Hainerberg Elementary School

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SILT Team Questions



Accreditation Question Documentation
for Hainerberg Elementary School
May 5-8, 2014



Table of Contents
5
th
grade teacher gave a quiz which students scored at night. The teacher used
the data the next day as student discussed results in math circle- math caf.
Was the information used to shape instruction? How common is this practice? .... 2
Clarification on how stakeholders are informed about data at the school. When is
mail merge being sent out? How often and how many? ................................................... 3
STEM, how often and where is it integrated? .......................................................................... 5
How do you choose the instructional strategies for their Reading/ELA ? How is it
individualized and used in differentiation? ................................................................................. 9
Do you have a formal process for adult advocates for each student? ...................... 12
Who is using the learning skills rubric and how often is it being used? ................... 13
How do you use the kid friendly standards? .......................................................................... 13
Program evaluation? Do you do that? ...................................................................................... 15
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5
th
grade teacher gave a quiz which students scored at night.
The teacher used the data the next day as student discussed
results in math circle- math caf. Was the information used to
shape instruction? How common is this practice?

I flip instruction in two different ways. Before a unit I have used the unit test to
get data on what the students already know about the unit, much like a spelling
pretest. This helps me know which students do not need as much direct
instruction, and which students might need intensive intervention. After I have
these initial groups, I assign the Envision lesson that we will be doing the next
day. The students watch the video, do some questions from each of the
independent practice sets and then take the quiz. The next day at meeting, I
open the results. I immediately know who did their homework, this helps me
identify who is ready for the enrichment, who needs more practice, and who
needs direct instruction and practice on that specific lesson. For each of these
groups I have already planned direct instruction activities. Each envision lesson,
the groups are flexible depending upon each individual students comprehension
and needs on than particular lesson. The students are comfortable in any of the
groups because they are based on their individual needs. Depending on the
success of the activities, I may give the quick check, or we may have more
practice homework, and then the quick check the next day. I use this data to
develop instructions plans to reach mastery by the quarterly exam. I also use
these quick checks as an opportunity for the students to rubric score their own,
and their peers constructed responses. They are able to see what type of
response is an expert, practitioner, apprentice or novice. They are able to
compare their work and set individual goals. They graph these results in their
data binder and are excited to see their own progress.

This is a standard practice for me....in fact I am doing it today because several of
kids messed up when we worked on area yesterday

I use the rubric daily in Envision Math when it applies to "Writing to Explain" or
"Explain Your Thinking" on the Quick Check. The students are always eager to
share their writing and we decide together which level their writing/answer/work
is.

Ms. Lane and I look at the rubric in Math Lab with the students after they have
completed a station and when they are being interviewed. We and the student
determine the level they are on depending on how well the student did in the
interview. This in turn allows me to tailor what I do with that student for the next
steps in their math.
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In music I do "dipsticking" questions and responses, small quizzes, and a variety
of question and answer evaluations for the concepts that are possible to evaluate
with written word. Some of the evaluations are 1 question, some are 3 question,
or 4-5 questions. If I have 75% of the answers correct, then I feel confident to
start moving on to a new concept since students come into music with many
different levels of understanding. We still review the concepts so those that are
still below the 75% or not at the 100% still have the opportunity to move to the
100%.
On evaluations that are "listening for the correct sound" or "right note", I use
observation, large group introduction, practice, review, moving to smaller groups
performing the sound/note together until I down to the person showing me they
can do it by themselves, or in groups of 2-3 for those that are very shy. My ear is
listening for any wrong note, word, or sound.
If I have a concept to song that I'm not getting the 75% or above/individual or 2-3
goal I look at revising or revisiting with a different approach. I also listen to the
comments my students make. If they are all bored, not interested.. then I do look
for something more of what they would like to play or sing.

FLES: I maintain a standards checklist for each student in each unit and a class
summary sheet showing mastery/partial mastery/non-mastery for each class. At
a glance, I can see individuals or classes that need re-teaching or are ready to
go on. I adjust lessons daily or weekly, depending on the needs of each class
and individuals in each class. I do an assessment for each unit (listening,
reading, speaking, presenting, writing), including several times a year, individual
speaking assessments.
Clarification on how stakeholders are informed about data at the
school. When is mail merge being sent out? How often and how
many?

Music: When the students have taken a quiz, written assessment, vocal
assessment- the student takes the paper home. If parents have a concern, I
share with them any information I can to clarify their questions. 4th graders have
been taking their assessments that are Paper/pencil type on the Smart response
clickers this year, and the data is being gathered in the program. We've only
been doing it since 3rd quarter, so I'll be getting with the Techs to find out how to
send it home at the end of the year. It may be that parents are sent a letter letting
them know what site on the computer to log into to see the results. All of my
emails are sent through the Aspen program, and then a copy of the information is
sent to the classroom teacher, who may also be asked to send it out, so that all
receive the notices.
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Parents are provided information a month to 6 weeks in advance so that they
can mark their calendars for the date of when their child will have a class/group
performance. This is also another form of evaluation for us. I have also had the
students evaluate their performance afterwards, giving me their thoughts of the
good/not so good.

I provide a quarterly progress report that clearly discusses all assessment data
with parents and I schedule parent conferences as needed to discuss progress
and specific needs of students. Often I will send an email immediately when I
have information to share specifically with parents. My weekly newsletters keep
parents informed of our current learning goals and our assessments.

We review data weekly at our CP meetings, and monthly at our staff meetings.
(This was mentioned several times at our interview yesterday afternoon)

From 1st grade perspective: at CP via our ISS - also on CSI days as a faculty
or a grade level - individually, when I input data on the matrix and quarterly, I
draw conclusions and make plans.

The mail merge referred to from the attachment is the Assessment Record,
which we used to call the Reading and Math Record. Typically, these are printed
out and given to the teachers once a year at the end of the year to assist with
preparing classes for next year. They are also printed out upon request for many
teachers for parent teacher conferences. Another reason they are printed is
when a student leaves our school to include in their records.

The key, and of much more importance, is the availability of the data in the
spreadsheet that is entered by each teacher. Everyone in the school has access
to this data at any time. As long as teachers continue entering data as it is
gathered, we will have a continuing and solid source to rely on for our data
needs.

I inform the parents of my students of their data showing progress (reading level,
how many sight words they can read, math skills mastered, etc.) each quarter on
their progress report.

At our Sure Start September Parent Orientation meeting we review the
assessments both formal & informal, and progress reports we will conduct on the
children throughout the year. These are shared with parents during Fall & Winter
parent/teacher conferences, and at our last home visit conducted in June.
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STEM, how often and where is it integrated?

In the past 4 years we have continued to grow in our STEM related initiatives. In
2010-2012 we had a Science lab in the school. This room was similar to our
MATH lab that had numerous STEM related supplies that were organized by
activity and allowed teachers to schedule class time for hands on problem
solving projects. However, two years ago due to classroom space needs the
room was deconstructed. The supplies were moved to one common location in
the NEW MPR for teacher check out for classroom use. From that point forward
under the direction of DoDEA we started a stronger focus on integration of
STEM. For the past three years we have had an EDC contract for STEM
leadership. Each year we offer several EDCs that focus on STEM and connect
to the larger DoDEA STEM vision. Last year we hosted our first STEM night
where we had over 400 children and parents. This year we just hosted our
second one with again over 500 families and children not only from HES but the
community.

HES has had STEM Night for two years, in conjunction with Earth Week. The
night consists of activities, presentations, and demonstrations for families and
children of all ages. Teachers, community members, parents, and soldiers all
volunteer to promote STEM in our school. Some examples of STEM Night
activities are: StarLab, Presentation by Robotics team from the highschool,
making paper airplanes.

For the past 3 years we have had a STEM after-school club. The first two years
focused on Robotics. This year's focus was Engineering.

In 2009 a Science Lab was established. The 4th and 5th grade teachers
consolidated their science supplies and used the lab for hands-on science.
Unfortunately in 2013 we had to discontinue the science lab due to lack of space.

STEM, how often and where is it integrated.
In my class, the science standards are taught throughout the year and are
integrated with math, reading, social studies and health. For example, when we
studied Native Americans, we also examined a variety of Native American items
and identified what they were made of and where the materials came from (a
science standard). When we studied insects, they designed an insect that was
supposed to include all the parts of a real insect and make it out of reusable
materials (also teaching reuse for Earth Day). We generally work on one of the
bigger science standards for 2 to 4 weeks.

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In my classroom and across the 3
rd
grade we had a variety of STEM related
projects over the month of April. We investigated various branches of
engineering and each student completed a science demonstration project related
to the branch of engineering studied. Other 3
rd
grade teachers investigated
scientists and inventors.

I can only comment on my own class. We try to do something STEM related at
least once a month and for the final month of school many of the first grade
students are working on a STEM based project that will be completed at home
with family involvement and returned to school, with a calendar to guide their
progress, I am including my copy and as you will see there are several
technology integration pieces, as well as several literacy, social studies, science
and math connections. All the classes participating have a theme/question. Our
class was asked How can you create a work of art from materials that would
otherwise be thrown away?

Other projects we have done thus far have been connected to curricular
objectives for example, we responded to literacy goals after reading The Mitten
by working to construct our own mittens with limited materials that would hold
(completely cover) a toy animal without ripping or breaking. When the projects
were complete, groups recorded and responded their experiences. The class
also worked in math (counting objects to 100) to create a mode of transportation
out of 100 Legos that could carry a 100 page book 100 inches. Another project
we worked on after reading The Gingerbread Baby was creating a gingerbread
trap. Students created models and wrote about their designs.

It is also important to note that we reference STEM regularly and often discuss
the Engineering Design Process.

I can say for my class, we try to incorporate STEM into what we are studying.
Peter's Chair in Reading Streets for example, measuring peppermint cars, The
Gingerbread Man boat to see what materials helped keep the Gingerbread men
dry, etc. The kids love it.

This month, some of us in first grade decided to do a STEM homework project.
We sent home a calendar that specified and broke down on a daily basis what
the students needed to do to have a project completed by the end of the month
to participate in a gallery walk called Invention Convention scheduled the first
week in June. This is also in connection with our Reading Streets Unit and it gets
the parents involved.

In my first grade classroom we are currently working on inventing a gadget that
would help to reverse the effects of deforestation. We are studying about the
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importance of trees in addition to conducting weekly experiments that have
connections to the environment and the impact the absence of trees would have
on the environment. For example, two weeks ago we studied leaves. The
children learned about the absorption of carbon dioxide and the release of
oxygen into the atmosphere. The children learned that trees act as filters that
absorb the carbon dioxide and release oxygen. Last week we discussed soil
erosion and the effects it has on streams and the landscape. The children
learned that when trees are gone there is nothing to keep the soil from being
washed away. The runoff from the erosion will end up in lakes and streams and
could possibly cause landslides. We also discussed the landslide that occurred in
Washington State recently.

We have been incorporating STEM in our classroom throughout the year. We
read Jan Brett's The Mitten. The children were asked to construct their own
mitten that would hold 8 animals without coming apart at the seams. This project
incorporated STEM with our language arts. We also conducted the STEM project
Mining for Chocolate. The children had to remove chocolate chips from two
different types of cookies, a hard chocolate chip cookie and a soft chocolate chip
cookie. They were given 2 toothpicks, 2 craft sticks, and 2 straws. The object
was to remove as many chocolate chips as possible while doing as little damage
to the cookie as possible. This was to simulate how mining has adverse effects
on the environment.

My class enjoys designing and creating gadgets. They enjoy wearing their
Engineering Hats and explaining the creative process surrounding their
inventions. We incorporate our writing, our math, and our research skills with
every project we undertake. The kids love it and I enjoy developing their critical
thinking skills.

This afternoon at 1:25 p.m. we will be conducting part 2 of our soil erosion
experiment. The children will have to construct a barrier that will aid in keeping
the soil in place versus having the soil run off. You are welcome to come and
observe our class at that time. The kids would be more than happy to explain
their experiments. I have a parent coming to help who has a background in
science. Mrs. Mersino has been helping me throughout the month with our STEM
projects.

My children visit the Star Lab twice monthly with lessons that I have designed.
This way, I can align my lessons to the standards and students' interests. I
incorporate STEM lessons whenever possible. For example, while we were
discussing the mining resources in the Southeast region, we did the chocolate
chip mining STEM activity. This week in math, we are studying 3D shapes. We
will make Angry Birds figures this week from "nets"...next week, we will construct
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a structure/tower to test against the forces of hurricane winds (fan), earthquakes
(shaking with hands), and gravity (dropping it).

In my math rotations I'll add an: "exploration station" that deals with a science
topic (Currently we're looking at fossils with hand lenses and microscopes)
monthly and we ALWAYS have a technology station (not just always math
games, but research topics, projects, videos on science/math topics, etc...).

My two computer lab times every week are often dedicated to using various
forms of technology (my students are currently creating Power Point
presentations for their owl research), but we've also used Excel to graph our
math data project, Word for note taking and paper writing and and we use many
of the online links provided under the 5th grade section of the students home
page.

From 1st grade perspective: new program for our school, we do projects around
twice a month; the THINKING and TERMINOLOGY are slowly becoming part of
our vocabulary.

STEM is included whenever/wherever it fits in my curriculum. We do quite a bit
with vibration/pitch.

The counseling department integrates STEM discussions through our lesson of
exploring careers. In Kindergarten and first the students utilized technology to
identify their preferred career interest. The online program, PAWS in JOBland,
was used to introduce specific career choices. The most popular choice were
scientists and engineers. Through PAWS in JOBland the children were afforded
the opportunity to hear and see firsthand what these jobs entailed from the
perspective of adults in that career field. In 3rd and 4th grade the students
explored careers related to the production of glass marble. Activities were
completed that discussed and put engineering concepts into a practical
application. Additionally, the students are exploring the needs of people with
disabilities and creating a vehicle design that will address specific transportation
needs. (http://kerat.hes.kdso.eportalnow.net has documentation regarding
Marbles and Disability units of study) In the 2nd and 5th grades, students
explore careers utilizing researching in the computer lab during counseling
classes. Students research the job requirements, education levels, salary using
online tools.

STEM is being integrated in classrooms across some PK, kindergarten, first,
second, and third grades, those are the grades which Mrs. Ziegler supervises.
Teachers have asked Mrs. Z to spend their lunch time with them and teach them
how to use the EDP. Mrs. Z has also been invited to CP to trained teachers on
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STEM and the Engineering Design Process, We have also worked together on
how to use literature to create engineering design challengesexample Peters
Chair from 1st grade RS. At a faculty meeting in March, Mrs. Z led the meeting
by working with teachers doing grade level engineering design challenges to
show STEM Activities and Engineering Design Challenges. This piece sparked
intense interest from the staff as they saw how easy it was and how much fun it
was for students. This is how STEM got started.one interested teacher. one
interested grade levelone interested faculty at a time.
There is a STEM unit in every grade level in the new FLES standards.

How do you choose the instructional strategies for their
Reading/ELA ? How is it individualized and used in
differentiation?

Sure Start: With the data we submit to Teaching Strategies for developing our
progress reports on each child, the program allows us to access educational
activities that both teachers and parents can use to reteach, strengthen, or
enhance literacy and language.

