Comprehensive Progress Report
12/21/2017
Mentasta Lake School
Comprehensive Progress Report Mission:
Vision: Goals:
! = Past Due Actions
KEY = Key Indicator
Core Function:
Curriculum
Effective Practice:
Domain 1.0- There is evidence that the curriculum is aligned, implemented, reviewed, and used in conjunction with the Alaska Content Standards.
!
KEY
1.01
School staff implements the district approved, research based curricula that are aligned with Alaska Content Standards.(323) (KEY,SWP)
Initial Assessment:
Staff uses district approved curriculum that is in the process of being aligned to state standards. District curriculum committees are in the process of aligning curriculum to new standards. Training is being offered by instructional coach.
How it will look when fully met:
Site administrator will use Classbright to review standards taught throughout 2015/2016 school year by reviewing weekly lesson plans. Site administrator will use weekly PLCs as time to review with staff the alignment of researched based curricula used in the classroom. Site administrator will also meet with staff regarding key assessments. Classbright evidence will show that this objective is met as well as planned units, formative and summative assessments (AMP).
Action(s) 1
Created Date Use Classbright to gather evidence. Discuss at PLCs presenting the gathered evidence(Classbright), Student portfolios, assessments, for review that provides evidence that 11/13/15 curriculum is aligned, implemented and reviewed. Meet with staff on regular basis reviewing district curriculum.
Implementation Status
Assigned To
Target Date
Craig Roach
05/25/2016
Craig Roach
05/18/2016
Craig Roach
08/14/2016
Limited Development 08/20/2014
0 of 2 (0%)
Notes: 8/19/16 Meet with new staff at first PLC to review district curriculum. 2
Site administrator will use Classbright to review standards taught throughout 2015/2016 school year by reviewing weekly lesson plans. Site administrator will use weekly PLCs as time to review with staff the 8/15/16 alignment of researched based curricula used in the classroom. Site administrator will also meet with staff regarding key assessments. Classbright evidence will show that this objective is met as well as planned units, formative and summative assessments (AMP). Notes:
1.04
School staff use a variety of assessment data to systematically review and identify gaps in the curricula.(326)
Implementation Status
Initial Assessment:
SBA analysis at the beginning of the year; placement tests for Saxon and Limited Development AIMSweb; identification of which concepts are missing, or taught after 12/02/2011 the tests; all teachers have instant access to AGSD documents (curricula/GLE) via AGSD website; Classbright standard checks
How it will look when fully met:
Student work, and key assessments will show evidence of student gaps. Staff will use assessments to help develop strategies to close the learning gap(s). Continual assessment and different teaching strategies will show better test scores. Staff will need AMP tests, Aimsweb, Acheive 3000, district writing assessments and Classbright standard check to aid in this analysis. Aligned units in Classbright will help teacher with needed resources and ideas.
Action(s)
Assigned To
Target Date
Craig Roach
04/20/2016
Assigned To
Target Date
Created Date Notes: 1.05
Initial Assessment:
School staff systematically use a review process to determine if the curricula address the learning needs of all students.(327)
Implementation Status
AGSD reviews curricula and aligns GLEs with district objectives and curricula; curricula review is on a rotation basis - selected content is chosen each year; professional development trainings with Saxon, Achieve 3000, AIMSweb, Triumphs, and Treasures consultants;
Limited Development 12/02/2011
How it will look when fully met: Action(s)
Created Date Notes:
Core Function:
Assessment
Effective Practice:
Domain 2.0- There is evidence that assessment of student learning is frequent, systematic, and aligned with Alaska Content Standards.
