Ruth%20Hill%20Elementary%20School

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Ruth HillElementary School

• 2014-2015 GAPSS Report

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OVERVIEW
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Comparison January 21-22, 2009/January 15-16,
2015
Ruth Hill Elementary School
STRANDS NOT ADDRESSED NOT EVIDENT EMERGENT EMERGING OPERATIONAL OPERATIONAL FULLY OPERATIONAL EXEMPLARY
STRANDS 2009 2015 2009 2015 2009 2015 2009 2015
Curriculum 0 1 4 2
2014 Curriculum Planning 0 0 0 3
Assessment 0 0 1 0 7 1 1 4
Instruction 0 0 5 0 7 3 1 6
Planning Organization 0 0 1 0 3 1 5 5
Leadership 0 0 1 1 5 5 7 2
Professional Learning 0 0 1 0 13 6 3 0
Student, Family Community Involvement 0 0 5 2
2014 Family Community Engagement 0 0 1 5
School Culture 0 0 0 0 7 0 2 5
TOTAL 0 0 10 1 51 17 23 30
Percentage/ 0 0 12 2 61 35 27 63
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Ruth Hill Elementary School GAPSS

• January 23-22, 2009

• January 15-16, 2015

Not Addressed 0 0
Emergent 10 12
Operational 51 61
Fully Operational 23 27
Not Evident 0 0
Emerging 1 2
Operational 17 35
Exemplary 30 63
88 Operational/Fully Operational
98 Operational/Exemplary
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Rubric Base Line
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Ruth HillRubric Summary
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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.

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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.

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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.

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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.

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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.

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ASSESSMENT

• COMMENDATION
• Lesson plans and data reviewed indicate that a
  systematic process is in place to align
  assessments with required curriculum standards.

• Assessment Standard 2
• Aligns assessments with the required curriculum
  standards.

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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.

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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.

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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
  over-inflated representation when compared with
  ability and standardized assessment results.

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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.

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INSTRUCTION

• Instruction Standard 2
• Creates an academically-challenging environment
  that cultivates higher-order thinking skills and
  processes.

• COMMENDATION
• Ruth Hill provides an orderly, well-managed,
  challenging learning environment that enables
  students to attain higher levels of understanding
  through implementation of varied instructional
  strategies.

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INSTRUCTION

• Instruction Standard 3
• Implements research-based instructional
  strategies.

• COMMENDATION
• The school implements rigorous, systematic and
  objective strategies to enhance student
  achievement and make informed educational
  decisions.

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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.

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INSTRUCTION

• 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 Standard 5
• Engages students in setting learning targets
  aligned to curriculum standards.

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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.

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INSTRUCTION

• 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 Standard 7
• Integrates appropriate current technology into
  teaching and learning.

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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, self-monitor, and
  reinforce learning.

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INSTRUCTION

• COMMENDATION
• The school develops comprehensive, research based
  interventions tailored to meet the needs of
  students through collaborative vertical and
  horizontal discussions.

• Instruction Standard 9
• Provides timely, systematic, data-driven
  interventions.

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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.

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PLANNING ORGANIZATION

• Planning and Organization Standard 2
• Shares a common vision/mission that defines the
  school culture and guides the continuous
  improvement process.

• COMMENDATION
• There is a strong intent to make all students
  feel valued and important in the classroom. Also,
  the teachers feel valued and are a part of the
  team. Dr. Corley is leading students to
  understand every student has the capacity to
  achieve academically here and beyond.
• OPPORTUNITIES
• Leadership team needs unified mission to guide
  the continuous improvement process. Faculty and
  staff need a clear understanding of the roles of
  each administrator in the building.

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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.

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PLANNING ORGANIZATION

• Planning and Organization Standard 4
• Uses a data-driven and consensus-oriented process
  to develop and implement a school improvement
  plan that is focused on student performance.

• OPPORTUNITIES
• Continue use of APTT Academic Parent Teacher
  Teams.
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• Increase student ownership of goals and goal
  setting. Students need to be able to articulate
  their own goals.

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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.

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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.

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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.

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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.

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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.

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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.

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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 administrators presentation
  of the expectations for the implementation of
  professional learning. Ex. STEM Training and
  Implementation, Tech Summit, RESA Technology
  Development, Tech Tuesday, and APTT.

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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.

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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.

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LEADERSHIP

• Leadership Standard 2
• Guides the schools 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 principals active participation in
  guiding the schools work in these areas will
  support faculty and staff in implementing
  strategies directly tied to improved student
  achievement outcomes.

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LEADERSHIP

• Leadership Standard 3
• Establishes and supports a data-driven 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.

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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.

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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.

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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.

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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.

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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.

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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.

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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 family-school 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.

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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.

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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 students achievement by providing
  additional information through various avenues.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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