Transcript Ruth Hill Elementary School 2014-2015 GAPSS Report OVERVIEW Comparison: January 21-22, 2009/January 15-16, 2015 STRANDS Curriculum 2014 Curriculum Planning Assessment Instruction Planning & Organization Leadership Professional Learning Student, Family & Community Involvement 2014 Family.

Ruth Hill
Elementary School
2014-2015 GAPSS Report
OVERVIEW
Comparison:
January 21-22, 2009/January 15-16, 2015
STRANDS
Curriculum
2014 Curriculum Planning
Assessment
Instruction
Planning & Organization
Leadership
Professional Learning
Student, Family &
Community Involvement
2014 Family &
Community Engagement
School Culture
TOTAL
Percentage/%
NOT
ADDRESSED
NOT
EVIDENT
EMERGENT
EMERGING
OPERATIONAL
OPERATIONAL
FULLY
OPERATIONAL
EXEMPLARY
2009
2015
2009
2015
2009
2015
2009
2015
0
1
0
0
0
0
0
0
0
0
1
5
0
0
0
0
0
1
1
0
1
0
0
0
0%
7
7
1
1
3
4
6
0
1
3
5
1
5
5
7
5
2
0
13
6
3
0
5
0
0
10
12%
2
0
1
3
0
0
0
0
0%
4
0
1
2%
2
1
7
51
61%
0
17
35%
5
2
23
27%
5
30
63%
Ruth Hill Elementary School GAPSS
January 23-22, 2009
Not Addressed
0: 0%
January 15-16, 2015
Not Evident
0: 0%
1: 2%
Emergent
10: 12%
Emerging
Operational
51: 61%
Operational
17: 35%
Fully Operational
23: 27%
Exemplary
30: 63%
88%
Operational/Fully
Operational
98%
Operational/Exemplary
Rubric Base Line
Ruth Hill
Rubric Summary
GAPSS ASSESSMENT TOOLS*
Document and Data Analysis Review
Summary
Self-Assessment
Classroom Observations
Interview Instruments to be utilized with a
variety of individuals and/or groups.
*Provides process data used to determine the level of implementation of each
standard.
CURRICULUM PLANNING
Curriculum Planning
Standard 1:
Ensures that teachers
have a shared
understanding of
expectations for
standards, curriculum,
assessment, and
instruction.
COMMENDATION:
It is evident that all faculty and
staff across all grade levels and
content areas have a clear
understanding of expectations,
standards, curriculum, assessment
and instruction.
Curriculum/Planning documents
along with classroom visits
exhibited a high level of
consistency of rigor, practice and
content.
CURRICULUM PLANNING
Curriculum Planning
Standard 2:
Builds curriculum
documents and aligns
resources with the
required standards.
COMMENDATION:
All curriculum documents have
been clearly aligned with state
standards and guide planning and
instruction. Revisions are made
often throughout the year (daily,
weekly, and monthly).
OPPORTUNITIES:
Provide documentation that shows
revisions made to curriculum
documents.
CURRICULUM PLANNING
Curriculum Planning
Standard 3:
Monitors curriculum
implementation and
revises, as needed,
based on data analysis.
COMMENDATION:
The principal and teacher leaders
continually monitor curriculum
implementation in all content
areas and grade levels. Data is
systematically collected, analyzed
and revised as needed in content
areas and grade level.
OPPORTUNITIES:
Document and disseminate
revisions made to school
improvement documents.
ASSESSMENT
Assessment
Standard 1:
Uses a balanced
system of
assessment including
diagnostic,
formative, and
summative to
monitor learning and
inform instruction.
COMMENDATION:
Teachers are commended for their
purposeful and consistent use of a
rich variety of diagnostic and
formative assessments to ensure the
learning of all students.
OPPORTUNITIES:
Continue to develop the
implementation of constructed
responses and ensure it is reflected in
instructional/assessment practices
school wide.
ASSESSMENT
Assessment
Standard 2 :
Aligns assessments
with the required
curriculum
standards.
COMMENDATION:
Lesson plans and data
reviewed indicate that a
systematic process is in place
to align assessments with
required curriculum
standards.
ASSESSMENT
Assessment
Standard 3 :
Uses common
assessments to
monitor student
progress, inform
instruction, and
improve practices.
COMMENDATION:
Teachers consistently use common
assessments to monitor student
progress, form and adjust flexible
groups, and to improve instruction.
ASSESSMENT
Assessment
Standard 4 :
Analyzes assessment
results to provide
feedback to students
and to adjust
instruction
COMMENDATION:
Teachers regularly adjust classroom
instruction based on formative and
summative assessment results.
OPPORTUNITIES:
Equip teachers to be self-sufficient
in the analysis of student data and
in the utilization of ALL student
data, to include student growth
models and CCRPI data, to provide
meaningful feedback to students
and parents to GROW student
achievement.