2.01
Initial Assessment:
School staff use formative and summative assessments that are aligned with district approved curricula and Alaska Content Standards. (328)
Implementation Status
samples of classroom assessments and district writing assessments; all Full Implementation core curriculum aligned with GLEs; Classbright lesson plans that 12/02/2011 highlight assessments; progress monitoring through Aimsweb; snapshot documents to monitor/record posted GLEs and learning targets in the classroom
Assigned To
Target Date
2.02 Initial Assessment:
School staff use established systems for collecting, managing, analyzing, and accessing data.(1011) AMP testing, MAP testing, AIMSweb testing, Achieve 3000, District Writing Assessment, Formative and Summative assessments done on ongoing bases
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Assigned To
Target Date
Limited Development 08/19/2015
How it will look when fully met: Action(s)
Created Date Notes:
KEY
2.03
Initial Assessment:
School staff use universal screening assessments and routinely administer them multiple times a year in at least literacy and math. (331)(KEY,SWP) multiple benchmark assessments in Treasures/Triumphs (weekly) and Saxon/Go Math! (weekly); district writing assessment must be reevaluated to establish validity
Implementation Status Limited Development 12/02/2011
How it will look when fully met: Action(s)
Created Date Notes: 2.04
Initial Assessment:
Implementation Status
evaluate and analyze all SBA data but we don't understand what Limited Development "programs" means exactly; we currently use all aspects of SBA data and 12/02/2011 do use SBA data to evaluate programs such as Achieve 3000, Saxon Math ... however, we don't know what is really meant by "programs" in this key indicator context
How it will look when fully met: Action(s)
School staff use multiple data sources, including state assessment data, to evaluate how school programs impact student performance including specific sub groups and specific grade levels.(333)
Created Date Notes:
Core Function:
Instruction
Effective Practice:
Domain 3.0- There is evidence that research based, effective, and varied instructional strategies are used in all classrooms to meet the needs of each student.
3.01 Initial Assessment:
KEY
3.02
Initial Assessment:
School staff use a system to plan instructional practices and programs that are aligned with Alaska Content Standards.(334)
Implementation Status
lesson plans; student journals and portfolios; walk throughs and observations; classroom daily/weekly schedule; review and monitoring of powerschool; peer observations
Full Implementation 12/02/2011
School staff implement a coherent, documented plan throughout the school to ensure that all students receive core instruction and all lowperforming students receive additional support to help them meet or exceed the state content standards.(335)(KEY,SWP)
Implementation Status
Students below proficient are identified through use of AIMsWeb, formative & summative assessments. There are discussions regarding low performing students and plans made / followed, but there are no coherent written plans. Also a specific time has not been set aside in a consistent manner to address each individual.
No Development 12/02/2011
School staff use research-based instructional practices, programs and materials.(337)(KEY,SWP)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Assigned To
Target Date
How it will look when fully met: Action(s)
Created Date Notes:
KEY
3.03
Initial Assessment:
Currently all teachers are using best practices; Principal attends Limited Development principal institutes that teach new instructional practices; Practices are 12/02/2011 shared with staff. Introduce/implement instructional lenses to improve teaching strategies. Staff participates in weekly PLCs. Monthly newletters include learning expectations, and available support for learning
How it will look when fully met: Action(s)
Created Date Notes:
KEY
3.04
Initial Assessment:
School staff consistently, and regularly measure the effectiveness of instruction using data from a variety of formative assessments.(340) (KEY,SWP)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Staff uses the following: DOL, iPad apps, question & answer response, Limited Development seat work, observation of lesson activities, written test, quizzes, hands12/02/2011 on activities, journals, and samples of student work
How it will look when fully met: Action(s)
Created Date Notes: 3.05
Initial Assessment:
School staff hold high academic expectations for student learning and communicate them to students so that students understand what is needed to meet or exceed the state content standards.(339) use of rubrics in the classrooms, posted learning objectives/targets, examples of proficient work, posted student growth/success, 1-1 student/teacher interactions and planning, use of student journals, portfolios and newsletters
Implementation Status Limited Development 08/19/2015
How it will look when fully met: Action(s)
Created Date Notes:
Core Function:
Supportive Learning Environment
Effective Practice:
Domain 4.0- There is evidence that school culture and climate provide a safe, orderly environment conducive to learning.
4.01 Initial Assessment: 4.02 Initial Assessment:
School staff use effective classroom management strategies that maximize instructional time in all classrooms.(342) FULL IMPLEMEMTATION: behavior contracts, posted classroom rules with consequences/rewards system, student handbook, School staff create and implement schoolwide operational procedures that minimize disruptions to instructional time.(343) Full Implementation Schedules, behavioral contracts, student handbook, regular and specific communication with community and parents, ISS, clearly established routines and expectations
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Full Implementation 10/21/2011 Implementation Status Full Implementation 10/28/2011
KEY
4.03
Initial Assessment:
School staff communicate school-wide behavior expectations that are understood and achieved by students, and staff provide positive behavioral supports.(344)(KEY,SWP)
Implementation Status
School rules and expectations are posted in each classroom. Student handbook is provided to each student parent. School provides incentives for positive behavior and progress. Rules and expectations are communicated to the community and students through assemblies and school events.
