Definition of Success. Peace Valley’s definition of success is well expressed by author, psychologist and educator Xx. Xxxxxxxx Xxxxxx: “Our job is to help [children] know and appreciate themselves deeply, to be resilient in the face of adversity, to approach the world with zest, to find work that is satisfying, friends and spouses who are loving and loyal, and to hold a deep belief that they have something meaningful to contribute to the world.” To that end, Peace Valley aims to give children the confidence that they can achieve mastery in every sphere of academic and artistic endeavor. Students will graduate Peace Valley ready to embrace the next step with confidence and security. Evidence of this capacity will be seen in their test scores, in their community service, and in the ease with which they will transition to higher levels of education. The Governing Board will measure against the following goals when evaluating PVCS’s overall success: 1. Meets measurable proficiency outcomes detailed in Tab Four. 2. 90%+ of parents indicate they are satisfied or very satisfied on the annual parent survey. 3. 90%+ of faculty indicate they are satisfied on the annual faculty survey. Community Need and Interest Currently, no school using Waldorf principles exists in the Treasure Valley and community interest has been steadily growing. There has been overwhelming support for Peace Valley since its creation, as evidenced by participation in all Peace Valley social media pages, surveys, Open Houses and Family Festivals. To Date: 665 Boise Waldorf Initiative Facebook followers, 566 Peace Valley Facebook followers (since 1/21/17), 365 newsletter subscribers, 338 survey results, 150+ distinct families attended four Open Houses, 120+ visitors at 2017 Kid’s Expo, 45+ parents attended Simplicity Parenting Presentation and 55+ families at two Family Festivals.
Definition of Success. Definition of what success looks like for Customer’s use case(s), in the form of co-creation of a maturity and success plan with a 1-3 year horizon (“Maturity and Success Plan”).
Definition of Success. There are several project goals we will measure over the course of the project. The first is to develop a community engagement and education program and Community Advisory Group to support outreach and the design and development of green infrastructure sites across three City of Savannah neighborhoods. The second goal is to recruit and train 15 at-risk youth from the communities where pilot project sites are implemented. Our third goal is to implement three site-specific green infrastructure projects across three half-acre sites by the end of the 2-year grant. The long-term goal of engaging our advisory group and the graduates of the program is to successfully support graduates of the training program in job placement with the City of Savannah and other landscaping companies operating green infrastructure services. Finally, over the course of the project, we intend to plant a minimum of 300 trees on sites throughout the City, in addition to the Park and Tree department’s planting projects.
Definition of Success. The teachers at The Academy adhere strictly to research-based direct instruction models and strategies. Students continue to achieve at or above the rates set by State of Idaho Department of Education. Many Academy students enter 9th grade at the local high schools and enroll in honors level courses. The Academy uses the following assessment tools for review and specific revision of program needs: Idaho State Annual Assessments, Idaho Reading Indicator (IRI), AIMS web, and CORE Phonics Survey data. Both class averages and individual performance are analyzed and reviewed upon completion of fall, winter and spring testing. The Administrator, SPED director, Title 1 director and classroom teachers meet as the school leadership team to analyze assessments during Problem Solving Team Meetings, which occur at each of the six data points. Our school leadership team has determined that for a student or class to be successful they must be meeting Annual Yearly Growth based on cut scores provided by the State Department of Education as well as scoring at or above the 50th percentile according to the current AIMSweb Norms Table. In addition, these data are analyzed and reviewed to ensure appropriate implementation of student interventions. In the instance that a student is not meeting expected growth, program interventions are initiated, evaluated and modified. The Academy staff participates in research-based training opportunities based on students’ needs as identified by assessment data. There are five full-day professional development days each calendar year as well as numerous one-hour professional development sessions. Academy parents are actively involved in the culture and academics of the school. It is recommended that each family perform three hours of volunteer activities for the Academy each month during the school year. Parents are invited to sit on the Parent Advisory Committee (see Appendix A). This committee is actively involved in monitoring the Title I program, as well as advising teacher and administrator Professional Development through the Title II program. Parent input is gathered through written surveys, advisory committee meetings, conferences, phone calls, progress reports, e-mail, and parent training workshops. Information is given to parents in a variety of ways: letters, phone calls, text messages, Facebook posts, school newsletter, and formal invitations. Mission Statement In 2010, The Social and Character Development Research Consortium, u...
