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Humphreys American School. Where O ur Eagles Soar! Ms. Joyce Diggs Ms. Jamie Wollman Principal Asst. Principal. QAR Visit February 14-16, 2012. ~Welcome Mr. William Bragg ~Introductions Mrs. Shenae Wiley. Our Vision. Humphreys American School Vision.

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Humphreys american school

Humphreys American School

Where Our Eagles Soar!

Ms. Joyce Diggs Ms. Jamie Wollman

Principal Asst. Principal


Qar visit february 14 16 2012
QAR Visit February 14-16, 2012

~Welcome

Mr. William Bragg

~Introductions

Mrs. Shenae Wiley



Humphreys american school vision
Humphreys American School Vision

Humphreys American School (HAS) is dedicated to providing the highest quality education where a love of learning is evident in all students and teachers. We envision a school community in which the environment is positive, nurturing and respectful of students, teachers and the military community. HAS strives to be a school in which academic, artistic and physical expectations are high and individualized for each student and goal-oriented, technology-rich instruction aligns with Department of Defense Education Activity standards and assessments. At Humphreys American School, engaged parents, teachers and the military community will all work together to ensure that all students can be successful.


Student friendly school vision
Student-Friendly School Vision

Eagle Vision

Humphreys American School is dedicated to providing the highest quality education to all of its students. We envision a school community in which the:

Environment is positive, nurturing and respectful of students, teachers and the military community.

Academic, artistic and physical expectations are high and individualized for each student.

Goal-oriented, technology-rich instruction aligns with Department of Defense Education Activity standards and assessments.

Love of learning is evident in all students and teachers.

Engaged parents, teachers and military community all work together to ensure that all students can be successful.


Vision and purpose
Vision and Purpose

Achievements

Collaborative Environment

Shared vision with all stakeholders

Safe school

Highest Student Achievement

Research based best practices

Curriculum Instruction and Assessment needs


Challenges
Challenges

Teacher turnover

Location - Korea

Enrollment increase – realignment of classes during the school year to maintain the student/teacher ratio

Teacher turnover

Multiple buildings throughout the campus – age of buildings varies


Governance and leadership
Governance and Leadership

Shared leadership – grade level teams, grade level chairs, peer learning communities, management council meetings,

Collaboration is encouraged at all team and grade level meetings

Administration works with the association to address teacher concerns

Teachers are groomed to be leaders


Decision making roles for stakeholders
Decision Making Roles for Stakeholders

Teachers serve in leadership capacities that guide the school instructional, programmatic and fiscal practices.

Students serve in leadership roles such as student council representatives and National Junior Honor Society representatives

Students played a role in the revision of our vision statement

Parents serve in leadership roles such as PTO, SAC, and CSI committees.



Instructional staff
Instructional Staff

49 instructional staff members

1 Korean national teacher

12 Support staff members


Professional staff years of experience
Professional Staff – Years of Experience

Source: Humphreys American School, 2011.


Professional staff educational level
Professional Staff – Educational Level

Source: Humphreys American School, 2011.


Professional staff race ethnicity
Professional Staff – Race/Ethnicity

Source: Humphreys American School, 2011.




Enrollment data grade and gender
Enrollment Data – Grade and Gender

Source: ASPEN, September 2, 2011.


Enrollment data branch of service
Enrollment Data – Branch of Service

Source: ASPEN, September 2, 2011.


Enrollment data race ethnicity
Enrollment Data – Race/Ethnicity

Source: ASPEN, September 2, 2011.


Resources support systems
Resources & Support Systems

  • Percentage of staff is highly qualified

  • Agendas and minutes of collaborative team meeting (peer learning community)

  • Spending plan is available to purchase school supplies, such as technology, teacher school supply needs

  • Creative uses of space that align with the school goals

  • Annual safety and security inspections

  • Crisis management plans

  • Support staff – Administrative officer, Supply person, Secretary, Registrar and office automation clerk


What matters most
What Matters Most

Guarantee challenging, engaging, and intentional instruction:

  • Aligning DoDEA standards to resources to assessments

  • Team planning

  • Formative and summative assessments to drive instruction

  • Data Teams and talks

Ensure curricular pathways to success:

  • Assessing student learning

  • Data talks with students

  • Collaborations with colleagues

  • Implementing research-based strategies from Classroom Instruction that Works


Humphreys american school

Create high-performance school cultures:

  • Caring/Supportive teachers

  • Staff development opportunities

  • Stakeholders collaboration on revised vision statement

  • Various opportunities leadership opportunities across all curricular areas

  • Sharing of Best Practices

Develop data-driven, high reliability systems:

  • Safe schools

  • Sharing of instructional Best Practices

  • Collaboration of Master Schedule

  • Aligning standards to the Objective Performance Index

Provide whole child student supports:

  • Student Support Team

  • Special Education Services

  • English Second Language Learners

  • Literacy Support Services

  • Read 180

  • Collaboration in building the master schedule

  • Saturday tutorial program for identified students



Teaching and learning
Teaching and Learning

The school has collaboratively developed and implemented a coherent, rigorous curriculum derived from research-based standards/expectation in all subject areas that provides multiple opportunities for all students to acquire requisite knowledge skills and attitudes.