Limited Development 08/20/2014
School staff consistently implement a school-wide attendance policy. (345)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
How it will look when fully met: Action(s)
Created Date Notes: 4.04
Initial Assessment:
Full Implementation consistent and fair implementation, reminders sent Full Implementation home, calls home to notify parents of total days missed thus far, 10/28/2011 attendance is increased by school van pick up, AGSD attendance policy (BP 5050) is supported and imlemented by school
KEY
4.05
School staff provide extended learning opportunities, and students in need of additional support regularly participate.(346)(KEY,SWP)
Implementation Status
Initial Assessment:
Work in progress Student discipline logs, infraction and referral reports, Limited Development School discipline plan in handbook, Attendance records, Student 10/28/2011 handbook, SnapShot observations, walkthrough data, Review of selected IEPs by SPED instructor with suggestions to teachers, Parent notification letters, Parent/teacher conference materials/communications, Staff/student/community survey results, A +,after school Tribal Values Curriculum, Correspondence courses, Achieve 3000, AimsWeb, students who are less than proficient stay an extra 30 minutes after school
How it will look when fully met:
Through the referral process students are receiving extra learning opportunities through our after school program, Indian Ed tutor and additional aide time for those students identified with learning gaps. Student will be offered extended learning opportunity through differentiated instruction/student choice and Google Classroom to insure they are getting the best instruction possible. Project based learning will also be implemented. Principal will be given extra time to be an instructional coach and work with staff to identify students needs. Evidenced needed: Amp scores, district wide Google Classes, after school programs partnered with Community tribal leaders, REACH correspondence courses, and weekly logs of students attendance/participation. Increased overall school attendance, formative and summative assessments and AMP scores.
Action(s)
Assigned To
Target Date
Craig Roach
10/19/2016
Assigned To
Target Date
Created Date Notes:
KEY
4.06
Initial Assessment:
Implementation Status
lack of commitment from community and local agencies: Village council Limited Development office is going to implement a cultural values and behavior program 10/21/2011
How it will look when fully met: Action(s)
School and classroom environments reflect respect for all students and cultures, and they reflect an understanding of the cultural values of the students and community.(347)(KEY,SWP)
Created Date Notes:
KEY
4.07
Initial Assessment:
School staff communicate effectively with parents about learning expectations, student progress, and reinforcing learning at home; staff implement effective strategies to increase parent engagement.(348) (KEY,SWP) learning expectation conferences one-on-one with parents, progress reports sent home, powerschool access, monthly newsletter, weekly updates of events/notices, postings of events/notices
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Assigned To
Target Date
Limited Development 10/21/2011
How it will look when fully met: Action(s)
Created Date Notes:
KEY
4.08
Initial Assessment:
School priorities, goals, plans, and events are collaboratively developed by school staff members, parents, students, and community members, and these plans are communicated to all stakeholders by school staff.(349)(KEY,SWP)
Implementation Status
Plans, goals, and events are discussed at PAC meetings; students are Limited Development surveyed. Staff members have weekly meetings to review plans and 08/20/2014 assess progress. Monthly board reports are sent to village office as well as to the district office.
How it will look when fully met: Action(s)
Created Date Notes: 4.09
Initial Assessment:
The school keeps physical facilities safe and orderly.(665) Fully Implemented The school facility is attractive, well maintained, clean, safe, well lit, orderly, and uncluttered.
Implementation Status Full Implementation 10/28/2011
Core Function:
Professional Development
Effective Practice:
Domain 5.0- There is evidence that professional development is based on data and reflects the needs of students, schools, and the district.
KEY
5.01
Initial Assessment:
School staff use multiple sources of student assessment data as a primary factor in determining professional development priorities. (350)(KEY,SWP)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
School staff uses multiply sources of data to assess students but staff Limited Development does not use data to determines professional development needs or to 08/20/2014 attend professional development workshops.
How it will look when fully met: Action(s)
Created Date Notes:
KEY
5.03
Initial Assessment:
Implementation Status
Staff implements best practices at school. Staff are working on various Limited Development degrees that address best practices. Ideas are shared during weekly 08/20/2014 staff meeting and PLCs and brought back into the teacher's classrooms.
How it will look when fully met: Action(s)
School staff embed professional development into daily routines and practices.(353)(KEY,SWP)
Created Date Notes:
!