ASSESSMENT
Assessment
Standard 5 :
Implements
assessment practices
that provide an
accurate indication
of student progress
on the required
standards.
COMMENDATION:
Teachers provide an accurate
indication of student progress to all
stakeholders.
OPPORTUNITIES:
Ensure that there is consistency in
grading school wide and that
classroom grades are not an overinflated representation when
compared with ability and
standardized assessment results.
INSTRUCTION
Instruction Standard 1:
Provides an orderly,
well-managed learning
environment.
COMMENDATION:
Classrooms provide motivational
climates and cognitive environments
to cultivate positive learning
opportunities. Rules and procedures
were interwoven into the
conversations and directly impacted
the learning environment.
INSTRUCTION
Instruction Standard 2:
Creates an
academicallychallenging
environment that
cultivates higher-order
thinking skills and
processes.
COMMENDATION:
Ruth Hill provides an orderly, wellmanaged, challenging learning
environment that enables students
to attain higher levels of
understanding through
implementation of varied
instructional strategies.
INSTRUCTION
Instruction Standard 3:
Implements researchbased instructional
strategies.
COMMENDATION:
The school implements rigorous,
systematic and objective strategies to
enhance student achievement and
make informed educational
decisions.
INSTRUCTION
Instruction Standard 4:
Enables students to
attain higher levels of
learning through
differentiated
instruction.
COMMENDATION:
Differentiates instruction is based on
student need, increasing student
attainment of higher level thinking
skills.
INSTRUCTION
Instruction Standard 5:
Engages students in
setting learning targets
aligned to curriculum
standards.
COMMENDATION:
Ruth Hill deepens understanding
by actively involving students in
the learning experiences of the
desired curriculum.
OPPORTUNITIES:
Provide professional learning
opportunities on engaging
students in the ownership of goal
setting.
INSTRUCTION
Instruction Standard 6:
Establishes high
expectations with
students playing an
active role in
monitoring their own
progress.
COMMENDATION:
The school has established a
culture of success by requiring
high academic performance
determined by using individual
student goals and continual
monitoring through peer and
teacher conferences.
OPPORTUNITIES:
Include students in the discussion
of establishing goals to encourage
ownership.
INSTRUCTION
Instruction Standard 7:
Integrates appropriate
current technology into
teaching and learning.
COMMENDATION:
Ruth Hill supports and energizes
lessons by effectively engaging
students through the incorporation
of technology into teaching and
learning.
OPPORTUNITIES:
Create a school wide focused goal
towards the integration of
technology.
INSTRUCTION
Instruction Standard 8:
Provides feedback to
students on their
performance on the
standards or learning
targets.
COMMENDATION:
Ruth Hill guides student learning
by providing effective and
engaging feedback designed to
require students to articulate, selfmonitor, and reinforce learning.
INSTRUCTION
Instruction Standard 9:
Provides timely,
systematic, data-driven
interventions.
COMMENDATION:
The school develops
comprehensive, research based
interventions tailored to meet the
needs of students through
collaborative vertical and
horizontal discussions.
PLANNING &
ORGANIZATION
Planning and
Organization
Standard 1:
Maintains the school
building, campus, and
equipment to ensure
a safe, clean, and
inviting learning
environment for all
staff and students.
COMMENDATION:
The classrooms and building was
clean and orderly, all the materials
on the wall were up to date, and
students were comfortable in all
classrooms allowing students to
perform at their best.
PLANNING &
ORGANIZATION
COMMENDATION:
Planning and
There is a strong intent to make all students
Organization
feel valued and important in the classroom.
Standard 2:
Also, the teachers feel valued and are a part
the team. Dr. Corley is leading students to
Shares a common of
understand every student has the capacity to
vision/mission
achieve academically here and beyond.
that defines the
OPPORTUNITIES:
school culture and Leadership team needs unified mission to
guide the continuous improvement process.
guides the
Faculty and staff need a clear understanding
continuous
of the roles of each administrator in the
building.
improvement
process.
PLANNING &
ORGANIZATION
Planning and
Organization
Standard 3:
Develops,
communicates, and
implements rules,
policies, schedules,
and procedures to
maximize student
learning and staff
effectiveness.
COMMENDATION:
Every part of the day seems to be
well planned, communicated, and
maximized for student learning.
PLANNING &
ORGANIZATION
Planning and
Organization
Standard 4:
Uses a data-driven
and consensusoriented process to
develop and
implement a school
improvement plan
that is focused on
student performance.
OPPORTUNITIES:
Continue use of APTT – Academic
Parent Teacher Teams.
Increase student ownership of
goals and goal setting. Students
need to be able to articulate their
own goals.