Examples: Observations, standards based lesson plans


Gifted program
Gifted Program

  • Gifted Education Pull-out Model:

  • Instruction based specifically on the grade level curriculum but extending concepts/skills. Students are selected from teacher & GRT criteria (unit tests, classroom performance). No GE forms are used—it’s a challenge program to support students who perform at the top. Eligible students may not be in one or more of the challenge classes if their performance in that area isn’t strong. GRT gives grades that are averaged in with classroom grades for the report card.

  • Kindergarten and First Grade Whole Group Instruction:

  • Primary grades teachers are rotated for whole class instruction in thinking skills related to curriculum content.

  • Classroom Inclusion:

  • Inclusion services to eligible students are scheduled with teachers. The GRT is in the classroom working with individuals and small groups to differentiate grade level instruction going on at the time.

  • Single-subject Acceleration:

  • This service is mainly offered at the middle school level. Based on classroom performance and data analysis, students may be accelerated in subject areas to fit their individual needs. The most common form of single-subject acceleration is in mathematics.

  • Other Educational Opportunities:

  • Our gifted education specialist teaches three middle school classes in which all students are eligible to elect. The Creative Thinking, Study Skills, and Research Project classes focus on analytical, creative, logical and critical

  • thinking skills.


Gifted program1
Gifted Program

Kindergarten: 88/88 students serviced (100%)

First Grade: 82/82 students serviced (100%)

Second Grade: 9/61 students serviced (15%)

Third Grade: 12/61 students serviced (20%)

Fourth Grade: 38/66 students serviced (58%)

Fifth Grade: 28/46 students serviced (61%)

Sixth Grade: 25/59 students serviced (42%)

Seventh Grade: 9/41 students serviced (22%)

Eighth Grade: 20/55 students serviced (36%)


Pacific literacy project plp
Pacific Literacy Project (PLP)

PLP enrollment by service model, fall 2011

Source: Humphreys American School, 2011.


Avid enrollment
AVID Enrollment

Source: ASPEN, September 2, 2011.


English as a second language esl
English as a Second Language (ESL)

ESL enrollment by levels 2011

The ESL population represents 10.5% of the student population.

Source: ASPEN, September 2, 2011.


Student support team sst
Student Support Team (SST)

The Student Support Team is a school-based, collaborative, problem-solving process during which classroom teachers, parents and school support personnel focus on meeting the needs of a specific student by addressing academic, behavioral and social needs. Meeting times are flexible in order to be convenient for parents and teachers. The process begins with conversation between the teacher and parent, information is shared with the counselor and other team members are identified and invited to participate depending upon the presented concerns. SST meetings at HAS have had varied results including: resolution of the concern at the classroom level, writing a 504/Accommodation Plan, referral of students to the Case Study Committee/Special Education Department.



Extracurricular activities
Extracurricular Activities

Elementary School

Middle School

Art Club

Book Club

Bowling Club

Cooking Club

Diving Club

ES Student

Council

Homework Club

Science Club

Writer’s Anthology

Bowling Club

Drama Club

Homework Club

Math Counts Team

Music Club

National Junior

Honor Society

Student Council

Yearbook Club

Volleyball Club

Of the students who belong to clubs/organizations, 14.5% of those students belong to more than one club/organization.


Humphreys american school

Art Club

Student Council

AVID

National Junior Honor Society

Chorus Club



Instructional technology
Instructional Technology

Instructional Collaboration

  • “Logging on the Net” song

  • Type-to-Learn 4 (Keyboarding)

  • Internet Safety

  • SMART Board Morning Routine

  • CSI support

    • SharePoint site and flyers

      Staff Development

  • Aspen and GradeSpeed

  • SMART Board

  • PhotoStory 3

  • SharePoint

  • Roxio

  • SNAG It

  • Excel


Instructional technology1
Instructional Technology

Customer Support

  • Beginning and End of Year Responsibilities

  • On-going support and assistance to HAS staff and students

    Program Management

  • Technology Night

  • Website and SharePoint management

  • Curriculum

    • Approved Software List

  • Parent University Workshop (SharePoint and GradeSpeed)

  • Communication and collaboration with the Korea District and DoDEA schools


Our system wide data

Our System-Wide Data

terraNova

DRA

SRI

Customer satisfaction survey


Documenting and using results
Documenting and Using Results

  • Lesson Plans

  • Written assessments

  • Classroom level observations documenting use of assessments

  • Analysis of trend data

  • Demographic data

  • Student portfolios

  • Student achievement results from various formative and summative assessments


Terranova 3 rd edition
TerraNova, 3rd Edition

PERCENT OF STUDENTS SCORING IN THE TOP TWO Quarters ON THE TERRANOVA 3RD EDITION SUBJECT TESTS, 2009-2011

Source: Consolidated Data Warehouse, 2011, CTB/McGraw-Hill, 2011.