5.04
Instructional leader(s) coordinate mentoring to support all new teachers in the development of instructional and classroom management skills.(355)
Implementation Status
Initial Assessment:
New staff is visited monthly and communication via email/phone is Limited Development once a week. Instructional coach visits on a regular basis. Principal 09/27/2012 works closely with new staff. Weekly PLC time provides opportunity for professional development.
How it will look when fully met:
Instructional leaders will meet on a bi monthly basis with staff/ staff member, as well as weekly PLCs and district wide Google Hangout PLCs facilitated by coach. Teacher coach meetings will center around a discussion log with a focus on teacher/student data. Logs will carry over from one meeting to the next for review on suggested strategies and teacher's requested need for help. Documents will be shared with teacher, coach and site administrator. Evidence discussion logs and recorded PLC notes w/ attendance in weekly PLCs.
Action(s)
Target Date
Craig Roach
02/17/2016
Liz Fabian
01/06/2017
Assigned To
Target Date
0 of 1 (0%)
Created Date
1
Assigned To
Meet weekly with staff for PLCs. Review PLC agenda/goals. Train staff 3/3/17 to use Google Hangout. Use MAP and AIMsWeb data to guide discussion. Notes: 5.05
Initial Assessment:
Implementation Status
PLC times are dedicated to focusing on different strategies to encourage Limited Development growth in all students; AGSD district inservices are focused on staff 08/19/2015 development
How it will look when fully met: Action(s)
Sufficient time and resources are allocated to support professional development outlined in the school improvement plan.(356)
Created Date Notes:
Core Function:
Leadership
Effective Practice:
Domain 6.0- There is evidence that school administrative leaders focus on improving student achievement.
6.01
Initial Assessment:
Instructional leader uses a team approach to facilitate the implementation of a continuous school improvement planning process that includes assessing, planning and monitoring.(357)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Assigned To
Target Date
Goals and mission statement are posted. Editing school handbook to Limited Development improve clarity of student expectations. Long term goals are set for 12/02/2011 year. This year's focus is improving math scores. Principal participates in professional development opportunities. Facilitates PLC meeting and sets agenda for PACs.
How it will look when fully met: Action(s)
Created Date Notes: 6.02
Initial Assessment:
Instructional leader(s) regularly assist teachers in understanding the data from various student assessments to improve instruction.(359)
Implementation Status
Instructional leader follows district policies and procedures. PLC time is Limited Development spent collaborating discussing data. Principal facilitates creation of PLC 12/02/2011 agenda. Mission statement and Goals are posted and reviewed. Instructional leader uses and shares instructional lens data with teachers.
How it will look when fully met: Action(s)
Created Date Notes: 6.05
Initial Assessment:
Instructional leader(s) conduct formal and informal observations and provide timely feedback to staff members about their instructional practices.(363) daily walk-throughs; informal constructive feedback; formal observations, PLCs, 45 minute cooperative drive-time enables all certified staff to discuss and problem solve
Implementation Status Full Implementation 12/02/2011
6.06
Initial Assessment:
Instructional leader(s) consistently build productive, respectful relationships with parents and community members regarding school programs and school improvement efforts.(364) Currently the instructional leader works closely with PAC board; At this time the school is operating under the AGSD mission statement and needs to develop one. PAC, staff and concerned citizens have passed a new updated student handbook, developed life skill plans for several needs students. Staff has set goals for improving reading writing and math. PLC time is spent to develop goals and make plans. This year the improvement plan focuses on reading comprehension. We are using progress monitoring, maze testing, classroom assessment and teen biz for data to measure current reading strategies. School has developed a drop everything and read time every Thursday - where selected students read to each other K-9. Other students are in SSR. District snapshot and educational lens's are used for instructional data as well.
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Limited Development 10/12/2012
How it will look when fully met: Action(s)
Created Date Notes: 6.08
Initial Assessment:
Implementation Status
Instructional leader and staff use data, SBA test scores, AIMs Web, Limited Development Acheive 3000, and formative assessments to drive instruction. PLC time 10/12/2012 is used to discuss data and set goals and make plans to achieve those goals. Each student is currently discussed on an individual basis. Learning centers are established to meet the needs of the students.