PLANNING &
ORGANIZATION
Planning and
Organization
Standard 5:
Allocates and
monitors available
resources to support
continuous
improvement.
COMMENDATION:
Paraprofessional, ESOL, and other
staff were actively engaged and
supportive of the academic success
of the students. Resources are
used for embedded staff
development and innovative
practices.
PLANNING &
ORGANIZATION
Planning and
Organization
Standard 6:
Monitors
implementation of
the school
improvement plan
and makes
adjustments as
needed.
COMMENDATION:
School improvement plan is part of
the school culture at every grade
level.
OPPORTUNITIES:
Formalized staff feedback on
progress of school improvement
plan.
PROFESSIONAL
LEARNING
Professional Learning
Standard 1:
Aligns professional
learning with needs
identified through
analysis of a variety
of data.
COMMENDATIONS:
There is evidence to support ongoing
professional development to improve in
the areas of math and science through
STEM certification and opportunities.
Participation in APTT pilot program
meets the needs of stakeholders based
on the Title I Annual Parent Survey.
OPPORTUNITIES:
Provide more professional development
opportunities and documentation in the
area of Reading and English/Language
Arts to improve the achievement gap of
students with disabilities.
PROFESSIONAL
LEARNING
Professional Learning
Standard 2:
Uses multiple
professional learning
designs to support
the various learning
needs of the staff.
COMMENDATIONS:
The school is commended for the
collaborative planning among
teams, vertical planning to the
perspective feeder schools, and
opportunities for teacher
shadowing.
PROFESSIONAL
LEARNING
Professional Learning
Standard 3:
Allocates resources
and establishes a
support structure to
ensure the
effectiveness of
professional learning.
COMMENDATIONS:
Funds are allocated to ensure
professional opportunities are
granted based on the needs of
students as documented in the
school improvement plan.
PROFESSIONAL
LEARNING
Professional Learning
Standard 4:
Cultivates
collaborative inquiry
and learning that
enhance individual
and collective
performance.
COMMENDATIONS:
The school is to be commended for
redelivery of professional
development and learning
opportunities to enhance individual
and collective performance.
OPPORTUNITIES:
Provide evidence to support that
professional development is being
utilized by faculty, and document how
it enhances individual and collective
performance.
PROFESSIONAL
LEARNING
Professional Learning
Standard 5:
Communicates
implementation
expectations
regarding teacher
and staff practices
and curriculum
standards.
COMMENDATIONS:
There was evidence provided
through teacher interviews and
the administrator’s presentation of
the expectations for the
implementation of professional
learning. Ex. STEM Training and
Implementation, Tech Summit,
RESA Technology Development,
Tech Tuesday, and APTT.
PROFESSIONAL
LEARNING
Professional Learning
Standard 6:
Monitors and
evaluates the impact
of professional
learning on staff
practices and student
learning.
COMMENDATIONS:
Dr. Corley is to be commended for
his modeling practices and support
as well as providing materials
necessary to implement STEM
activities. It is also acknowledged
that Dr. Corley sets expectations
for completion and feedback.
LEADERSHIP
Leadership
Standard 1:
Builds and sustains
relationships to
improve student
achievement.
COMMENDATION:
Dr. Corley has developed and continues
to grow strong positive relationships
with staff, students, parents, and
community members.
LEADERSHIP
Leadership
Standard 2:
Guides the
school’s work in
curriculum,
assessment,
instruction, and
professional
learning.
COMMENDATION:
Dr. Corley takes an active role in leading
professional learning to improve instruction.
He continuously shares assessment data with
staff to improve implementation of
curriculum to meet student learning needs.
TARGET/RECOMMENDATION:
The assistant principal’s active participation in
guiding the school’s work in these areas will
support faculty and staff in implementing
strategies directly tied to improved student
achievement outcomes.
LEADERSHIP
Leadership
Standard 3:
Establishes and
supports a datadriven school
leadership team
that is focused on
student learning.
OPPORTUNITIES:
Utilize the strong positive relationships
that have been established within the
school leadership team to move forward
with a more data guided instructional
focus.
LEADERSHIP
Leadership
Standard 4:
Implements
collaborative,
distributed
leadership.
COMMENDATION:
Dr. Corley has worked diligently to
involve all stakeholders to share decision
making and problem solving
opportunities to build leadership roles.
LEADERSHIP
Leadership
Standard 5:
Initiates and
manages change
to improve staff
performance and
student learning.
COMMENDATION:
Dr. Corley creates and fosters a sense of
urgency for change and effectively
communicates the right vision to engage
the staff which has created ownership and
buy-in.
OPPORTUNITIES:
Sharing leadership roles between the
Assistant Principal and Principal will help
to sustain initiative for strategies to
support student learning.
LEADERSHIP
Leadership
Standard 6:
Provides ongoing
performance
feedback and
support to teachers
and other staff.
