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Continuous School Improvement EOY Suggested Action Steps

2009 - 2014
4/2/2014 Hainerberg Elementary School CSI Chair review

2009 - 2014 EOY Suggested Action Steps.docx

Table of Contents
Suggested Action Steps by CSI Chairs for the Next School Year ................................................................... 1 2009 2010 .................................................................................................................................................. 1 2010 2011 .................................................................................................................................................. 2 2011 2012 .................................................................................................................................................. 2 2012 2013 .................................................................................................................................................. 4 2013 2014 .................................................................................................................................................. 6

Suggested Action Steps by CSI Chairs for the Next School Year 2009 2010 - Suggested Action Steps for SY 2010 2011
STANDARD 1: VISION AND PURPOSE
How could we adjust our assessment to address the high turnover rate of the student population through the course of the school year? Keep asking the questions Where did we come from? Where are we? Where are we headed?

STANDARD 2: GOVERNANCE AND LEADERSHIP


Increase efforts to ensure school-wide support for policies, procedures, and organizational conditions Revisit the schools Profile/Goals/Mission through staff meetings, team meetings and seek active input from staff Increase efforts to encourage Parent participants during in-service days/staff development Continue to adjust instruction based on student assessment data results Develop strategies to encourage more people to become actively involved

STANDARD 3: TEACHING AND LEARNING


More staff development days to increase vertical and horizontal articulation Seek better methods of providing staff development Continued data analysis Continue to use common planning periods, teacher workdays Increase articulation efforts

STANDARD 4: DOCUMENTING AND USING RESULTS


Are small group/large group specialists implementing the CSP goals while teaching their students? How are we going about documenting their involvement? Should CSP goals be the same for primary and intermediate students?

Is it possible to streamline how much reading data we are analyzing in order to utilize teachers time to the fullest? In a timely manner?

STANDARD 5: RESOURCE AND SUPPORT SYSTEMS


Address weakness in both reading and mathematics in Compensatory Education More communication between specialists and classroom teachers as to increase collaborative planning efforts Increased opportunities for individual attention (differentiated instruction)

STANDARD 6: STAKEHOLDER COMMUNICATIONS AND RELATIONSHIPS


Forums are overloaded: Newsletters, webpage, and individual teachers newsletters. We need to combine/streamline our communication efforts to make them more effective Increase parent representatives on SILT Continue improvement of communication channels Ensure posters are in the community and throughout the school to communicate our Mission and Goals

STANDARD 7: COMMITMENT TO CONTINUOUS IMPROVEMENT


Is the Literacy Place reading assessment the best tool to use? Is assessment information available for all stakeholders?

2010 2011 - Suggested Action Steps for SY 2011 2012


Within the 2011-2012 school year our first task is to review assessment data, identify current student needs, and plan strategies and interventions to address those needs. The school wide assessment calendar completed in May 2011 will offer a systematic and systemic structure for future analysis. Implement the assessment calendar (customized in May 2011) to ensure the a systematic and systemic collection of date in school year 2011-2012. Overall, the teachers need more training/time to become familiar with Reading Streets and its components. Time and knowledge will increase the success of students to perform at a higher level of analyzing text. More training on Pearson site More training on how to manage a Reading Streets classroom More training on how to implement Reading Streets across the curriculum More training on how to implement small reading group instruction Training on 6 + 1 Traits of Writing On-going development of tech binder, school intranet, Tech tips use of COWS and SMART notebook activities

2011 2012 - Suggested Action Steps for SY 2012 2013


Since the goals changed this year we altered our representation form to better reflect the students academic growth that occurred during the school year. The data has been reviewed by individual teachers however, in the Fall the faculty will do an extensive analysis of the local assessment data. The

vision of the CSI team is to analyze the data by other demographics, i.e. Ethnicity & Gender in the future. Upon review of the local assessment data one should consider whether the rigor of the assessment needs to be reevaluated.

Assessment folder on the common drive to include: Assessment calendar revision of assessment calendar Electronic copies of the assessment cards Electronic copies of BOY and EOY reading/math tests and writing prompt Rubrics for scoring the writing assessments Writing paper Protocol including how long they are allowed to write depending on grade level Assessment folder to be given in August 2012 to each teacher Hard copies of BOY and EOY reading/math tests and writing prompt for every teacher to be handed out at back to school including rubrics Description of how to complete assessment cards Description of testing protocol that all assessors will utilize o Purpose: making local assessments a systematic and systemic process where all teachers are administering the assessments with fidelity o Professional Development Solicit faculty to do Professional Development training on subjects of expertise (miniworkshops) o Military Training 101 getting a perspective of military policies/procedures families follow when moving into new communities and commands. o Other topics of academic/affective/instructional practices & best practices o Mentoring for new teachers/new to HES Continue with book studies Education on: o Using/creating rubrics o The use of assessment data to drive instruction o Sharing in grade level and vertical articulation of student work and identifying anchor pieces o Differentiation Instruction o Explicit teaching practices for math and reading strategies Pair down our strategies

o Overarching differentiated instruction strategies. For example, demonstrate how some of the strategies that we do have could be embedded in Differentiated Instruction Rewrite our goals in kid friendly language. Review of school data: o Previous years and current data both local and TN3 Review and self-evaluate progress in the 33 indicators of the AdvancEd standards