How it will look when fully met: Action(s)
Instructional leader regularly analyzes assessment and other data, and uses the results in planning for the improved achievement of all students.(358)
Created Date Notes:
Mentasta Lake School
Comprehensive Progress Report Mission:
Vision: Goals:
! = Past Due Actions
KEY = Key Indicator
Core Function:
Curriculum
Effective Practice:
Domain 1.0- There is evidence that the curriculum is aligned, implemented, reviewed, and used in conjunction with the Alaska Content Standards.
!
KEY
1.01
School staff implements the district approved, research based curricula that are aligned with Alaska Content Standards.(323) (KEY,SWP)
Initial Assessment:
Staff uses district approved curriculum that is in the process of being aligned to state standards. District curriculum committees are in the process of aligning curriculum to new standards. Training is being offered by instructional coach.
How it will look when fully met:
Site administrator will use Classbright to review standards taught throughout 2015/2016 school year by reviewing weekly lesson plans. Site administrator will use weekly PLCs as time to review with staff the alignment of researched based curricula used in the classroom. Site administrator will also meet with staff regarding key assessments. Classbright evidence will show that this objective is met as well as planned units, formative and summative assessments (AMP).
Action(s) 1
Created Date Use Classbright to gather evidence. Discuss at PLCs presenting the gathered evidence(Classbright), Student portfolios, assessments, for review that provides evidence that 11/13/15 curriculum is aligned, implemented and reviewed. Meet with staff on regular basis reviewing district curriculum.
Implementation Status
Assigned To
Target Date
Craig Roach
05/25/2016
Craig Roach
05/18/2016
Craig Roach
08/14/2016
Limited Development 08/20/2014
0 of 2 (0%)
Notes: 8/19/16 Meet with new staff at first PLC to review district curriculum. 2
Site administrator will use Classbright to review standards taught throughout 2015/2016 school year by reviewing weekly lesson plans. Site administrator will use weekly PLCs as time to review with staff the 8/15/16 alignment of researched based curricula used in the classroom. Site administrator will also meet with staff regarding key assessments. Classbright evidence will show that this objective is met as well as planned units, formative and summative assessments (AMP). Notes:
1.04
School staff use a variety of assessment data to systematically review and identify gaps in the curricula.(326)
Implementation Status
Initial Assessment:
SBA analysis at the beginning of the year; placement tests for Saxon and Limited Development AIMSweb; identification of which concepts are missing, or taught after 12/02/2011 the tests; all teachers have instant access to AGSD documents (curricula/GLE) via AGSD website; Classbright standard checks
How it will look when fully met:
Student work, and key assessments will show evidence of student gaps. Staff will use assessments to help develop strategies to close the learning gap(s). Continual assessment and different teaching strategies will show better test scores. Staff will need AMP tests, Aimsweb, Acheive 3000, district writing assessments and Classbright standard check to aid in this analysis. Aligned units in Classbright will help teacher with needed resources and ideas.
Action(s)
Assigned To
Target Date
Craig Roach
04/20/2016
Assigned To
Target Date
Created Date Notes: 1.05
Initial Assessment:
School staff systematically use a review process to determine if the curricula address the learning needs of all students.(327)
Implementation Status
AGSD reviews curricula and aligns GLEs with district objectives and curricula; curricula review is on a rotation basis - selected content is chosen each year; professional development trainings with Saxon, Achieve 3000, AIMSweb, Triumphs, and Treasures consultants;
Limited Development 12/02/2011
How it will look when fully met: Action(s)
Created Date Notes:
Core Function:
Assessment
Effective Practice:
Domain 2.0- There is evidence that assessment of student learning is frequent, systematic, and aligned with Alaska Content Standards.
