinston, Alabama on 01/21/2009 - 01/22/2009. During the visit, members of the Quality Assurance Review Team interviewed the Principal, 2 members of the administrative team, 6 students, 5 parents, and 7 teachers. In addition, city government, custodial staff, athletic club members, child nutrition workers and guidance counselors were interviewed. The team also reviewed documents, student performance data, and other artifacts provided by the school. Specifically, the team examined the school's systems and processes in relation to the seven AdvancED standards:

Vision and Purpose

Governance and Leadership

Teaching and Learning

Documenting and Using Results

Resource and Support Systems

Stakeholder Communications and Relationships

Commitment to Continuous Improvement

The AdvancED standards focus on systems within a school and systematic methods of attaining high student performance and organizational effectiveness. The power of the standards lies in the connections and linkages between and among the standards. The Quality Assurance Review Team used the AdvancED standards to guide its review of the school, looking not only for adherence to individual standards, but also for how the school functions as a whole and embodies the practices and characteristics of a quality school. Through its examination of the school's adherence to the standards, the Quality Assurance Review Team identified the following commendations and recommendations.

Commendations

The Quality Assurance Review Team commends the school for the following strengths and accomplishments. While additional strengths are noted in the detailed review of each standard that appears later in this report, the commendations listed below are the strengths that the team believes are most deserving of being highlighted. The school is commended for both soliciting and nurturing support from the local community. The team also commends the community for its active and enthusiastic support of the school.This community support was very obvious through reading the SAR and through interviews. Community support is something that can only enhance school effectiveness. Having the local community fully behind its school lends itself to resources that other schools can only wish they had. The Kinston School is commended for offering an advanced curriculum through a variety of means and programs.

The master schedule, along with interviews as well as visual evdence such as the ACCESS Lab, provided the team with ample proof that the advanced curriculum was well beyond most schools of this size. Any school would want to offer its children the kind of challenging courses that will make them competitive in the world of work as well as in post secondary education. The team commends the school and its staff for the effective use of formative data to improve instruction. This use of formative data was very evident from both examination of the evidence/data that was found in the SAR as well as from interviews with members of the school staff. Data driven instruction is one, if not the most, important aspect of school improvement. The entire school family is commended for creating a safe, collegial, and loving climate as well as an outstanding physical environment within which to teach and learn. This culture was very evident from the general observations made of the physical plant as well as from the nteraction the team had with students, parents, staff and community members. A safe and comfortable climate/environment is so important for any school to strive for. This is critical in order to gain and maintain stakeholder support. The Kinston School and the Coffee County School System are commended for the proactive approach to providing up-to-date technology for instruction. The school has a stand alone computer lab for student/class use. An ACCESS/21st Century lab is in place, a well equipped B.E. classroom, a portable computer lab as well as classroom computers are found at Kinston School. Keeping abreast of the latest in technology for instuction is critical to provide students entering college or the work place. The extended curricular offerings through the different technology and media are extremely important for any school.

The team commends the school and community for the warm welcome and hospitality extended to the Quality Review Team during the visit. The entire school family went out of their way to make the team feel comfortable, provide what was needed and assist in any way asked. Having a friendly, accomodating faculty. staff, student body and parents is critical to providing the welcoming atmosphere that any school wants to have.

Recommendations

In addition to the commendations, the Quality Assurance Review Team identified the following recommend- ations for improvement. The team focused its recommendations on those areas that, if addressed, will have the greatest impact on improving student performance and overall school effectiveness. The school will be held accountable for making progress on each of the recommendations noted in this section. Following this review, the school will be asked to

submit a progress report on these recommendations. Continue to update classroom technology to include data projectors, interwrite pads, smart boards, and other identified needs as resources become available. Through interviews and identified as a need in the self study, the team felt that this was an area that deserves attention. Even though the school is ahead of the game in some areas of technology (see commendations), the need still exists in the individual classrooms for more technological support for instruction. Secure specific areas of the campus playground and breezeways to provide a safer and more secure area for the younger children. This was something that the team members saw early in the visit and was confirmed as a need through interviews. This is a definite safety issue. Anywhere there are elementary age children playing or moving about, it is essential that those areas be secure from easy outside access. Provide a way for the staff, teachers, and students in the elementary building to communicate among themselves and with the main office in the high school building. Through observation as well as interviews with the staff, it was evident that there was no one available in the elementary building to answer the phone, send and receive messages from teachers, etc. Also elementary students have to travel through three different buildings and pass through two unsecured outside areas in order to reach the main office in the high school building. This is important for safety reasons as well as for making the elementary school more accessible to parents and the community. Seek a more efficient system of accessing needed internet sites for student research. The primary source of evidence was from student interviews supported by the faculty in their interviews. Students, especially involved in advanced classes and senior English, need access to as many resources as possible, especially in a rural area where other types of media are not available. Review of AdvancED Standards for Quality Schools: The team reviewed the school's adherence to each of the AdvancED standards. The findings from this review are provided in the next section of this report.

Next Steps

The school should:

1. Review and discuss the findings from this report with all stakeholders.

2. Ensure that plans are in place to embed and sustain the strengths noted in the commendations section to

maximize their impact on the school.

