Standard+4+-+Resources+and+Support+Systems

=**Standard 4: Resources and Support Systems**= =**//The school has resources and provides services that support its purpose and direction//** **//to ensure success for all students.//**=

__Members:__ Rebecca Burck - Co-leader Russ Steponic - Co-leader Rasha Bilbessi Judy Byrd Samira Danouni Phillipe Frerot Sherry Gatewood Shannon Helvey Khalilah Myers-Fozard Bob Zilinski Regina Zilinski Parent representative Student representative Student representative

Qualified professional and support staff are sufficient in number to fulfill their roles and responsibilities necessary to support the school’s purpose, direction, and the educational program.
 * Indicator 4.1**

In support of the school’s mission and vision, the district regulates formal and systematic policies, processes and procedures ensuring that school leaders are able to hire, place, and retain qualified personnel and support staff. A formula is used to determine the minimum number of instructional and support staff needed to serve the student population. Additional staff has been allocated by the district to meet the unique characteristics of the school.
 * Level: 3**

Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the school.
 * Indicator 4.2**

The school’s mission and vision drives all decisions about instructional time and school resources. School policy and teacher practice promote bell-to-bell instruction. The school leadership, with advice from all stakeholders, works to secure additional resources to support instruction. A rich and diverse master schedule and a needs-based budget ensures all students have an opportunity to achieve their maximum potential. Instructional interventions are aligned to our mission and vision.
 * Level: 3**

The school maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff.
 * Indicator 4.3**

In compliance with DoDEA regulations, the school maintains facilities, services and equipment to provide a safe, clean and healthy environment for all students and staff. Maintenance expectations have been articulated to all stakeholders. With the SMS, valid measures are in place for continuous tracking of building conditions. Improvement results are reviewed and regularly evaluated. Our continuous tracking system is in the beginning stages; all stakeholders need to comply with this process.
 * Level: 3**

Students and school personnel use a range of media and information resources to support the school’s educational programs.
 * Indicator 4.4**

All stakeholders have access to media and information resources for the success of academic programs. Students and parents have access to online databases, workstations with Internet, scanners and SmartBoards, as well as print and non-print materials. There is a professional Information Specialist and an assistant available to all stakeholders. Additional and continuous funding is needed to remain current in the 21st century and create an exceptional collection.
 * Level: 3**

The technology infrastructure supports the school’s teaching, learning, and operational needs.
 * Indicator 4.5**

The school is fully networked and connected to the Internet. Almost every classroom has a teacher workstation, SMARTBoard, data projector and an ELMO; several also have additional computers and COWs. Four computer labs and the Media Center provide modern workstations for all stakeholders. A needs assessment guides the technology committee in designing a plan for technology training and placement of resources. The school is in the initial stages of installing WiFi throughout the building.
 * Level: 4**

The school provides support services to meet the physical, social, and emotional needs of the student population being served.
 * Indicator 4.6**

The school provides a wide variety of in- and after-school programs to meet the physical, social and emotional needs of students. A generous budget funds clubs, athletics and student government. DoDEA funds additional arts and leadership events and athletic tournaments. Support programs are available for new students and for middle-to-high school transitions. Informal and formal intervention programs are in place for at-risk students. All extra-duty contracts require an after-action report.
 * Level: 3**

The school provides services that support the counseling, assessment, referral, educational, and career planning needs of all students.
 * Indicator 4.7**

An annual counseling needs assessment guides and evaluates the counseling action plan. The common seminar facilitates monthly delivery of grade-level life-skills curricula within the competency-based counseling model: academic, career, and personal-social development. Each student has a 6-year plan. Three counselors, a SPED professional, a psychologist, and an SST team coordinate referral, support and transitional programs for all students. The school needs a career assessment tool.
 * Level: 3**