2.01
Initial Assessment:
School staff use formative and summative assessments that are aligned with district approved curricula and Alaska Content Standards. (328)
Implementation Status
samples of classroom assessments and district writing assessments; all Full Implementation core curriculum aligned with GLEs; Classbright lesson plans that 12/02/2011 highlight assessments; progress monitoring through Aimsweb; snapshot documents to monitor/record posted GLEs and learning targets in the classroom
Assigned To
Target Date
2.02 Initial Assessment:
School staff use established systems for collecting, managing, analyzing, and accessing data.(1011) AMP testing, MAP testing, AIMSweb testing, Achieve 3000, District Writing Assessment, Formative and Summative assessments done on ongoing bases
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Assigned To
Target Date
Limited Development 08/19/2015
How it will look when fully met: Action(s)
Created Date Notes:
KEY
2.03
Initial Assessment:
School staff use universal screening assessments and routinely administer them multiple times a year in at least literacy and math. (331)(KEY,SWP) multiple benchmark assessments in Treasures/Triumphs (weekly) and Saxon/Go Math! (weekly); district writing assessment must be reevaluated to establish validity
Implementation Status Limited Development 12/02/2011
How it will look when fully met: Action(s)
Created Date Notes: 2.04
Initial Assessment:
Implementation Status
evaluate and analyze all SBA data but we don't understand what Limited Development "programs" means exactly; we currently use all aspects of SBA data and 12/02/2011 do use SBA data to evaluate programs such as Achieve 3000, Saxon Math ... however, we don't know what is really meant by "programs" in this key indicator context
How it will look when fully met: Action(s)
School staff use multiple data sources, including state assessment data, to evaluate how school programs impact student performance including specific sub groups and specific grade levels.(333)
Created Date Notes:
Core Function:
Instruction
Effective Practice:
Domain 3.0- There is evidence that research based, effective, and varied instructional strategies are used in all classrooms to meet the needs of each student.
3.01 Initial Assessment:
KEY
3.02
Initial Assessment:
School staff use a system to plan instructional practices and programs that are aligned with Alaska Content Standards.(334)
Implementation Status
lesson plans; student journals and portfolios; walk throughs and observations; classroom daily/weekly schedule; review and monitoring of powerschool; peer observations
Full Implementation 12/02/2011
School staff implement a coherent, documented plan throughout the school to ensure that all students receive core instruction and all lowperforming students receive additional support to help them meet or exceed the state content standards.(335)(KEY,SWP)
Implementation Status
Students below proficient are identified through use of AIMsWeb, formative & summative assessments. There are discussions regarding low performing students and plans made / followed, but there are no coherent written plans. Also a specific time has not been set aside in a consistent manner to address each individual.
No Development 12/02/2011
School staff use research-based instructional practices, programs and materials.(337)(KEY,SWP)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Assigned To
Target Date
How it will look when fully met: Action(s)
Created Date Notes:
KEY
3.03
Initial Assessment:
Currently all teachers are using best practices; Principal attends Limited Development principal institutes that teach new instructional practices; Practices are 12/02/2011 shared with staff. Introduce/implement instructional lenses to improve teaching strategies. Staff participates in weekly PLCs. Monthly newletters include learning expectations, and available support for learning
How it will look when fully met: Action(s)
Created Date Notes:
KEY
3.04
Initial Assessment:
School staff consistently, and regularly measure the effectiveness of instruction using data from a variety of formative assessments.(340) (KEY,SWP)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Staff uses the following: DOL, iPad apps, question & answer response, Limited Development seat work, observation of lesson activities, written test, quizzes, hands12/02/2011 on activities, journals, and samples of student work
How it will look when fully met: Action(s)
Created Date Notes: 3.05
Initial Assessment:
School staff hold high academic expectations for student learning and communicate them to students so that students understand what is needed to meet or exceed the state content standards.(339) use of rubrics in the classrooms, posted learning objectives/targets, examples of proficient work, posted student growth/success, 1-1 student/teacher interactions and planning, use of student journals, portfolios and newsletters
Implementation Status Limited Development 08/19/2015
How it will look when fully met: Action(s)
Created Date Notes:
Core Function:
Supportive Learning Environment
Effective Practice:
Domain 4.0- There is evidence that school culture and climate provide a safe, orderly environment conducive to learning.
4.01 Initial Assessment: 4.02 Initial Assessment:
School staff use effective classroom management strategies that maximize instructional time in all classrooms.(342) FULL IMPLEMEMTATION: behavior contracts, posted classroom rules with consequences/rewards system, student handbook, School staff create and implement schoolwide operational procedures that minimize disruptions to instructional time.(343) Full Implementation Schedules, behavioral contracts, student handbook, regular and specific communication with community and parents, ISS, clearly established routines and expectations
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Full Implementation 10/21/2011 Implementation Status Full Implementation 10/28/2011
KEY
4.03
Initial Assessment:
School staff communicate school-wide behavior expectations that are understood and achieved by students, and staff provide positive behavioral supports.(344)(KEY,SWP)
Implementation Status
School rules and expectations are posted in each classroom. Student handbook is provided to each student parent. School provides incentives for positive behavior and progress. Rules and expectations are communicated to the community and students through assemblies and school events.