Terranova 3 rd edition1
TerraNova, 3rd Edition

PERCENT OF STUDENTS SCORING IN THE BOTTOM Quarter ON THE TERRANOVA 3RD EDITION SUBJECT TESTS, 2009-2011

Source: Consolidated Data Warehouse, 2011, CTB/McGraw-Hill, 2011.


Developmental reading assessment
Developmental Reading Assessment

71.5 % of Third Graders scored On or Above Grade Level

Source: Literacy Support Specialists, 2011-12.


Scholastic reading inventory sri
Scholastic Reading Inventory (SRI)

PERCENTAGE OF STUDENTS SCORING AT OR ABOVE THE STANDARD ON THE SCHOLASTIC READING INVENTORY, SY 2008-2009 - SY 2010-2011

  • Source: Humphreys American School, 2011.


Customer satisfaction survey
Customer Satisfaction Survey

Percentage of respondents by rating to the following: What grade would you give (your/your child's) school, SY 2010-2011

Source: DoDEA Customer Satisfaction Survey, 2011.


Humphreys american school

Storybook

Character Parade

Fall festival

Dance Party

ChusEok

Field Day

Get the scoop

on reading

MASQUERADE DANCE


Continuous school improvement

Continuous School Improvement

Our Goals

and

Interventions


Our model of applied continuous school improvement
Our Model of Applied Continuous School Improvement

  • Stay Focused on “Each” Student

  • Share Responsibilities

  • Provide Challenging, Engaging, and Intentional Instruction based on the DoDEA Curriculum Standards and Best Practices

  • Use Our Data to Benefit Student

  • Get/Give the Support That Students Need

  • Communicating, Communicating, Communicating

    …and we do this continuously


Goal 1 reading
Goal 1: Reading

By June 2012, all students will increase performance on targeted Reading Comprehension skills using instructional interventions implemented in all curricular areas as measured by the TerraNova 3 Science subtest and other system-wide and school based assessments. The targeted skills are to expand knowledge, make connections, and determine important information when reading non-fiction texts.


Goal 1 reading interventions
Goal 1: Reading - Interventions

KWL Charts

CSR Logs


Goal 2 math
Goal 2: Math

By June 2012, all students will increase performance on targeted mathematics skills using instructional interventions implemented in all curricular areas as measured by the TerraNova 3 Math subtest and other system-wide and school based assessments. The targeted skills are to use reasoning to articulate and prove mathematical concepts.


Goal 2 math interventions
Goal 2: Math Interventions

Vocabulary Graphic Organizer

UPSL Graphic Organizer

UPSL Scoring Rubric


Name date problem of the day
Name________________________________ Date____________ Problem of the day:

LOOK BACK/CHECK:Is your answer reasonable? Does it make sense? If not, make a new plan and start again.

SOLVE: Use you plan to solve the problem. If your plan does not work, revise it or make a new plan.

UNDERSTAND: What is given and what you need to find?

PLAN:Select a strategy or plan to solve the problem.


Our stakeholders

Our Stakeholders

Our Community active in our school


School advisory council
School Advisory Council

  • Consist of 4 parents and 4 teachers

  • Meetings are held quarterly

  • Positions are held for a 2 year term

  • All stakeholders are invited to

  • share their ideas and concerns


Pta pto initiatives
PTA/PTO Initiatives

Increase PTSO

Support Teacher requests

Fall Fest

Book Fair

Story Book Character Parade

Family Nights

Teacher Appreciation Week


The future

The Future

Next Steps



Next steps
Next Steps

To fully achieve our shared vision and purpose we need to continue to reach out to the community and to refine both academic and environment processes at our school.

HAS's next step for collaboration are:

Implement the "Examining Student Work Protocol" protocol school wide,

Develop peer learning communities with a focus on highest priority standards and expectations.

Continue using data to plan for instruction as well as more teachers having classroom data within the classroom as opposed to being in one centralized location.

Examine the possibility of incorporating support specialists into the grade level and vertical team meetings


Next steps1
Next Steps

HAS is in the beginning stages of celebrating student successes. Included in our next steps would be forming a committee to review additional ways to celebrate student achievement school-wide.

The next step for our school is to formally design a more structured mentoring program for newly hired faculty and staff.


Next steps2
Next Steps

To encourage a more diverse socio-economic and cultural makeup of the school's population that is reflected in the composition of the audience/participants at events and programs.

Provide more academic learning activities for families after school hours.

More staff input in selecting professional development and making non-instructional programs align with school wide goals.