3. Develop action plans to address the recommendations made by the team. Include methods for monitoring

progress toward the recommendations.

4. Use the report to guide and strengthen the school's efforts to improve student performance and school

effectiveness.

5. Following the Quality Assurance Review, submit the Accreditation Progress Report detailing progress made

toward addressing the team's recommendations. The report will be reviewed at the state and national level to

ensure that significant progress is being made toward the recommendations. Lack of progress can result in a

change in accreditation status.

6. Continue to meet the AdvancED accreditation standards, submit required reports, engage in continuous

improvement, and document results.

Resources

AdvancED offers a range of resources to support your school as it acts on the findings in this report. The AdvancED

Resource Network, available at www.advanc-ed.org/resourcenetwork, provides an online network of peer-to-peer

practices, best practices, and resources and tools designed to help schools with their improvement efforts. Available

any where, any time, the network can be queried for information on a variety of school improvement subjects. The

AdvancED Research and Development division provides research, handbooks, and tools to assist schools with

continuous improvement. In addition, your state office provides hands-on professional development and ongoing

technical assistance. Contact your state office for more information on the range of resources available to you.

Celebrating Accreditation

Following the visit, the Quality Assurance Review Team submits an accreditation recommendation to AdvancED for

state review and for action at the national level by the AdvancED Accreditation Commission, which confers

accreditation and communicates it to the school. Upon receiving its accreditation, the school should celebrate its

achievement with the school community. The SACS CASI accreditation seals are available at www.advanced.

org/communicationskit for accredited schools and districts to post on their website and to use in school

communications. Flags, door decals, diploma seals, and lapel pins are also available and can be ordered from the

website to help you share your accomplishment with your community.

Summary

The accreditation process engages the school in an ongoing journey of continuous improvement. The next steps in

this journey are to build on the strengths and address the recommendations noted in this report. Doing so will enable

the school to advance in its quest for excellence and deepen the fulfillment of its mission for all students.

Standards for Accreditation

The primary requirement for accreditation is that the Kinston High School demonstrates that it meets the seven

standards for accreditation. The findings of the Quality Assurance Review Team regarding the standards for

accreditation are summarized on the following pages.

Standard 1. Vision and Purpose

Standard: The school establishes and communicates a shared purpose and direction for improving the performance

of students and the effectiveness of the school.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The team found evidence through documentation and interviews that the school leadership team had taken a

thorough look at the previous vision and purpose of Kinston School and determined that little change was

necessary for the new self-study.

Strengths - The team noted the following successful practices deserving of recognition:

The team found a copy of the vision and beliefs of the school posted in the school office, hallways, and in

each classroom. The vision and beliefs were also found in the parent-student guide, the school web site, and

in other school publications.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Address the thoroughness and current status of the school''''''''s vision and purpose throughout the ongoing

process of school improvement.

Finding: Kinston High School has earned the overall assessment level of "Operational" and has met this standard for

accreditation.

Standard 2. Governance and Leadership

Standard: The school provides governance and leadership that promote student performance and school

effectiveness.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The team interviewed all stakeholder groups and in doing so found that all parties were extremely satisfied

with the local leadership of Kinston School.

The surveys, which were found in the documentation of evidence further proved that the leadership of the

school is sound.

Visits to classrooms also revealed that the leadership of the school continues to work toward continuous

school improvement.

Strengths - The team noted the following successful practices deserving of recognition:

A sense of trust was very evident among all stakeholder groups interviewed regarding the leadership of

Kinston School.

Parents and community stakeholders praised the open door and welcoming climate of Kinston School.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Build on the sense of trust and open door policy of the school.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 3. Teaching and Learning

Standard: The school provides research-based curriculum and instructional methods that facilitate achievement for all

students.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

After interviews with parents, students, and staff, as well as through review of surveys and curriculum guides,

the team finds this standard to be sound and highly functional.

The staff does an outstanding job of using technology and innovative instruction to enhance teaching and

learning.

The curriculum, both core and elective, far exceeds what is normally found in a school of this size.

Strengths - The team noted the following successful practices deserving of recognition:

The ACCESS LAB, as well as the 21st Century program along with stand alone computer labs, provide

Kinston School with technology with exceeds the norm.

The faculty is innovative in the use of technology such as smart boards and interwrite pads to enhance

instruction.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Encouragement is offered to strengthen improvement in the area of classroom technology, as stated in the

recommendations.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 4. Documenting and Using Results

Standard: The school enacts a comprehensive assessment system that monitors and documents performance and

uses these results to improve student performance and school effectiveness.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The team found that the staff had done a very good job of documenting assessment results. The team also

found that the school staff continues to do a good job of using assessment results to enhance teaching and

learning.

This was found to be true through review of documented evidence and interviews with parents, students, and

staff.

The school counselors are to be commended for their work in this area.