Limited Development 08/20/2014
School staff consistently implement a school-wide attendance policy. (345)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
How it will look when fully met: Action(s)
Created Date Notes: 4.04
Initial Assessment:
Full Implementation consistent and fair implementation, reminders sent Full Implementation home, calls home to notify parents of total days missed thus far, 10/28/2011 attendance is increased by school van pick up, AGSD attendance policy (BP 5050) is supported and imlemented by school
KEY
4.05
School staff provide extended learning opportunities, and students in need of additional support regularly participate.(346)(KEY,SWP)
Implementation Status
Initial Assessment:
Work in progress Student discipline logs, infraction and referral reports, Limited Development School discipline plan in handbook, Attendance records, Student 10/28/2011 handbook, SnapShot observations, walkthrough data, Review of selected IEPs by SPED instructor with suggestions to teachers, Parent notification letters, Parent/teacher conference materials/communications, Staff/student/community survey results, A +,after school Tribal Values Curriculum, Correspondence courses, Achieve 3000, AimsWeb, students who are less than proficient stay an extra 30 minutes after school
How it will look when fully met:
Through the referral process students are receiving extra learning opportunities through our after school program, Indian Ed tutor and additional aide time for those students identified with learning gaps. Student will be offered extended learning opportunity through differentiated instruction/student choice and Google Classroom to insure they are getting the best instruction possible. Project based learning will also be implemented. Principal will be given extra time to be an instructional coach and work with staff to identify students needs. Evidenced needed: Amp scores, district wide Google Classes, after school programs partnered with Community tribal leaders, REACH correspondence courses, and weekly logs of students attendance/participation. Increased overall school attendance, formative and summative assessments and AMP scores.
Action(s)
Assigned To
Target Date
Craig Roach
10/19/2016
Assigned To
Target Date
Created Date Notes:
KEY
4.06
Initial Assessment:
Implementation Status
lack of commitment from community and local agencies: Village council Limited Development office is going to implement a cultural values and behavior program 10/21/2011
How it will look when fully met: Action(s)
School and classroom environments reflect respect for all students and cultures, and they reflect an understanding of the cultural values of the students and community.(347)(KEY,SWP)
Created Date Notes:
KEY
4.07
Initial Assessment:
School staff communicate effectively with parents about learning expectations, student progress, and reinforcing learning at home; staff implement effective strategies to increase parent engagement.(348) (KEY,SWP) learning expectation conferences one-on-one with parents, progress reports sent home, powerschool access, monthly newsletter, weekly updates of events/notices, postings of events/notices
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Assigned To
Target Date
Limited Development 10/21/2011
How it will look when fully met: Action(s)
Created Date Notes:
KEY
4.08
Initial Assessment:
School priorities, goals, plans, and events are collaboratively developed by school staff members, parents, students, and community members, and these plans are communicated to all stakeholders by school staff.(349)(KEY,SWP)
Implementation Status
Plans, goals, and events are discussed at PAC meetings; students are Limited Development surveyed. Staff members have weekly meetings to review plans and 08/20/2014 assess progress. Monthly board reports are sent to village office as well as to the district office.
How it will look when fully met: Action(s)
Created Date Notes: 4.09
Initial Assessment:
The school keeps physical facilities safe and orderly.(665) Fully Implemented The school facility is attractive, well maintained, clean, safe, well lit, orderly, and uncluttered.
Implementation Status Full Implementation 10/28/2011
Core Function:
Professional Development
Effective Practice:
Domain 5.0- There is evidence that professional development is based on data and reflects the needs of students, schools, and the district.
KEY
5.01
Initial Assessment:
School staff use multiple sources of student assessment data as a primary factor in determining professional development priorities. (350)(KEY,SWP)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
School staff uses multiply sources of data to assess students but staff Limited Development does not use data to determines professional development needs or to 08/20/2014 attend professional development workshops.
How it will look when fully met: Action(s)
Created Date Notes:
KEY
5.03
Initial Assessment:
Implementation Status
Staff implements best practices at school. Staff are working on various Limited Development degrees that address best practices. Ideas are shared during weekly 08/20/2014 staff meeting and PLCs and brought back into the teacher's classrooms.
How it will look when fully met: Action(s)
School staff embed professional development into daily routines and practices.(353)(KEY,SWP)
Created Date Notes:
!