As an ELA coach for first and kindergarten teams, I have many opportunities to
see teachers choosing instructional strategies and using them for differentiated
groups or to drive whole group instruction. Teachers first use the data they
receive from benchmark tests and formative assessments to identify student
strengths and weaknesses. For example, last year, a second grade teacher I
worked with, noticed how many of her students did not perform well with author's
purpose on a unit benchmark. Since it was the majority of the class, as noted on
the class data board, we decided to reteach the skill as a whole group.
Collaboratively, we chose Marzano instructional strategies such as graphic
organizers and non-linguistic representation. These research based strategies
were an on-going weekly focus in the Daily Bulletin. We collaborated and
designed a lesson to teach students the skill. Then, in small groups with
differentiated materials (books of differing reading levels), we practiced the skill
until we felt students had a better understanding. This year, this same approach
was made in a Kindergarten class. After reviewing the data, a kindergarten
teacher noticed that the majority of students were not making adequate progress
in sight words. Together, we collaborated on instructional strategies chosen from
the curriculum and implemented them during Daily 5 (another best practice
Literacy Model). When we reassessed, we found improvement. This student
centered approach allowed us to tier word work stations to best meet the needs
of the students. In yet another kindergarten class, the teacher used anecdotal
notes to determine needs in writing. Together, we chose to create flexible
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groups based on these needs. We scaffolded our instruction to meet the needs
of the various groups during Writer's Workshop. Some students were placed in
an independent writing group, while others needed more support such as
elkonin boxes to encode words. The instructional strategies used to support
these groups were chosen from research based practices and published best
practices. In a multi-age class, students set goals for writing using data from the
writing rubric. The teacher chose the ELA instructional strategy identified in our
CSI goal: 6+1 Traits. During student/teacher conferences, the student receives
individualized direct instruction on the trait that they need the most help with.
These students can identify the goal and are working on developing their own
action plan to accomplish the goal. Using curriculum based materials, CSI
identified strategies, and best practices, teachers can choose an instructional
strategy to meet the needs of the whole group, a differentiated small group and
even an individual.

I use a Daily 5 format to create a literacy menu for the students for each ELA
story. These are typically 10 days in length. A balanced literacy approach is
utilized which allows for opportunities for vocabulary development through the
reading and word work weekly testing, 6 +1 traits are emphasized for writing
activities, and small groups are used for reading. These groups are flexible
depending on skills that need to be addressed and my current data from my
frequent assessments. I have 3 mornings a week dedicated to Writers Workshop
with my full class included. The paraprofessionals in my room help provided
differentiation with my assistance for the children on IEP through the use of
scribing and word banks. Each student has a personal My Words Book for
assistance with spelling and new vocabulary. We focus on a Big Dog Word of the
Week and examine a variety of aspects of vocabulary development from
synonynms, antonyms, root words and parts of speech. All of my students
utilized Raz-Kids and Reading Counts frequently. I examine the data provided
by their work on these online resources for individualized instructional
approaches. We utilize exemplars and modeling frequently and students also
track their ELA data in a personal data binder.

How do you choose the instructional strategies for their Reading/ELA ? How is it
individualized and used in differentiation? I choose the strategies based on the
student behaviors during guided reading: if they only sound out individual sounds
in words, I work with them on using picture clues, what makes sense, and
chunks in words. The strategies need to be tailored to that students next step.

A variety of instructional strategies are offered in Reading/LA- Raz kids, Reading
Counts, small group, flexible groups, spelling city-differentiated levels, Daily 5.
Data is shared with the grade level in CP time from Reading Streets Unit tests,
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and teachers are made aware of deficits and from that skills are reviewed and
retaught.

Since my first arrival to Hainerberg, I have been impressed with the progressive
teaching styles of our teachers. We have always adapted our lessons to utilize
the latest strategy that has been proven to be successful; i.e. Four Blocks, Six
Trait Writing, Daily Five, Caf, STEM, Visible Thinking, SMARTBoards, and small
group instruction. Often, we have had teachers on the staff who have shared
their expertise, or the Administration has been good about providing workshops
for us to learn about current strategies. All of the strategies above are
differentiated instruction friendly.

Instructional strategies co-exist with the selections in Pearson. Each selection
has differentiation built into the lessons, which I use to supplement with my
differentiating instruction. (Show them a copy of a teacher's manual...smile).
Other than that, learning strategies are tailored to the individual student through
small group, pairing, and a separate assignment (i.e., oral vs written), not to
mention those on an IEP.

Again, I can only comment for my own classroom. Instructional ELA targets are
designed around curricular objectives and grade level standards. Student needs
(based on formative and summative assessment) are the primary driving force to
determine what I target in small group instruction. As per the instructional
strategies I use, I often reference authentic sources such as educational journals,
books, and articles, as well as collaboration with expert peers (such as coaches
or ISS), in addition to take aways from in-service or professional development.

Those of using Reading Caf pick certain focal points to teach. We also get data
from BAS that provides insight into an individuals reading abilities. We are
always informally assessing and having "teachable moments" to include teaching
students how to read Content Books such as the Science/Social Studies/Health
differently than our Reading Street materials.

I first analyze the reading data from the Unit Benchmark , Writing Prompt, SRI
and fluency test...and then I collaborate with the reading coach and we
brainstorm different strategies and ways to differentiate to address the
weakness... The Reading Groups are flexible to allow for differentiation and to
give individualized instruction to the needed skills...In a small group I might use
reteaching strategies and games specific to the skill...for fluency I select readers'
theater plays with leveled plays... For vocabulary development I use a best
practice where the flexible reading groups "Act Out" their Vocabulary Words...
this strategy has proven to be very effective and the students retain the meaning
of the words and are very proficient on their informal assessment.
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Do you have a formal process for adult advocates for each
student?

We have a formal process for adult advocates for each student.
Our TAT team is a formal process in which adult advocates are made available
for students. This is to include CSC if the referral goes further, the Nurse if it is
an ADD/ADHD concern, the ESL team if there is a second language concern, GE
if the student is identified as gifted. At our CP meetings it is discussed with our
ISSP advocate, and she makes herself available to help students that are
identified too. Classroom teachers, at our grade level, support each other with
students who have a variety of needs.

I really think that the year you chose to have staff be a part of recess and lunch
duty, we formed a formal process for adult advocates for students. All of my
students know the secretaries, supply clerks, all counselors, and Mr. Lowe. My
students are very comfortable with these adults and receive help from them daily.

There are countless advocates at the school for students. The classroom
teacher being the first in the line of many, such as the SPED team, ESL
teachers, Specialist, ISSPs/Coaches, Administration, Counselors, and School
Psychologists. Additionally the school has several student advocates connected
directly to our community, such as MFLC and EDIS.

Yes, students are constantly being monitored by the classroom teacher. If s/he
determines a child is in need of some type of additional services i.e. Speech,
ESL, TAG, OT, Counselor, PT, SPED then another professional is contacted.

Students are not connected with a specific adult, but identify what adult they see
as an advocate in their life in addition to their homeroom teacher. An at-risk
listing for all grade levels are established and are review weekly by the pupil
personnel service providers. Weekly the administration, counselors, school
psychologist, nurse, and military family life counselors discuss and review
progress of high-risk students as well as community concerns that are brought
forth to team members. Documents have been developed for counseling lesson
to help students identify a helping adult in the school other than their classroom
teacher. Examples of the documents can be found on the CSI ePortal website in
4.6 http://csi.hes.kdso.eportalnow.net/46.html .