Strengths - The team noted the following successful practices deserving of recognition:

The school counselors and administrators take a proactive approach in monitoring, documenting, and using

assessment results to strenghten student performance and school effectiveness.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Investigate other programs in the area of data assessment as you continue to use STI Achievement and

Pioneer III and the other resources that are currently being used.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 5. Resource and Support Systems

Standard: The school has the resources and services necessary to support its vision and purpose and to ensure

achievement for all students.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

Team interviews with all stakeholder groups as well as a tour of the physical plant allowed the team to

determine the status of this standard.

A review of evidence such as the crisis management plan, guidence plan, handbooks, and survey results also

contributed to status determination.

Strengths - The team noted the following successful practices deserving of recognition:

The physical plant and school grounds were found to be in outstanding condition and were an obvious source

of pride to the school and community.

Interviews with faculty and custodial staff further solidified the obvious pride in Kinston School.

The stakeholders see the school as the hub of the community.

The administration and guidance staff do an outstanding job of providing support to the vision and purpose

of Kinston School.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Explore resources that would allow for the additional fencing of playground areas and the enclosing of the

breezeways used by elementary students.

Finding: Kinston High School has earned the overall assessment level of "Operational" and has met this standard for

accreditation.

Standard 6. Stakeholder Communications and Relationships

Standard: The school fosters effective communications and relationships with and among its stakeholders.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

Interviews with parents and community leaders, as well as review of documentation and survey results,

indicates that school -stakeholder relationships are strong and a highlight of the visit.

The school does an outstanding job of utilizing its resources to communicate with its stakeholders.

Open house, PTO meetings, newsletters, extracurricular functions are some of the means which Kinston

School used to enhance communication with its stakeholders.

Strengths - The team noted the following successful practices deserving of recognition:

Interviews with stakeholders indicated that the school maintains an open door for anyone to gain access to

administrators, counselors, and teachers when needed. Community leaders also praised the school for its work

with the community in developing the type of relationship which allows both entities to support each other.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Explore new avenues that would enhance relationships between all stakeholder groups.

Finding: Kinston High School has earned the overall assessment level of "Highly Functional" and has met this

standard for accreditation.

Standard 7. Commitment to Continuous Improvement

Standard: The school establishes, implements, and monitors a continuous process of improvement that focuses on

student performance.

Description - The team noted how the school met the intent of the standard based on the preponderance of

evidence:

The SAR , review of documented evidence, and interwiews with faculty and staff provided a strong indication

that a commitment to continous improvement is in place.

The mechanism for maintaining the focus on continous improvement is found in the current school

improvement plan.

Strengths - The team noted the following successful practices deserving of recognition:

The team, through the interview process, found that all stakeholders involved in the Kinston School have a

good understanding of the importance of continous improvement and are dedicated to seeing that any and all

measures necessary are taken.

Opportunities - The team offers the following opportunities for improvement for consideration by the school:

Stay focused on the school improvement plan that is now in place and be able to show improvement in the

designated areas through the upcoming progress reports.

Finding: Kinston High School has earned the overall assessment level of "Operational" and has met this standard for

accreditation.

Conclusion

The commendations and recommendations in this report are designed to focus the school on those areas that will

have the greatest impact on student performance and school effectiveness. While powerful in potential, the

commendations and recommendations only have meaning when acted upon by the school. The strength of this report

lies in the school's commitment to using the findings to continuously improve. The key is action. The school is

encouraged to use the report as a call to action, a tool to sustain momentum in the ongoing process of continuous

improvement.

The team identified several recommendations for improvement that the school will need to address. Following this

review, the school will be required to submit a progress report summarizing its progress toward addressing the team's

recommendations.

The Quality Assurance Review Team expresses appreciation to Terry Weeks, members of the professional staff,

students, parents and other community representatives for their hospitality throughout the visit. The team wishes the

school and its students much success in the quest for excellence through SACS CASI accreditation with AdvancED.

Appendix

Quality Assurance Review Team Members

Mr. Frederick Rainer, Chair (Enterprise High School)

Dr. Diane Holman, Team Member (Ozark City Board of Education)

Stephanie Capps, Team Member (Abbeville High School)

AdvancED Standards for Quality Schools

The AdvancED Standards for Quality Schools are comprehensive statements of quality practices and conditions that

research and best practice indicate are necessary for schools to achieve quality student performance and organizational

effectiveness. As schools reach higher levels of implementation of the standards, they will have a greater capacity to

support ever-increasing student performance and organizational effectiveness. Each of the seven standards listed

below has corresponding indicators and impact statements which can be accessed at www.advanc-ed.org.

Vision and Purpose

The school establishes and communicates a shared purpose and direction for improving the performance of students

and the effectiveness of the school.

Governance and Leadership

The school provides governance and leadership that promote student performance and school effectiveness.

Teaching and Learning

The school provides research-based curriculum and instructional methods that facilitate achievement for all students.

Documenting and Using Results

The school enacts a comprehensive assessment system that monitors and documents performance and uses these

results to improve student performance and school effectiveness.

Resource and Support Systems

The school has the resources and services necessary to support its vision and purpose and to ensure achievement for

all students.

Stakeholder Communications and Relationships

The school fosters effective communications and relationships with and among its stakeholders.

Commitment to Continuous Improvement

The school establishes, implements, and monitors a continuous process of improvement that focuses on student

performance.