5.04
Instructional leader(s) coordinate mentoring to support all new teachers in the development of instructional and classroom management skills.(355)
Implementation Status
Initial Assessment:
New staff is visited monthly and communication via email/phone is Limited Development once a week. Instructional coach visits on a regular basis. Principal 09/27/2012 works closely with new staff. Weekly PLC time provides opportunity for professional development.
How it will look when fully met:
Instructional leaders will meet on a bi monthly basis with staff/ staff member, as well as weekly PLCs and district wide Google Hangout PLCs facilitated by coach. Teacher coach meetings will center around a discussion log with a focus on teacher/student data. Logs will carry over from one meeting to the next for review on suggested strategies and teacher's requested need for help. Documents will be shared with teacher, coach and site administrator. Evidence discussion logs and recorded PLC notes w/ attendance in weekly PLCs.
Action(s)
Target Date
Craig Roach
02/17/2016
Liz Fabian
01/06/2017
Assigned To
Target Date
0 of 1 (0%)
Created Date
1
Assigned To
Meet weekly with staff for PLCs. Review PLC agenda/goals. Train staff 3/3/17 to use Google Hangout. Use MAP and AIMsWeb data to guide discussion. Notes: 5.05
Initial Assessment:
Implementation Status
PLC times are dedicated to focusing on different strategies to encourage Limited Development growth in all students; AGSD district inservices are focused on staff 08/19/2015 development
How it will look when fully met: Action(s)
Sufficient time and resources are allocated to support professional development outlined in the school improvement plan.(356)
Created Date Notes:
Core Function:
Leadership
Effective Practice:
Domain 6.0- There is evidence that school administrative leaders focus on improving student achievement.
6.01
Initial Assessment:
Instructional leader uses a team approach to facilitate the implementation of a continuous school improvement planning process that includes assessing, planning and monitoring.(357)
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Assigned To
Target Date
Goals and mission statement are posted. Editing school handbook to Limited Development improve clarity of student expectations. Long term goals are set for 12/02/2011 year. This year's focus is improving math scores. Principal participates in professional development opportunities. Facilitates PLC meeting and sets agenda for PACs.
How it will look when fully met: Action(s)
Created Date Notes: 6.02
Initial Assessment:
Instructional leader(s) regularly assist teachers in understanding the data from various student assessments to improve instruction.(359)
Implementation Status
Instructional leader follows district policies and procedures. PLC time is Limited Development spent collaborating discussing data. Principal facilitates creation of PLC 12/02/2011 agenda. Mission statement and Goals are posted and reviewed. Instructional leader uses and shares instructional lens data with teachers.
How it will look when fully met: Action(s)
Created Date Notes: 6.05
Initial Assessment:
Instructional leader(s) conduct formal and informal observations and provide timely feedback to staff members about their instructional practices.(363) daily walk-throughs; informal constructive feedback; formal observations, PLCs, 45 minute cooperative drive-time enables all certified staff to discuss and problem solve
Implementation Status Full Implementation 12/02/2011
6.06
Initial Assessment:
Instructional leader(s) consistently build productive, respectful relationships with parents and community members regarding school programs and school improvement efforts.(364) Currently the instructional leader works closely with PAC board; At this time the school is operating under the AGSD mission statement and needs to develop one. PAC, staff and concerned citizens have passed a new updated student handbook, developed life skill plans for several needs students. Staff has set goals for improving reading writing and math. PLC time is spent to develop goals and make plans. This year the improvement plan focuses on reading comprehension. We are using progress monitoring, maze testing, classroom assessment and teen biz for data to measure current reading strategies. School has developed a drop everything and read time every Thursday - where selected students read to each other K-9. Other students are in SSR. District snapshot and educational lens's are used for instructional data as well.
Implementation Status
Assigned To
Target Date
Assigned To
Target Date
Limited Development 10/12/2012
How it will look when fully met: Action(s)
Created Date Notes: 6.08
Initial Assessment:
Implementation Status
Instructional leader and staff use data, SBA test scores, AIMs Web, Limited Development Acheive 3000, and formative assessments to drive instruction. PLC time 10/12/2012 is used to discuss data and set goals and make plans to achieve those goals. Each student is currently discussed on an individual basis. Learning centers are established to meet the needs of the students.
How it will look when fully met: Action(s)
Instructional leader regularly analyzes assessment and other data, and uses the results in planning for the improved achievement of all students.(358)
Created Date Notes:
