Introduction

A Quality Assurance Review Team representing the Council on Accreditation and School Improvement (CASI), Southern Association of Colleges and Schools (SACS), visited Terrebonne High School in Terrebonne Parish on February 28-March 1, 2007.  Hosting an onsite review team was the final step in the school’s extensive efforts to maintain accreditation by SACS CASI.

During the visit, the school was asked to provide evidence to the review team that it:

1. meets the Standards for Accreditation;
2. engages in a continuous process of improvement; and,
3. implements strategies and activities that ensure it fulfills its mission and reaches its goals

During the visit, the team was responsible for:

1. determining the school’s status relative to the Standards for Accreditation;
2. assessing the efficacy and impact of the school’s improvement process;
3. assessing the effectiveness of the school’s methods for quality assurance;
4. identifying strengths of the school deserving of commendation; and
5. developing recommendations for strengthening the school.

The review team fulfilled its responsibilities by:

1. identifying relevant points of inquiry;
2. reviewing documentation provided by the school;
3. establishing and following a schedule of activities and interactions that provided for significant stakeholder involvement;
4. conducting interviews of a representative set of stakeholders; and
5. engaging in professional deliberations as a team to reach consensus on the school’s status regarding each of the requirements for accreditation.

In the spring of 2006, Terrebonne High School, under the guidance of Ms. Carla Andreasen, began the process of renewing its SACS CASI Accreditation. The school-level SACS Committee, consisting of a cross-section of stakeholders analyzed data, set forth tasks, timelines, and strategies to assist in this process. They involved other school staff, parents, students, and community members in the various stages of the continuous improvement efforts. The mission statement was revisited; the continuous process identified; the standards addressed; and a school improvement plan was developed.  During the continuous improvement process, both instructional and organizational areas were reviewed.

The SACS CASI QART noted that the school provided many opportunities for various stakeholders to contribute throughout the process.  It is the perception of the Quality Assurance Review team that Terrebonne High School effectively conducted the SACS CASI Guided Self-Study in fulfillment of SACS CASI requirements and in preparation for the Quality Assurance Review visit.

In fulfillment of the SACS CASI Guided Self-Study process, the school provided documented evidence for each of the Standards for Accreditation, summarized the school’s process of continuous improvement, and identified the methods and strategies  that provide for quality assurance.
 
During the accreditation team visit, members of the Quality Assurance Review Team interviewed the principal, 3 administrative team members, 19 students, 3 parents, and 24 teachers.  Through interviews, observations, reviews of documents and other sources of information, the Quality Assurance Review Team:

1. gained a school-wide perspective;
2. gathered evidence corroborated by multiple sources;
3. examined the context and capacity of the school in relation to its mission and beliefs; and
4. applied the criteria for accreditation.

Standards for Accreditation

The primary requirement for accreditation is that a school provides evidence that it meets the 10 standards for accreditation.  The standards are:

Standard 1                 Beliefs and Mission
The school communicates a vision, a statement of beliefs, and mission that provide a focus for the quality of the work of the student and the school.

Standard 2                 Governance and Leadership
The school provides the leadership, governance, and organizational structure that promote the capacity to improve student learning.

Standard 3                 Curriculum
The school offers a research-based curriculum that clearly defines expectations for student learning.

Standard 4                 Instruction
The school employs instructional strategies and services that facilitate achievement for all students.

Standard 5                 Assessment and Evaluation
The school uses a comprehensive assessment system to monitor and evaluate student learning and to improve curriculum and instruction.

Standard 6                 Resources
The school has the necessary human, financial, physical, and material resources to support its vision, mission, and goals.

Standard 7                 Support Services for Student Learning
The school has a comprehensive program of guidance and other services that support the development and well being of all students.

Standard 8                 Stakeholder Communications and Relationships
The school fosters effective communications and relationships with and among its stakeholders.

Standard 9                 Citizenship
The school fosters the development of civic, social, and personal responsibility.

Standard 10               Continuous Process of School Improvement
The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.

Summary and Overview

The SACS Committee Chairpersons coordinated and facilitated the school’s compilation and consideration of evidence related to each of the 10 Standards for Accreditation.  School personnel and other key stakeholders were involved in the compilation the Standards for Accreditation.

BELIEFS and MISSION

Through a series of meetings with collaboration between all stakeholders, Terrebonne High School has developed a Beliefs and Mission Statement that encompasses the overriding goal of the school and its staff to provide a quality education for each student recognizing the individual differences of its student population.

GOVERNANCE AND LEADERSHIP

School leadership is extremely supportive of faculty and staff. Teachers feel that the administration listens to concerns and values faculty input and suggestions.  Faculty requests for instructional materials are generally approved as long as requests can be rationalized and funding is available.

Administration thoroughly discusses changes and then presents these changes to faculty in a positive manner that garners support for the proposed initiative.  The faculty and staff are involved in decision making processes that affect the entire school.  School leadership supports and facilitates ongoing professional development activities within the learning community.  Formal and informal observations are conducted on a consistent basis. Data gathered from the observations is utilized by administration to enhance instructional practices.

A safe learning environment has also been established. A written crisis management plan is in place.  Mock drills are conducted in order to familiarize faculty and student body with expectations and procedures to be followed should a crisis situation arise in the future.

CURRICULUM

Terrebonne High School offers a curriculum developed by the State Department of Education based on Grade Level Expectations that ensures that the curriculum is researched based and balanced.  It is evident that the teachers utilize the Louisiana Comprehensive Curriculum in the core courses and Standards and Benchmarks in the non-core courses.  The school ensures that the professional staff collaborates through Whole Faculty Study Groups and Departmental Meetings to analyze and use data/research to evaluate the curriculum.  The school offers a varied curriculum that includes interdisciplinary and cross-curricular experiences.

INSTRUCTION

The school aligns instruction with its mission statement and employs instructional strategies that facilitate learning of all students.  The school sustains a climate that is conducive to teaching and learning. The school allocates sufficient time for student learning and ensures that it is protected.  Instruction is driven by LINCS, LaSIP, and Kagan strategies, as well as LA PASS, On-Course, and other professional training.  Lesson plans and tests must include higher order thinking activities and assessments to comply with the School Improvement Plan.  Student performance data are frequently assessed during formal meetings and the results drive improvement strategies.  Individual accommodations and modifications are used to ensure that all students have an opportunity to be successful.

ASSESSMENT and EVALUATION

Terrebonne High School is committed to the success of each of its students and is taking steps to help students improve their knowledge and skills with particular attention given to improving literacy and critical thinking skills.

Terrebonne High School has adopted the Louisiana Comprehensive Curriculum and Standards and Benchmarks as its key expectation and performance indicators for student learning.  Multiple and varied assessments are used to determine strengths and weaknesses of students and to measure teaching effectiveness.  There are significant emerging efforts to develop rubrics that mirror the state rubrics in order to assess constructed responses and to provide formative information regarding student progress.

There is evidence that the school communicates state assessment results to parents via annual School Report Cards.  The State Department of Education’s School Report Card is sent home and available on the State’s website.  School performance data is also communicated via school and local newspapers.

Terrebonne teachers review and study teacher-made assessments and examine student work for the purpose of making curriculum and instructional decisions. 

RESOURCES

Human

Terrebonne High School possesses a fully qualified faculty and staff following current guidelines.  The faculty is given full access to time for professional development which is demonstrated in their ongoing quest to improve the quality of information delivered to the student population.

Financial

Funds allocated to Terrebonne High School from state and local sources are fully accounted for through a district monitored accounting system.  Staff members are given access to fund balances monthly.

A district pay scale is in place for compensation of employees at all levels.

Physical

Considering the age of the building, Terrebonne High School’s physical facility is well kept and has been used to its capacity in bringing state-of-the art equipment to meet today’s technology demands.  Adding a Math Lab as well as implementing a multi-media class this school year demonstrates this.

Material

Using district resources along with monies raised by outside groups Terrebonne High School has upgraded its library to reflect a library ready for today’s techno-savvy population. Increased numbers of computers with training available for several groups of stakeholders were recently added to the library.  The computerized catalog along with two data bases provide students with access to the knowledge of the world.

SUPPORT SERVICES FOR STUDENT LEARNING

It is evident that Terrebonne High School meets the needs of their entire study body. Three full-time certified guidance counselors are available on campus to meet the students’ needs.  A school nurse and a school psychologist are available as needed from the district.

The following additional agencies are available within the district: Office of Child Support, District Attorney’s office, Terrebonne Mental Health, and the parish Sheriff’s Office.

Students and parents are regularly informed when scheduling and other informative meetings are planned. Students are aware of services available and fell comfortable seeking them.

STAKEHOLDER COMMUNICATIONS AND RELATIONSHIPS

Members of the Terrebonne High School learning community communicate and collaborate with stakeholders on a regular basis through a variety of methods.  Teachers communicate with parents through e-mails, phone calls, and teacher websites.  Calendars and school newsletters are routinely mailed home to parents.  A large monthly calendar in the main hallway also informs faculty, students, and visitors of scheduled school activities.  A new marquee sign located in the front of the campus is used to display announcements within the community.  Representatives from local businesses and colleges are also invited to campus to make presentations or to serve as guest speakers. Other methods of communication include student newspaper, parent/teacher conferences, regular faculty meetings, and announcements made during athletic events.

CITIZENSHIP

Terrebonne High School maintains a safe and nurturing environment for all students. Through extra-curricular activities, sports, and civic activities it is evident that the faculty and staff are positive role models for their students.  The young adults at Terrebonne High School are friendly, outgoing students who are proud to be part of the student body. It is evident that the students participate and devote much time to their school, community and fellow classmates thereby demonstrating leadership and responsibility.

CONTINUOUS PROCESS OF IMPROVEMENT

Terrebonne High School is committed to providing students with a quality education that will help them achieve their maximum potential.  This commitment allows for serious strategic planning that focuses on goals that address student achievement.

Stakeholders are invited to participate in this very important process of continuous improvement by attending meetings, completing surveys, and providing additional input that will bring about continuous educational improvement.

School data related to student achievement and growth are continuously collected and analyzed.  A very thorough evaluation process involves the discussion of strengths and areas to improve.  A draft of the school improvement plan is shared with stakeholders. When the plan is finalized, all faculty members are provided with a copy of the school improvement plan.

The faculty and staff provide formal and informal monitoring of the implementation of the school improvement plan using classroom walk-throughs, classroom observations, and follow-up discussions.

Commendations and Recommendations

The Quality Assurance Review Team provides the following commendations and recommendations in response to the school’s execution of and participation in the SACS CASI Guided Self-Study in fulfillment of the requirements for accreditation.

Commendations

Terrebonne High School has a significant number of strengths and accomplishments which characterize the quality of the school and its capacity to support student learning.  The Quality Assurance Team offers the following commendations that reflect the strengths and accomplishments of the school:

1. The mission and belief statements are concise and provide direction for teaching and learning.
2. The Quality Assurance Review Team applauds the faculty, staff, and students of Terrebonne High School for a school climate that is warm, friendly, nurturing, cooperative, and positive.
3. Terrebonne High School is commended for offering a variety of co-curricular and extra-curricular programs that enhance student opportunities for career development, self-expression, individuality, creativity, and leadership.
4. The dynamic leadership of the administrative team exemplifies a commitment to the pursuit of school improvement and student achievement.  The leadership fosters cohesiveness between school and community, open lines of communication, and a family atmosphere.
5. Although the school building shows age and wear, it is well maintained and clean.  The administration, faculty, staff, and students are commended for their continued efforts to preserve the facility and the history of Terrebonne High School while updating technology and instructional equipment to prepare students for success in the 21st century. 
6. The school faculty is commended for structuring committees to facilitate the SACS Self Study process. Individuals were honest in reporting current realities at Terrebonne High School, thus insuring a realistic self-study on which to formulate plans for school improvement.
7. There is evidence that technology is utilized in the school to achieve school wide goals and to enhance teaching and learning.
8. The staff is commended for aggressively seeking funding through grants, community agencies, Parents For Education, etc. to enhance student learning.
9. The Student SACS-SIT Committee allows students to have meaningful input into the school’s decision making process.  The Quality Assurance Review Team concurs with the students that this committee serves a vital role in the school improvement process.
10. It is clear that there are high expectations for teachers to be accountable for the implementation of curriculum, standards, and the school improvement plan

Recommendations

The capacity of any organization to improve is directly related to its ability to recognize, acknowledge, and act on its strengths and limitations.  Although Terrebonne High School is guided and characterized by several strengths and accomplishments, there are challenges facing the school that are opportunities for improvement.  Therefore, the Quality Assurance Team offers the following recommendations for improvement:

1. There should be more clearly articulated expectations for student achievement so that higher expectations are evident and all students are challenged to perform at the maximum levels.
2. There is a need to inform the community of the school’s goals and plans for school improvement and invite more business/community leaders to share their knowledge and expertise.
3. There is a need to explore ways to increase communication and collaboration with the feeder school in order to improve the transition of students to the high school setting.

Closing Summary

The Quality Assurance Review Team found Terrebonne High School to be a quality school led by a caring, professional staff that collectively encourages and supports student success.  It is evident throughout the school that instructional improvement focusing on improving student achievement is the highest priority.

The Quality Assurance Review Team certifies that the school has satisfactorily met the expectations and requirements of the SACS CASI Guided Self-Study.  Additionally, the Quality Assurance Review Team certifies that Terrebonne High School meets all Standards for Accreditation.

Because the primary focus of this process is on improving student performance, the Quality Assurance Review Team sincerely hopes that the recommendations presented in this report will help the school in its continuing efforts to improve the quality of the learning experience for all of its students. To establish a culture of improvement at the school, the professional staff must continuously assess, plan, implement, monitor, evaluate, and reassess the faculty’s instructional practices and the school’s organizational conditions. The success of such an effort is largely dependent on the school’s understanding and level of commitment to a process of improvement that is continuous.

The Quality Assurance Review Team recommends that the professional staff, with the support of stakeholders in the community, conscientiously continue implementing the school’s improvement plan.  It is through implementation that the instructional and organizational capacity of the school is strengthened and students' achievement of the desired results for learning occurs.  Throughout implementation of the school improvement process, the staff should:

1. review and communicate the findings and observations contained in the report to all stakeholders;
2. consider and take action, where appropriate, on the recommendations contained in this report;
3. continue to monitor accreditation requirements for the school;
4. ensure that strategies identified in the school’s improvement plan for improving student learning are executed;
5. update at least annually and communicate to stakeholders profiles of student performance;
6. document growth in student learning and improvements in instructional and organizational effectiveness; and
7. review and revise, as necessary, the school’s improvement plan.

The Quality Assurance Review Team expresses appreciation to the administrative head of the school, members of the professional staff, students, and parents for their hospitality throughout the visit.  The team urges the professional staff to study the team’s report and to act on those recommendations they believe will improve or enhance the quality and capacity of the school to improve student learning.  The team wishes the school and its students much success in pursuit of student achievement through the continuous process of school improvement through SACS CASI accreditation.