Informally, a number of students visit me routinely before school and at lunch to
do science experiments and help the teacher. Students feel comfortable enough
to choose their own advocates, and staff members are very supportive of
students in this way. I know that many staff members mentor students. Even if
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we adopt a formal process, it would be nice to keep the genuineness inherent in
our informal system.

Who is using the learning skills rubric and how often is it being
used?

The Learning Skills Rubric is unique to the 4th/5th grades. It was developed in
order for the teachers to ensure fairness in how we grade our students. We give
Learning Skills Awards quarterly to those students who have earned all "1s" in
these skill areas. It is also helpful for our parents to know what our expectations
are for their students, and can be used during Parent Conferences as well as
meeting with individual students to help them make positive changes in their
behavior.

Counselor: I used the learning skills rubric. I have gone over it with the kids
(numerous times and it is embedded in what we do and I also review it with
parents in my newsletters from time to time and at parent teacher conferences)

My students rate themselves on Pat's learning skills rubric that they keep in their
Data Notebooks. They will then make their goals for the next quarter looking
through the life skills rubric and test results from the BOY or MOY tests.

I have the learning skills rubric posted in the room to remind the students of their
responsibilities. Also, I sent it home with the report card, so that parents could
discuss their ratings with their children.

A writing rubric and a presentational rubric are used in FLES Spanish and in Host
Nation, as these particular rubrics are especially geared to foreign language.
How do you use the kid friendly standards?

They are posted on a wall in our room with pictures of the children working on
educational activities reflecting these standards. We also speak to these
standards as we are teaching the lesson emphasizing each.

On the SMARTBoard lessons that I construct, my first page is always a target
that highlights the standards that we are addressing that week. At each of my
centers, I have incorporated a small chart that lists "kid-friendly standards"
addressed that week.
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Kid Friendly Standards are reviewed with new lessons across the curriculum.
Students are routinely asked to match those standards with the lesson they
begin.

KID FRIENDLY STANDARDS: used to explain what we're doing to the students

Kid friendly standards and learning objectives are posted throughout the day.
Additionally, students review and discuss these objectives throughout their
lessons. On a personal note, I think it would be HIGHLY beneficial for DoDDs to
come up with standardized kid friendly objectives in order to ensure when
students move from one school to another, their learning standards/objectives
remain the same, creating a sense of connectedness being both systematic and
systemic.

Kid friendly standards- across the second grade share with students at the
beginning of each lesson what the focus of the lesson is. They are reiterated
throughout the lesson and reviewed the next day too. They are posted and often
written in morning messages and reviewed at the end of the day.

Kid friendly standards are posted with student work in the classroom, on literacy
menus for ELA, math choice boards, and utilized as part of daily objectives which
are reviewed daily on the board. All project contain kid friendly standards so that
parents and students are knowledgeable about expectations and learning goals.

I post standards for the week on my board in kid friendly language. This gives
not only the students a clear purpose and direction for activities we do throughout
the week, but it also helps parents understand weekly targeted skills. The "I
can" statements help foster a positive learning environment for all stakeholders.

The counseling competencies that are the focus of our units are posted, shared
and reviewed with the 3rd and 4th grade students. During lessons students
journal entries reflect both their emotions at the time as well as how they view
their progress in counseling topics.

Are posted in all classrooms as a part of the daily routine teachers review the
standards for the day and in some instances the week. In kindergarten, calendar
activities lead into instructions for the day, which also give teachers opportunities
for reminding students what the standards are.

All of the new FLES standards are written in kid friendly language. I use them to
introduce lessons and remind students of their learning focus.
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Students, Teacher and ParentsLearning for a Lifetime! 15

Program evaluation? Do you do that?

Following CSI days staff are asked to reflect on what the learned and how they
are going to implement their new learning into the classroom. Additional data is
collected to determine the effectiveness of the training content, delivery methods
and utilization of new information. This information is compiled, shared with staff
and discuss at the next leadership team meeting. This information impacts our
CSI Action Plan for Professional Development. New offerings are considered
and developed based on our findings.

Following each 4
th
Tuesday PD session. Staff are asked to complete a reflection
(exit slip). These slips ask them to identify what they are working on, how it
connects back to our CSI goals/strategies/vision and what are their next steps as
they continue their work.

We use After Action Reporting to discuss program/activity strengths,
weaknesses, areas for needed improvement or required action, the positives that
were noted (what we need to keep) The goal is that this report is utilized for
improvement when we conduct the next program/activity. Examples of these
recently are the STEM night, follow up briefing, the AARs following field trips and
the AARs following our last fire drill with the fire Marshall.

The school action plan based on the individual AdvancED standards and
indicators provides significant evaluation and critique of our school. The
procedures, policies and practices that guide our teaching and learning in all
areas are assessed annually both as an entire school and within our Standards
Committees.

Mary Barlow and I have taken two graduate courses this year on Rethink Autism.
Florette has taken one. Professionals from the area office have also been here
coaching us throughout this year. We are using this program on selected
students as the data that is put into the program drives/evaluates the instruction
for these kids. Rethink provides data to show progress and regression. I don't
know if this will help, but thought of this. Diane

PROGRAM EVALUATION: Through exit slips and this last time (STEM night) via
"Survey Monkey" and the computer. We're not too good at sharing that data,
though with parents.

The ESL Department is constantly evaluating its program. ESL Specialists and
classroom teachers evaluate the type of services being offered to the student
and its effectiveness. Communication with the parents is of the utmost
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Students, Teacher and ParentsLearning for a Lifetime! 16

importance in order to ensure they understand the LAS Links assessment that is
sent home describing their child's strengths and weaknesses while developing
their English language. At the end of every year, a Program Evaluation is
conducted by the ESL Review Team; it is submitted to our area ISS, along with
administration, to consider effectiveness of the program and changes that could
be made the following year in order to maintain/improve the program.

We are in a constant process of continuous improvement here. We have an
extensive action plan that has been developed at the committee levels with the
input of all faculty. This is reviewed frequently as a Leadership Team and at
committees. Weekly common planning allows for quick methods for developing
grade level initiatives and examining what to do next and how to improve.
Examples would be the 3
rd
grade Living History Museum project that the entire
grade level participated in during the month of April. We were able to discuss the
project after the event fairly quickly and we document these suggestions in our
CP minutes. This allows for the grade level to constantly adapt and improve.

In Sure Start, we are expected to have parents fill out a program evaluation
which is then collected from parents and submitted to the DSO. This is usually
done during the month of May and is a form that is created by the DSO. They
are standard questions used for the program DoDEA wide to my knowledge. I
know I always read the comments for personal growth and use the input for a
means of self-reflection: what should I change or what was successful this year
in terms of next year's program.

As a pupil personnel service team we develop a counseling plan at the beginning
of the school year. At the end of the year based on parent, teacher, and student
input we evaluate the plan and use the information for the next school years
plan. Currently we are developing an electronic needs assessment that will be
given to students, teachers, and parents. The data will be used in developing
counseling services and next years counseling plan.

The programs used at HES are DoDEA adopted curriculum, therefore DoDEA
uses their Curriculum and Assessment Branch to gather data and make
curriculum decisions on a larger global organizational scale.

We work with the Area Office to evaluate the FLES program. We also have
opportunities at monthly professional development sessions to evaluate
programs, as well as to discuss resources for enhancing our various foreign
language programs (FLES Spanish, Host Nation, German Immersion, Spanish
Immersion).

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Students, Teacher and ParentsLearning for a Lifetime! 17

the DSO submits these statistics from the Parent Surveys & the Teaching
Strategies data to headquarters to reinforce the necessity of the program and to
demonstrate that the monies are being used for the purpose that they are
intended. I use the results for self-reflection and enhancement of the Sure Start
program as well.