OPPORTUNITIES:
Teachers and staff receive ongoing
performance feedback however;
additional support for instructional
strategies related to CCRPI will increase
student achievement.
LEADERSHIP
Leadership
Standard 7:
Leads the data
analysis efforts of
the school to
improve student
achievement.
OPPORTUNITIES:
Provide opportunities for all staff
members to become actively involved
and engaged in data analysis and its
impact on instruction.
LEADERSHIP
Leadership
Standard 8:
Monitors and
evaluates the
performance of
teachers and other
staff through
observations, data,
and
documentation.
OPPORTUNITIES:
Continue to use the TKES process to
provide effective feedback and promote
the use of strong instructional
strategies that will increase student
success.
FAMILY & COMMUNITY
ENGAGEMENT
Family and
Community
Engagement
Standard 1:
Creates an
environment that
welcomes,
encourages, and
connects family and
community members
to the school.
COMMENDATION:
The community based approach that
the school offers allows all
stakeholders to be real partners in
education. Students, parents and
staff feel a genuine sense of family,
pride and belonging to the school.
FAMILY & COMMUNITY
ENGAGEMENT
Family and
Community
Engagement
Standard 2:
Establishes
partnerships and
decision-making
processes that build
capacity for family
and community
engagement in the
success of students.
COMMENDATION:
The organizational structures that
are in place encourage the familyschool partnerships to be supporters
of learning from the cradle to career
by providing educational
opportunities for all children. The
collective capacity- of the requisite
skills of knowledge, confidence and
belief systems has been
implemented and is sustaining the
home-school relationship.
FAMILY & COMMUNITY
ENGAGEMENT
Family and
Community
Engagement
Standard 3:
Cultivates meaningful
two-way
communication
between the school
and families as well
as the school and the
community.
COMMENDATION:
There is consistent communication
in a myriad of forms to convey
information. There is an open door
policy that makes parents feel
comfortable.
FAMILY & COMMUNITY
ENGAGEMENT
Family and
Community
Engagement
Standard 4:
Communicates the
grade-level/course
expectations and the
current student
achievement status
to families.
COMMENDATION:
The participation in the APTT has
been put in the forefront for the
parents’ grade-level expectations
and current student achievement.
OPPORTUNITIES:
Continue to engage the parents in
the knowledge of their student’s
achievement by providing additional
information through various
avenues.
FAMILY & COMMUNITY
ENGAGEMENT
Family and
Community
Engagement
Standard 5:
Collaborates about
available school
interventions as well
as support strategies
that can be used at
home to enhance
academic
achievement.
COMMENDATION:
The school utilizes a school
community based approach as an
inclusive concept to include a
number of diverse initiatives.
OPPORTUNITIES:
Strengthening partnerships with
community services to allow more of
an outreach to parents to include
the Spanish community and provide
parent trainings through these
partnerships.
FAMILY & COMMUNITY
ENGAGEMENT
Family and
Community
Engagement
Standard 6:
Connects families
with agencies and
resources in the
community to meet
the needs of
students.
COMMENDATION:
The faculty enthusiastically
embraces providing needed supports
for the students and their families.
SCHOOL CULTURE
School Culture
Standard 1:
Develops,
communicates, and
implements rules,
practices, and
procedures that
ensure a safe, orderly
learning
environment.
COMMENDATION:
The school wide positive behavior
intervention system is effectively
communicated and used across
grade levels and content areas to
ensure a safe and positive learning
environment.
OPPORTUNITIES:
Implement a more systematic
approach in the development and
revision of school wide initiatives.
SCHOOL CULTURE
School Culture
Standard 2:
Cultivates and
sustains a culture of
trust and respect that
ensures positive
interactions and
promotes a sense of
community.
COMMENDATION:
A culture of trust and respect has
been developed throughout the
school by creating a family
atmosphere that carries over into
the community.
SCHOOL CULTURE
School Culture
Standard 3:
Promotes the
academic
achievement and
career readiness of all
students.
COMMENDATION:
All students have opportunities to
participate in remedial and
advanced content as well as
extracurricular activities, which
support academic and career
readiness goals.
SCHOOL CULTURE
School Culture
Standard 4:
Supports the
personal growth and
development of all
students.
COMMENDATION:
School staff consistently provides
learning opportunities that supports
growth and development of all
students, which is evident through
counseling groups, personal
accountability and mutual respect
among staff and students.
SCHOOL CULTURE
School Culture
Standard 5:
Celebrates and
recognizes
achievements and
accomplishments of
students and staff.
COMMENDATION:
Student and staff accomplishments
are recognized frequently within the
school and community through
faculty meeting high fives, “shout
outs”, school displays, newspaper
articles, Golden Eagle awards and
Fly the Coup activities.