Structure of CSI Leadership and Planning


CSI constructionparadigm shift in how we structure the leadership o One day a month round table discussion/planning with representatives from: administrators, CSI chairs, Committee Leaders, Team Leaders, FEA representative

2012 2013 - Suggested Action Steps for SY 2013 2014 Assessments


Grade Level Assessment Binder
Hard copies in grade level binder of BOY, MOY and EOY reading/math tests and writing prompt will be made available for all teachers. This rubrics and exemplar pieces Description of how to complete assessment cards Description of testing protocol that all assessors will utilize Purpose: making local assessments a systematic and systemic process where all teachers are administering the assessments with fidelity

Review Assessment Data (TN3 & Local)


English Language Arts: Future steps for ELA assessments include analyzing students who are below level for BAS testing to determine if progress was made during the year. Consider how the ELA Reading Streets BOY and EOY assessments provide useful information for determining if we are meeting our CSI school goals and/or need to modify our assessments for SY 2014-2015. SRI scores should be tracked to determine if students are meeting reading comprehension grade level expectations. An additional recommendation will be to determine what the proficiency levels are in the Pearson assessment system. Mathematics: It is recommended that we analyze and identify students whose scores fall within the lower 2 quartiles. Tracking their progress will help us identify which instructional strategies being used are successful. Another future action is to review is to match assessments, curriculum materials, and DoDEA standards. Curriculum mapping can help teachers pace their instruction to meet standards. When looking local assessments a standardization of what grade levels consider above, on, and below level needs to be determined. We strongly suggest the local math assessment for our CSI goal to address math written communication.

Writing: A need for continued professional development on the use of anchor papers for assessment and instructional purposes is to be planned during SY 2013-2014. The local writing assessment has been revised for SY 2012-13 to more closely relate to the school CSI language arts goal to analyze and respond to text. Increasing consistency of the use of Reading Streets anchor papers and the 4 point rubric through the school year with students is our goal for SY 2013-2014. It is recommended that the professional development efforts in SY 2013-2014 focus on expanding the use of 6 + 1 writing traits with an emphasis on organization and vocabulary development. TN3: Spring results and disaggregated data should be reviewed by grade levels and stakeholders looking at specific skill sets in our student population that are weak. ISSPs and CSILT: Meet monthly to discuss assessment results and track student data.

Professional Development
Streamline information for one user system E-Portal (Weebly site) Weebly training for all staff members Develop and post online training and graduate course work for classes online. These would be posted on the Weebly site for teachers to access. Professional Development team will poll staff to inquire about additional online sites and instructional practices. Solicit faculty/ASO/DSO to lead Professional Development training on subjects of expertise (miniworkshops) Other topics of academic/affective/instructional practices & best practices Mentoring for new teachers/new to HES Include workshops during CSI days that address behavior issues Implement after school short training days like we did on April 30th, 2013. Base our trainings on data analysis and school-wide improvement goals. Include Substitutes, paraprofessionals, and aides in trainings Share: School Mission, Vision, CSI Goals to all stakeholders Continue with book studies in grade levels Education on: Using/creating rubrics The use of assessment data to drive instruction Sharing in grade level and vertical articulation of student work and identifying anchor pieces Differentiating Instruction Explicit teaching practices for math, reading and writing strategies Pair down our strategies Overarching differentiated instruction strategies. For example, demonstrate how some of the strategies that we do have could be embedded in Differentiated Instruction

End of Year Action Steps

Professional Development - continued


Utilize standard core kid friendly language to explain DoDEA Standards to students and parents. Review Self-Assessment ratings and gather evidence of the 33 indicators from the AdvancEd standards and place in e-portal website. Hainerberg High Five Heroes Introduce the program to new staff members and remind others during the first days back before school starts with a skit and power point. Introduce it to students through an assembly per grade level (high five for the playground, lunchroom, common areas, etc.) Have all teachers and specialists talk about High Five Hero in targeted lessons. Provide staff resources to teach and implement the program in their classrooms. Establish a data collection tool that would evaluate the efficacy/success of the program. Structure of CSI Leadership and Planning One day a month round table discussion/planning with representatives from: administration, CSI chairs, Grade Levels, Committee Leaders, Team Leaders, and FEA representative. One day a month CSI Committees meet and focus on Action Plan tasks, vertical articulation, and sharing of instructional practices, and various other school improvement tasks. Establish committee leaders for those who have PCSed and include incoming teachers into various committees.

2013 2014 - Suggested Action Steps for SY 2014 2015


Development of a systematic and comprehensive student mentorship program Exploration and development of a school-wide local math assessment to focus on the CSI Goal #1: Math Communication. Further professional learning in the areas of 6+1 Writing, Math Journals, and Differentiated Instruction. Professional learning and enhancement of student analysis of personal data and personal goals setting with a focus on data. Development of centralized systems for collecting professional learning data, continued enhancement of Professional Learning Communities, and the development of a clearinghouse website for faculty resources in regards to professional learning. Continued outreach, maintenance, and expansion of external community partnerships Development of yearly, systematic methods, for maintaining high focus on Self-Assessment Professional learning in the area of data analysis and use of data to drive individualized instruction for students with focus on targeted subgroups. Review and refinement of CSI goals and strategies Development of student data binders to be used across school Comprehensive assessment system to include classroom teachers and large group specialists